The purpose of this study is to determine the relationship, if any, between the socioeconomic backgrounds of educators and their attitudes toward women as academic administrators, including a comparison of the attitudes of male and female educators toward women as administrators. The population consisted of all full time faculty and administrators in 25 colleges and universities holding membership in the Association for Higher Education (AHE) of North Texas during the 1984/1S85 academic year. This group of institutions consists of 10 community/junior colleges and 15 senior colleges and universities. Data generation was achieved through the administration of a research package mailed to a sample of 300 subjects selected by a proportionate random process from the defined population. The instruments consisted of a modified version of the Women As Managers Scale (WAMS) and the Hollingshead Factor Index of Social Status. Useable data from 209 respondents were subjected to multiple regression techniques. The hypothesis that socioeconomic background of educators will be positively related to attitudes toward women as academic administrators was not upheld. It was however determined that attitudes toward women as administrators are explanable by a combination of job and non-job related variables, with women having more positive attitudes than men. The findings that 1) younger subjects have more positive attitudes, 2) experience under a female superordinate, generated favorable comments, and 3) educators as a whole had a highly favorable attitude lead to the conclusion that opportunities for advancement of women into adminstrative positions are brighter than often reported. It is suspected that the legislative activities and the feminist movement of the 1960s may have had a positive influence.

What happened to women who are former athletic directors of intercollegiate athletic programs during each of the four stages of the departing experience was the problem of this study. A qualitative design using personal interviews for data collection and ethnoscientific explanation for analysis of the data were used to study thirty-one women who were athletic directors between 1975 and 1986. Analytical tasks performed for each of the four levels of analysis helped answer research questions directed toward finding patterns among women in the following areas: what happened to them within and throughout the four stages of the departing experience, reasons they left the position of athletic director, and satisfaction in their subsequent job. Analysis of the data established that the departing experience occurred in four stages. How the subjects responded to the way that opportunities for female student-athletes were offered during each st3ge of the departing experience determined whether they were in positive or negative circumstances. Sixteen subjects either were in positive circumstances throughout the departing experience or ended it in positive circumstances. Fifteen subjects were either in negative circumstances throughout the departing experience or ended it in negative circumstances. The ability to reevaluate their beliefs and values, adapt to changes in their programs, make rational decisions, and influence others to support their decisions determined whether they were in positive or negative circumstances in each stage of the departing experience. In general, the findings of this study support literature on women in administrative positions and literature on the effects of job loss and job change.

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 92-97).

The problem of this study was a comparison of female administrators' self-perceived leadership styles to those of their superordinates' perceptions in five major junior/community college districts in Texas. The population included 59 female administrators submitting biographical information with 53 of the 59 submitting information on their leadership styles. The leadership data were paired with 53 superordinates for comparison of the perceptions of each group. In conclusion both groups agreed on the leadership style exhibited most often by female administrators as being high relationship-low task. Even though the female administrators exhibited this dominant style, the majority of the women and their superiors agreed they could span the other styles in an effective manner.

The purpose of this research has been to investigate the current situation of selected women in administrative positions in community colleges. This study proposed: (1) to develop a profile of selected women in community college administration positions in the United States community colleges to identify the kind of women who aspire to and succeed in community college administration; (2) to determine areas in which these selected women feel they need more training in order to advance or maintain a position in community college administration; (3) to examine the problems and rewards that these selected women find in their careers in community college administration; and (4) to determine how these selected women feel about themselves as women and administrators. The population for this study were women chosen for the Leaders for the 80's Professional Development Project sponsored by the American Association of Women in Community and Junior Colleges and the League for Innovation in the Community College. From this group of 309 women, 228 responded to the Women in Community College Administrative Positions Questionnaire. The data were aggregated from the usable questionnaires and analyzed by frequency distribution with percents to report findings. The study showed this national sample of women either in educational administration or slated for administration represented a new generation of female educational administrators. Many have been hired since the advent of affirmative action policies and antidiscrimination laws went into effect. These women, women in most professions, have made progress in the last decade. Unquestionably, there are many reasons for this progress, including the existence of affirmative action legislation, the resurgence of the women's movement, and growing awareness levels on the part of women, both collectively and individually, of their own potential, capabilities and aspirations. If the progress for women in educational administration is to continue, they must look first to themselves, through their influence, determination, and competency. This study has shown that these selected women are very traditional and conventional in both their personal and professional lives.

