Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Includes bibliographical references (leaf 24). Also available via the Internet.

This qualitative study investigates the perceptions of leadership practices of associate deans/directors in the community college as compared to that of exemplary leaders in other organizational contexts, and the impact of specific rater characteristics on those perceptions. Fifteen associate deans/director's from a multi-campus institution in the southeastern United States rated themselves on the Leadership Practices Inventory (LPI) Kouzes and Posner (1987), which identifies five dimensions of exemplary leadership. A select number of subordinates, peers, and supervisors of these associate deans/directors simultaneously rated these leaders on an alternate form of the LPI. A demographic survey and in-depth interviews were used to gather data on rater characteristics, such as gender and cultural/ethnic orientation, leadership training, and campus culture. Nine associate deans/directors and their subordinates from a single campus institution in the Midwest who had completed the LPI a year earlier constituted a validation case. This study found that (a) the leadership profile of associate deans/directors in the community college was similar to that of exemplary leaders in other contexts, (b) significant differences in perceptions among leaders and their co-workers occurred on three dimensions of the LPI, and (c) specific rater characteristics and contextual variables did not significantly affect perceptions as measured by the LPI. Information gathered from in-depth interviews amplify these findings. Associate deans/directors perceive their jobs as one of support (staff) rather than line positions and with limited power or influence. Even though they report familiarity with concepts of leadership, these leaders do not consistently engage in planned, systematic feedback from co-workers. Additionally, data point to the possible influence of a campus, or site-based, culture on the leadership practices of the associate deans/directors.

Philosophiae Doctor - PhD / The study investigated the leadership styles used in the Lesotho tertiary institutions. The research was undertaken at two institutions - Lerotholi Polytechnic and the National Teacher Training College. The population of the study is the lecturers and the leaders in the management position in the two institutions. The study discussed educational leadership and educational organizations and how they help towards the achievement of goals and objectives. / South Africa

M.Com. (Business Management) / Please refer to full text to view abstract

The objective of this study was to identify if women have made statistically significant increases as top-level administrators in institutions of higher education during the period 1983-98. The research focused on the following areas: (1) Have women made significant increases as administrators during 1983-98? (2) Have women made significant increases in their proportion of total administrators during 1983-98 in the following areas: (a) comprehensive institutions, (b) doctoral institutions, (c) liberal arts institutions, and (d) research institutions? (3) Has the proportion of women administrators in private institutions increased significantly more than the proportion of women administrators in public institutions for 1983-98?

The managerial role of first line academic administrators in the the Alaska community colleges was examined in this study. Academic administrators were surveyed to determine the frequency of performance and perception of importance of 157 selected management activities which were divided into the five functions of management--planning, organizing, staffing, directing/leading, and controlling.

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No description available.

Since the mid-1960's women have been moving into previously male-dominated professions; one exception, however, has been the administrative hierarchies of universities throughout the United States. Within these institutions of higher education, women continue to hold a low proportion of the top-level administrative positions. Their low representation is often justified on the basis that women have little interest in assuming positions of leadership in college and university administration. The purpose of this study was to determine if women faculty aspire to administrative positions in higher education in the same proportions as do men faculty. The study also sought to compare administrative levels to which both groups aspire and to compare the reasons they have for their interest, or lack of interest, in obtaining an administrative position. In addition, the variables of age, marital status, tenure status, year of tenure review, academic rank, years of teaching experience in higher education, previous administrative experience, and previous encouragement to apply for an administrative position were studied to determine whether they interacted with sex to produce an effect upon administrative aspirations. The study involved all of the land-grant universities established by law in 1862 in the contiguous 48 states. The population included all professors with the rank of assistant or above from 18 departments typically found within Colleges of Arts and Sciences. From each university ten professors, six men and four women, were selected for the study sample. A four-part, four page questionnaire was developed for data collection. A 76 percent response rate provided a usable sample of 331, of which 192 were men and 139 were women. The results of this study showed that men's and women's interests in assuming an administrative position did not differ statistically, however, a slightly higher proportion of women expressed administrative aspirations than did men. There was no difference in the administrative levels to which men and women aspired. While some professors were willing to begin at an assistant or staff position, most men and women sought a line office as their ultimate administrative goal. Generally, men and women respondents held similar reasons for their interest in administration. Both men and women ranked the same three reasons in the same order of importance. They indicated that the primary reasons for their administrative interests were that (1) they would like the challenge of the decision-making aspect of an administrative position, (2) they felt they could ultimately help more people reach their educational goals, and (3) they believed that they could be a more effective administrator than many they knew. Two out of eight personal and academic descriptor variables were found to have had a significant effect on the administrative interests of men and women respondents. Within the variable of age, men, ages 45-65, expressed little interest in an administrative position, while the women indicated a greater interest at this age level than any other age group of men or women. Within the marital status variable, the administrative interests of married men were not as great as the interests of married women. Respondents who reported that they had no interest in an administrative post often stated that they preferred continuing their work as teachers, researchers and/or writers. The second most strongly held position was that respondents did not like administrative responsibilities and/or the people who tended to serve as administrators. Even though some statistical differences were reported, the consistent theme throughout the responses was one of similarity between men and women in their interests in acquiring positions of leadership on university campuses, thereby conclusively laying to rest the assumption that the low representation of women in top level administrative positions in land-grant universities results from a lack of interested female candidates. / Ed. D.

The problem of this study was job satisfaction among academic administrators in selected American institutions of higher education. Its main purpose was to document the level of job satisfaction among selected U.S. college and university academic administrators.