"To a great extent, lay governing boards and accreditation have become part of the philosophical tenets in higher education. Yet little is known about the historical forces that brought accreditation and the governing board concept together. This study focused on the history of the criterion governing board as used by the Commission on Colleges of the Southern Association of Colleges and Schools. The major data collection method used in this historical-critical research was documentary search. The format of the organization of this research combined a chronological and thematic approach"--Abstract. / Typescript. / "Spring Semester, 1992." / "Submitted to the Department of Educational Leadership in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Louis Bender, Professor Directing Dissertation. / Includes bibliographical references.

The purpose of this quantitative research study was to analyze the roles of assistant and associate deans in the colleges or schools related to the disciplines of business, education, and arts and sciences within four different classifications of institutions [Research Universities I and II and Doctoral Universities I and II], as described by the Carnegie Foundation for the Advancement of Teaching. Respondents in the study came from institutions accredited by the Colleges of the Southern Association of Colleges and Schools. Respondents included 191 associate deans and 60 assistant deans, of whom 154 were men and 97 were women. Chi-square statistics were used to analyze assistant and associate deans' perceptions of (1) whether their positions are line or staff; (2) whether they would recommend changes in their positions; (3) whether each was interested in becoming deans at their present institution or another institution. Three composite scores from factor analysis were analyzed by three-way ANOVA: (1) Curriculum, (2) Administrative Leadership and Relationships, and (3) Budget. A second statistical analysis included t-tests and a one-way ANOVA for Composite #2, Administrative Leadership and Relationships. Results showed no significant differences in (1) whether assistant and associate deans perceive that deans differentiate their positions as line or staff, and (2) between associate deans and assistant deans in regard to their interest in becoming deans at their institutions. From the factor analysis, results showed no significant differences in Composite #1, Curriculum, for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For Composite #2, results showed no significant differences for the independent variables: gender, college, gender by dean, gender by college, dean by college, and gender by dean by college. For Composite #3, Budget, results showed no significant differences for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For the second statistical analysis for Composite #2, Administrative Leadership and Relationships, results showed no significant differences between colleges/schools and leadership, and the level of dean and leadership. The results of this study showed that (1) associate deans perceived their positions as line versus staff; (2) associate and assistant deans did not perceive their positions as stepping stones to deanships at their present institutions; (3) associate deans believed their positions were stepping stones to deanships at other institutions; and (4) assistant deans did not perceive their experience at their present institution as a stepping stone to deanships at their present or other institutions. Female associate deans had the most responsibility for Composite #1. Male associate and male assistant deans had approximately the same responsibilities for Composite #1, Curriculum. More associate deans than assistant deans had responsibilities for Composite #2, Administrative Leadership and Relationships and Composite #3, Budget.

This study of all of the post secondary institutions accredited by the Commission on Colleges of the Southern Association of Colleges and Schools which were located in Texas determined the number that had policies regarding persons with AIDS. The study determined how long policies had been in effect and analyzed policies in order to determine commonalities and differences. An additional purpose was to examine relationships between five major variables and 18 topics which were identified as being issues likely to be addressed in institutional AIDS policies.

This study was concerned with characteristics of the process of reaffirmation of accreditation in the Southern region among institutions that completed reaffirmation under the revised _Criteria for Accreditation_ and those that completed reaffirmation under the former _Standards of the College Delegate Assembly._ The institutions that had completed reaffirmation under the new _Criteria_ were identified. A matching group of equivalent institutions which had last completed reaffirmation under the _Standards_ was created. Each group contained 66 institutions. Data were collected using the records of the Commission on Colleges of the Southern Association of Colleges and Schools. Four areas were identified in which the implementation of the _Criteria_ might affect the process of reaffirmation of accreditation: (a) institutional organization for the self-study, (b) visiting committee composition, (c) number of recommendations by visiting committees, and (d) substance of recommendations by visiting committees. A series of nine hypotheses were tested to assess these effects. The process of reaffirmation of accreditation does not appear to have been substantially affected by the implementation of the new _Criteria for Accreditation._ Institutional organization for the self-study appears unaffected by the implementation of the Criteria for most institutions. There appears, however, to be evidence that the _Criteria_ have effected change for a minority of institutions. The implementation of the _Criteria for Accreditation_ does not appear to have influenced either the size or the composition of visiting committees of peers. The implementation of the _Criteria for Accreditation_ has not increased the average number of recommendations by visiting committees of peers, but there appears to be evidence that it has created a minimum core of recommendations common to many institutions. The addition of the criterion on institutional effectiveness apparently has created a new and proportionately overrepresented focus for visiting committee recommendations.