Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1980. / Title from title page screen, viewed Feb. 24, 2005. Dissertation Committee: John McCarthy (chair), Art Adams, John Brickell, Ron Halinski, Dale Jackson. Includes bibliographical references (leaves 148-151) and abstract. Also available in print.

Thesis (Ed. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 143-153).

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 154-162). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 154-162). Also available on the Internet.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Advisor: Bert Goldman; submitted to the School of Education. Title from PDF t.p. (viewed Jun. 2, 2009). Includes bibliographical references (p. 72-75).

Thesis (Ph. D.)--University of New Orleans, 2005. / Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Curriculum and Instruction"--Dissertation t.p. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: William Moore. Vita. Includes bibliographical references. Also available from UMI.

The purpose of this study was to investigate eleven variables of job satisfaction of full-time two-year public community college faculty members as they related to gender and length of service. The population consisted of 502 full-time community college faculty employed in eleven community colleges across the United States during 1980 - 82. The questionnaire consisted of 63 questions selected from the HEMI Faculty Attitude Survey. Responses to the items were on a scale of 1 to 8. The Herzberg theory of job satisfaction provided the theoretical base for the selection of the items from the HEMI questionnaire by a panel who categorized the items under the following headings: recognition, responsibility, advancement, the work itself, the possibility of growth, salary, working conditions, status, company procedures, quality of supervision, and quality of interpersonal relations.

Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / This study used a mixed method designed to explore differences in institutional dynamics (Type and Accreditation Method), administrative qualities and characteristics (CAO/CEO Tenure and Management Style), and program support (Money Spent on Assessment and Mission Language) for community college assessment-of-learning programs in the Higher Learning Commission region. Chief Academic Officers from 83 "Community Colleges" in 17 states responded to an on-line quantitative survey (Assessment-of-Student-Learning Program Success [ASLPS]). T test analysis indicated significant differences in ASLPS scores when comparing AQIP with PEAQ institutions and when comparing institutions that included assessment-of-learning language in their mission statements with those that did not. Ten Chief Academic Officers, representing institutions with highest and lowest composite ASLPS scores, were interviewed for the qualitative study. Five "Traits of Perceived Successful Assessment-of-Learning Programs" were derived from the qualitative research.