This study examined how the public relations function was perceived by top administrators as viewed by public relations directors (Phase 1), and how that perception compares with the "ideal" or preferred function as indicated by public relations within Indiana colleges and universities (Phase 2). Out of 46 possible subjects, 32 participated in a survey which represented a 70% response rate.After Q-Sorts have been tabulated, the researcher concluded that respondents from phase 1 were divided in their responses into two equal groups with no clear majority of response being represented consistently. On the other hand, phase 2 respondents showed strong conviction with a dominant majority of respondents showing consistency in their selection. / Department of Journalism

Thesis (Ph. D.)--University of Washington, 2006. / Includes bibliographical references (leaves 165-173). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 138-144).

The primary purpose of this investigation was to identify and describe the current role of the executive vice president in higher education. The subpurposes of the study were to determine (1) the duties of the executive vice president, (2) the decision-making responsibilities associated with the position, (3) the degree of agreement between presidents, executive vice presidents, and written documents regarding the duties of the office, and (4) the extent of numerical increase or decrease of the position. An analysis of the findings led to the following conclusions that (1) there is close agreement between presidents and executive vice presidents regarding the duties and requirements of the position of executive vice president; (2) there is little agreement between presidents of differing types and sizes of institutions and between vice presidents of such differing institutions; (3) a majority of institutions have written job descriptions for the position but few of these documents actually describe the position with detail; (4) this study also generated a composite job description; and (5) finally, demonstrates that the position of executive vice president has grown at a significant rate over the past decade.

The problem of this study was to determine the perceived competencies needed by supervisors in order to supervise instruction conducted by part-time instructors in a junior/community college setting. The study was conducted in three phases. The purpose of phase one of the study was to determine the areas of responsibility and tasks which are appropriately delegated to the supervisors of part-time instructors. To accomplish this purpose, areas of responsibility and tasks were drawn from job descriptions for the position of supervisor of part-time instructors in the Dallas County Community College District. The areas of responsibility and tasks were reworded by the investigator to serve as items in a questionnaire to which participants in the First National Conference on Part-time Instructors in the Community College were asked to respond. Means and standard deviations were determined for each group in relation to each competency statement for both importance and adequacy. All 134 competency statements listed in the questionnaire were rated by all groups as important. All but four of the competencies were rated by all groups as adequately performed by present supervisors. A list of seven competencies which were deemed very important (mean score of 4.50 or more) was presented.

The major purpose for this study was to determine the self-perceived leadership styles of the presidents, vice-presidents, and deans of public community and junior colleges in Texas in 1994. Administrators' choices of leadership style were also compared with personal characteristics of leaders, such as age, gender, title, number of years in current position, number of years in current institution, number of years in administration, degree earned, number of years in teaching, and number of full-time subordinates. The backgrounds of the administrators, particularly their previous experience, control over their respective budgets, size of their budgets (state, local, other, percentage of workers' compensation), and the ethnicity of leaders, were also examined. The Styles of Leadership Survey and a Demographic Information Form were used to collect the data.

Surveys of women in higher education administrative positions that identified factors which may contribute to career development have been conducted. However, the literature revealed little information regarding the importance placed on those factors by women in higher education administrative positions. The purpose of this study was to determine the importance of selected contributors to career development of women in higher education administration. Data were gathered by a mailed questionnaire to a sample of women administrators employed in Florida state supported community colleges and universities. The 343 useable returned questionnaires represented a 65.5% response rate and 51.3% of the total population. These data were evaluated in terms of: a) the factors identified by women, b) race and age, c) administrative level by institution type, and d) institution type. Descriptive data analysis was conducted using frequency distributions and histograms. Cross tabulation analysis with all statistical options and a one-way analysis of variance were also utilized. There were four factors considered important for which there were no significant differences across the variables of institution type, administrative level by institution type, and selected demographic characteristics. These factors were formal education, willingness to accept added responsibility, timing, and communication skills. The contributing factors showing importance by administrative level by institution type were: chance, participation in a formal administrative internship, committee appointments, and teaching experience. Those factors viewed as important by institution type were: willingness to relocate (community college) and research and publications (university). The factors considered important by age were: a) Affirmative Action plans, b) influence of a mentor, c) personnel administration skills, d) participation in a formal administrative internship, and e) research. The results of the study indicated that women desiring to advance into higher education administrative positions should develop a career plan to include the institution type desired for career development. In addition, women should give serious consideration to the four factors showing no significant difference by institution type, or by selected demographic characteristics.

The comprehensive computerized decision support system developed in this research employs two techniques, computer modeling and goal programming, to assist top university financial officers in assessing the current status of funds sources and uses. The purpose of the DSS is to aid in reaching decisions concerning proposed projects, and to allocate funds from sources to uses on an aggregate basis according to a rational set of prescribed procedures. The computer model provides fast and easy access to the database and it permits the administrator to update the database as new information is received. Goal programming is used for modeling the allocation process since it provides a framework for the inclusion of multiple goals that may be conflicting and incommensurable. The goal programming model allocates funds from sources to uses based on a priority structure associated with the goals. The DSS, which runs interactively, performs a number of tasks that include: selection of model parameters, formulating goals and priority structure, and solving the GP model. It also provides on-line access to the database so that it may be updated as necessary. In addition, the DSS generates reports regarding funds allocation and goal achievements to allow analysis of the model results. The decision support system also provides a framework for experimentation with various goal and priority structures, thus facilitating what-if analyses. The user can also perform a sensitivity analysis by observing the effect of assigning different relative importance to a goal or set of goals. / Ph. D.

Thesis (M.Tech.: Commercial Administration)- Dept. of Office Management and Technology, Durban Institute of Technology, 2004 x, 100, [21] leaves / This study aimed to identify the factors that affect change in attitudes of managers reaching positions of authority in Higher Educational Institutions. Traditionally, managers sat in their office and managed organizations. Today the market place demands something different and there is greater emphasis on leadership qualities for those in positions of authority. Today, leaders are needed who have sound principles, ethics, sound values, integrity, human and communication skills. Individuals in leadership positions who lack the skills listed, experience problems leading and managing a modern organization.