The effective administration of tribally chartered community colleges is critical to the achievement of American Indian goals for self determination. American Indian administrators of community college programs were surveyed to identify their backgrounds, role perceptions as administrators and their concerns related to role conflicts. The study was conducted in 14 of the 16 institutions within the American Higher Education Consortium. Two institutions had no American Indian administrators. Of 75 potential respondents 47 participated in the study. The respondents had the characteristics of being Indian, of speaking an Indian language, of being committed to the integration of an Indian philosophy into college experiences, of being educated in reservation public schools, of having more than three years of experience as an administrator, and of having come into the position from another institution. The two roles perceived by these administrators as important to their institutions were "advisor to non-Indians" and "human relations expert." Roles perceived as being most important to the Indian communities were as provider for educational leadership and intermediary between Indian and non-Indian people. The American Indian administrators also identified their personal roles as catalysts for change, facilitators of institutional excellence, human relations specialists and mediators for Indian and non-Indian relations. These roles form the core features of identity common to the participating American Indian administrators. Participating were asked to determine possible role conflicts. From a list of 20 statements three were perceived as conflicts. Having a simultaneous commitment to the Indian community and to the institution was one source of conflict. Another was allowing conflict to become the basis for institutional change. A third conflict resulted from attempts to be a successful role model for other American Indian people while effectively administering the college programs. Reviewing their own experiences, administrators identified the greatest problems they face as being a successful role model, the expectations of Indians and non-Indians that they should perform at a higher level than their Anglo counterparts, the use of conflict in their own institutions as a condition for improvement, pressures on them to serve as Indian spokesmen, and being torn between the Indian community and their college duties. The findings of this study underscore the importance of staffing American Indian colleges with competent and strong Indian administrators. The problems experienced by American Indian administrators are in many cases the same as non-Indian administrators. In order to provide the very best American Indian administrators for the American Indian community colleges advanced degree training must be emphasized.

In this dissertation I aimed at understanding and explaining what support staff have experienced during the placement and redeployment process at the University of KwaZulu-Natal. Support staff are crucial to the success of the vision and the mission of the university, therefore it was necessary to hear their voices. Five support staff members participated in this study. Using a qualitative case study approach, I sought to answer the following critical questions: 1) How did support staff experience placement and redeployment? 2) What can we learn from the support staff's experiences of placement and redeployment in both the School and the University? The literature review included the following issues: placement and redeployment in the organisation change, organisational change, how change occurred in the organisation, the human factor during organisational change, resistance to change, change management, leadership during change management, communication and education during managing change, participation and involvement and the role of organisational culture in organisational change. I adopted Lewin's theory of change as the framework for this study. This framework gives rise to thinking about a planned approach to changing things. Data were generated from focus group interview and document analysis. I examined data through ten themes, as follows: communication about placement, support staff participation and involvement in decision making about placement, shock, fear and confusion, experiences of application and placement process, handing over process, timing of placement and induction, new organisational structure and reporting lines, workload, job description and clarification of role, before the reconfiguration versus after the reconfiguration. The findings revealed that communication, participation and role clarification were key to successful implementation of change. From the findings, I concluded that power tactics and despotism cannot implement compliance, but can lead to resistance. Employee participation and involvement makes the employees feel appreciated and respected. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The position of director of intercollegiate athletics represents the highest administrative position in athletics in colleges and universities. During the days of the Association for Intercollegiate Athletics for Women (AIAW), 90% of the women's programs were coached and administered by women. Shortly after the implementation of Title IX in 1972, this trend began to change and most women's programs began to fall under the leadership of male coaches and administrators. During the summer of 1982, the National Collegiate Athletic Association (NCAA) took control of the AIAW forcing women administrators to take a backseat to their male colleagues. This lack of administrative and coaching representation has also resulted in fewer role models for female athletes.This study was designed to compare the qualifications of men and women directors of intercollegiate athletics to determine if the women must be more qualified than theirmale counterparts to hold the same position. This study may also serve as a blueprint for women in athletics as to the qualifications and experiences necessary in their attaining a position of director of intercollegiate athletics.The results of a survey questionnaire to 200 male directors of NCAA Division I, II, III, and NAIA colleges, with a return rate of 52.3%, were compared to an early study conducted on female directors to determine if the qualifications between the two genders were different. The educational results were very similar between the two genders, with both maintaining that a master's degree was extremely important in attaining their positions. Both genders also confirmed that at least one year of experience in athletic administration was crucial to their appointment as director of athletics.In examining the qualifications of both men and women who hold athletic administrative positions, it was not conclusive that educationally or professionally, the women were more qualified than their male colleagues. The responses to the survey by both men and women were very similar in their beliefs of what was important in attaining their current positions. / School of Physical Education

