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This national study developed a descriptive data base of the profile, functions, leader behaviors and effectiveness of American community college deans of occupational education. These data were examined with respect to their relationship to institutional size, type of governance and source of funds. The study focused on the following questions: What were the profile characteristics of the deans? What were the functions of the deans? Did the deans exhibit the leader behaviors of"consideration" and"initiating structure" in their work? Were there differences between effective and ineffective deans for the profile characteristics, functions and leader behaviors? How did the profile characteristics, functions and leader behaviors of the deans differ with respect to the institutional size, type of governance and source of funds. The deans of occupational education can be characterized as white, male, average age 47. Females and racial minorities were under represented. The master's degree was apparently the minimum educational requirement for filling the position however, increasing numbers of deans had obtained the doctorate. The principal area of experience for the deans was in education, and a majority of the deans had some experience outside the field of education. However, this position was the first position at this level of administration for most of the deans, and the turn over rate was moderate with deans averaging six years in the position. The deans indicated their highest level of importance and responsibility was for the function categories of Program Planning, Development & Evaluation and Personnel Management. The deans rated the function category Student Services as not a responsibility. They also rated Professional & Staff Development and Program Improvement the lowest of the nine categories in importance. The deans received similar ratings for the leader behavior scales of consideration and initiating structure and were also rated as effective by their immediate supervisors. The effective deans rated Program Planning, Development & Evaluation higher for importance than ineffective deans. The profile characteristics, functions and leader behaviors were examined to determine if differences existed for the situational factors, institutional size, institutional governance and sources of financial support. No significant differences were indicated. Some of the implications of the conclusions of this study for preand in-service education, selection and evaluation for the position of dean of occupational education were discussed. / Doctor of Education

This study examined the career paths of women administrators serving as chief academic officers in Christian colleges and universities which belong to the Council for Christian Colleges and Universities (CCCU). The CCCU is a professional association of evangelical Christian institutions dedicated to integrating faith and learning. The exploration included each administrator's demographic information; her early, adolescent, college, and graduate school experiences; early vocational experiences; the effect of marriage and motherhood on her career; critical factors she identified as important in achieving her current position; and the importance of spiritual convictions or Christian faith in career decision making. Sixteen of the eighteen identified women holding the rank of chief academic officer agreed to participate in the study. The typical woman administrator was 50, married, and the mother of one or more children. She most likely had received her education in the humanities, with the terminal degree of choice being a Ph.D. She had served at her current institution for more than five years, but in her current administrative position for less than five. As an adolescent she excelled in the humanities, less so in math and science, and was involved in many extracurricular activities, including music endeavors, leadership, and her local church. She had received the most encouragement from her mother, although both parents expected her to do her best in school. For post secondary education, she had benefited from a mentor, had excelled easily, and had taken no time off between her bachelor's and master's degrees or between her master's or doctoral degrees. Although she had aspired to teach and received most of her early vocational experience in the professoriate, she had not aspired to be an administrator. As an adult, she had married in her 20's and had children before the age of 30. She had an unusually supportive spouse and believed her marriage to be a key factor in her career success. Her family and professional roles were potentially conflicted and required her to "juggle" her responsibilities. She believed the influence of her mentors, faith influences, and chairing an academic department were critical experiences that had led to her position in administration. Regarding her spiritual convictions and disciplines, she adamantly believed both affect her daily work and personal life. CCCU women administrators are deeply committed to their Christian higher education callings, highly educated, persistent, spiritually minded, and devoted to their families.

A study was conducted to gather information from department chairs serving in the 26 two-year colleges that are members of the North Texas Community College Consortium using the International Community College Chair Survey (ICCCS). The ICCCS is designed to gather insights into four aspects of the chairs' professional lives: personal characteristics, responsibilities challenges, and strategies. The study compared the demographic data and the respondents' perceptions of the challenges their units will face in the next 5 years to the original survey conducted in 1992. The regional sample included 616 first-line administrators, and a 30.5% response rate was achieved. The demographic distribution of the regional respondents shows significant shifts in gender, age, education, experience and release time but constancy in race and stability of the population. Similarities between the two samples exist regarding the challenges of maintaining program quality, providing technology, and managing financial issues. The regional sample expresses greater concern about the challenges of distance education, external accountability, and student matters.

Thesis submitted in compliance with the requirements fo the Doctoral Degree in Technology: Education (Management), Durban Institute of Technology, 2004. / This study focused on women in Technikons who hold status positions as Dean or higher in the academic management hierarchy and aimed at uncovering those attributes which contributed to their success in breaking the 'glass ceiling'. The gender imbalance in their career paths highlighted the need to identify those attributes so that ways could be found to increase the representation of professional women in leadership and management position. The experiences and struggles of women in Third World Countries, such as South Africa, unfold in a very different context from those of women in First World Countries. As this research is about women for women and gives 'voice' to those women who participated in this project, attention must be paid to the knowledge and theory that incorporates women's experience and perspectives. It is therefore appropriate to view the marginalisation of women and hence their struggle for equality of opportunity in Technikon management from a feminist viewpoint. Narrative enquiry using primarily semi-structured in-depth interviews provided the data which was processed in terms of a categorical-content perspective. The relevant themes identified were interpreted by the researcher and used to formulate grounded theory. The results of this research study drew attention to the importance of the possession of emotional competencies and attributes, that is, the importance of emotional intelligence as an empowering attribute for women managers in academe. This is of special significance in that these attributes can be learned. It is imperative that women in management be provided with opportunities to develop these qualities and / M

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Masters in Arts, Johannesburg, 2017 / This research report seeks to explore the experiences of women in white-collar work, particularly by comparing the experiences of black and white female administrators at of the University of the Witwatersrand. What this report illustrates is that both race and generational differences play a significant role in informing the experiences of the female administrators. A qualitative methodology was used to collect data for this report, particularly in-depth interviews to get “detailed information” about the participants’ experiences, beliefs and thoughts. Three main generational groups have been identified among the Wits administrators: Baby Boomers, which is the older generation that is dominated by white female administrators; Generation X; and the Millennial group, which is dominated by black female administrators and consist of the younger generations. This research report thus argues that race has affected the workplace experiences of Wits administrators through generational differences. Furthermore, while generations share similar experiences and world views, they are not homogeneous categories / XL2018

Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, August, 2009. / Title from PDF t.p. Includes bibliographical references.

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