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.

The intent of this investigation was to examine age and gender differences in neuromuscular adaptations following 12 wks of progressive resistance training(PRT). 39 healthy, untrained individuals were divided into four groups: older men((OM); 70±1.67; n=9), older women((OW); 73.75±1.76;n=8), young men((YM); 25.9±2; n=6) and young women((YW);22.2±1.2; n=6). Subjects participated in a bi-lateral knee extensor PRT consisting of 2 sets of 10 repetitions and 1 set to volitional failure at 80% of their onerepetition maximum(1RM), 3 days per week. Prior to and after completion of the PRT, subjects' right thigh muscles were evaluated for cross-sectional area (CSA) via computed tomography, maximal voluntary isometric contraction (MVC), specific tension((ST);MVC/CSA), maximal neuromuscular drive(IEMG), and 1RM. Subcutaneous needle biopsies were also taken from the subjects' right vastus lateralis pre and post PRT. CSA increased (time, P<0.05) in all four groups following the PRT (4.35%+0.94 to 7.31%+3.87). Excluding OW, each group displayed an improvement (time, P<0.05) in MVC (OM 28.7%+5.06, YM 17.4%+5.8, and YW 17.8%±10.3). OM and YM demonstrated increases (time, P<0.05) in ST after completion of the PRT, 21.67%+4.88 and 12.5%+5.1, respectively. These two groups also improved (timeXgender, P<0.05) over their gender counterparts for this variable. IEMG increased (time, P<0.05) in OM and YM (37.8%+12.3 and 43.26+12.54, respectively) and both groups also showed improvements (timeXgender, P<0.05) over their gender counterparts. 1RM increased (time, P<0.05) in all groups (34.9%+7.9 to 57.3%+8). OW showed an increase (time, P<0.05) in the CSA of the MHC type Ha fibers. No other changes in single fiber CSA occurred. While all groups displayed increases in CSA and strength, ST and IEMG data indicate that neuromuscular drive may influence strength increases seen with resistance training to a greater extent in males than females, regardless of age. / School of Physical Education

This study explores the relationship between diversity within executive decision-making teams at institutions of higher education and their propensity for strategic change. Previous research in the areas of strategic change, group decision making, and higher education was drawn from in this study. Statistically significant relationships were discovered the demographic background of executive decision-making teams at public colleges and universities, as measured by both the pursuit of new degree and certificate program offerings and multiple measures of student retention. The results also indicated the presence of an insufficiently diverse pool of potential executives for colleges and universities to draw from.

The problem with which this investigation is concerned is that of determining the existing and ideal perceived roles of college financial aid directors in Texas, the preparation of financial aid directors, the scope of their work, status, degree of job satisfaction, and attitudes toward selected financial aid concepts. A self-report questionnaire, which had been validated by a selected panel of financial aid directors, and for which reliability had been established by the test re-test method, provided the necessary data for the research report. Replies were received from more than seventy-five per cent of the financial aid directors in the colleges of Texas. Chapter I, Introduction, includes the subject of the study, purposes, research questions, background and significance, definition of terms, basic assumptions, instruments, and procedures for analysis of data. Chapter II is the review of related research. Chapter III gives procedures for collection and treatment of data. Chapter IV contains the report of the responses to the questionnaire, and Chapter V contains a summary of the findings, the conclusions reached, recommendations, and implications for further study.

This study identified and compared characteristics in the career progression of African-American college presidents of institutions in the continental United States. The study was concerned with personal, educational and professional characteristics of these senior level administrators. From a population of 141 individuals, 73 presidents participated in this study. Frequencies, means, percentages, chi-square, crosstabulations and analysis of variance (ANOVA) were employed in the analysis of data. The level of significance was set at 0.05.