This qualitative study investigated the role mentoring plays in the professional development of women in student affairs. The goal of this research was not to prove a theory about women's mentoring relationships, but rather to richly describe these relationships in order to understand the impact they have had, and will continue to have on womens' professional lives. The results of this study is significant because it will provide a foundation for understanding the process of women's mentoring relationships in student affairs. The researcher conducted five indepth, open-ended interviews with women in various positions in student affairs in order to gather rich, descriptive data. The researcher selected women with whom she already has at least an acquaintance relationship. These women were from the Mid-West region. Each woman was at a different point in her professional development- graduate student, new professional, midlevel, and senior administrator. Women from both private and public institutions were interviewed. Four themes emerged from the interviews that each of these women discussed. These themes were, there are common characteristics of mentoring relationships; the impact mentoring has on the early development of the professional; the importance of having a female mentor; and the scarcity of female mentors at the top of the ladder. / Department of Secondary, Higher, and Foundations of Education

As new methods of communication have been created by technological advances, it has become important to examine how students use these methods to interact with other students, the campus community, and the world. This study at Ball State University helped researchers understand how students communicated online in order to create policies regarding online communication. Data were gathered using the qualitative methodology of responsive interviewing. Students and administrators were interviewed (luring May and June of 2006. The data were analyzed by identifying important themes, trends, and concepts among the data according to Rubin & Rubin's (2005) model. The study found that institutions should create educational opportunities for faculty, staff, and students to learn about online communication technologies. These educational sessions should include how to use the technologies, the potential for their misuse, and the responsibilities attached to their use. The study concluded that existing policies should be used to address online policy violations. / Department of Educational Studies

The purpose of this research was to describe how eight selected women administrators employed in student affairs at Ball State University utilized five leadership practices of challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. There is an abundance of research on leadership, however very few studies have identified the leadership actions of women in student affairs administration in higher education.A case study methodology was used for this current research. Eight informants were purposively selected from a population of 26 women administrators employed in student affairs at Ball State University. Three interviews were conducted with each of the eight informants. Retrospective, structured, and semi-structured interviews, as described by Fraenkel and Wallen (1996) were utilized. There was not an available interview guide for use in this study, therefore one was constructed.Four conclusions were drawn from the results of this study. These included the following:1. There were a number of themes found that indicated these eight informants are relational leaders.2. The evidence collected suggested that leadership is situational, contextual, and influenced by the people involved.3. Experience was identified most often as a way these eight informants tested their own leadership skills, the skills of others, and helped others learn leadership skills.4. Learning from mentors was an important way these informants developed their leadership skills.Results of this study were not generalized beyond these eight informants. However, this study contributed new information to the field of leadership studies by describing the leadership practices of eight women administrators employed in student affairs. This study provided insights on the actions and behaviors that these informants used when exercising leadership. / Department of Educational Leadership

The purpose of the study was to examine the career paths of women managers in the service area of higher education and women managers in the hospital industry service area. A secondary purpose was to identify factors that influence the advancement of women managers in those areas.This research outlined the career paths of women managers in the service industry in educational and in non-educational organizations. It identified encouragements and impediments to the promotion of qualified women in the areas of management within the service industry.Findings from the study show that there is no significant difference between the career paths of women managers in higher education and women managers in the hospital industry. There are no differences between the education, training, length of tenure, motivation for employment, mentoring, emotional support or career impediments of women managers in service area of both higher education and the hospital industry.The following conclusions were drawn from the study:1. Women in the service field of higher education and the hospital industry face very similar histories.2. Entry into the profession can be found through a variety of sources and it is through the investigation of these sources that a woman will find entry into this field.3. Very few women reported career impediments and many reported having the emotional support of family and friends.4. The true reason why the experienced, educated, trained woman manager has not progressed up the career and salary ladder until the past several years has not been found. Both groups are being motivated by opportunity for advancement and salary.5. Most women managers in the service have been the determinants of their own career advancement. The women desiring to become managers in the service field must realize that the future of her career and its advancement lies with her own decisions and her own initiative. The woman manager must be responsible for her own future. / Department of Educational Leadership

Access permanently restricted to Ball State community only. / Access permanently restricted to Ball State community only. / Department of Educational Studies

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.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 165-173).