Three hundred eighty-seven responses to a questionnaire distributed in Spring, 1976 to married students, who had graduated from the College of Education of The Florida State University, were analyzed to identify selected sociological and situational factors in marriage associated with doctoral study perceived to be sources of conflict, to identify those selected sociological and situational factors in marriage associated with doctoral study perceived to be sources of conflict by those doctoral degree recipients who became divorced, and to identify the perceived usefulness of certain identified preventative and ameliorative measures in the mitigation of the conflicts. In addition, the rate of divorce among doctoral degree recipients determined from the questionnaire and a follow-up telephone survey, conducted four years later on a ten percent sample of the population, was compared to the rate of divorce in the general population and shown to be greater than that of the general population. / Each of the 39 situational and sociological factors associated with doctoral study was rated by the respondents on a five-point scale from very helpful or positive to very harmful or negative. Using the number and percentage of responses to each item, as well as a chi square test using the presence or absence of stress as the independent variable, 17 factors were identified as being perceived as sources of marital conflict by the total population. An additional 8 factors were perceived by those individuals who reported stress during doctoral study as being sources of conflict; the individuals reporting no stress during doctoral study, also, indicated one of these factors was a source of conflict when it influenced the marriage. / To determine those factors perceived as sources of conflict by the divorced respondents, a chi square test was conducted on the responses to the same factors using marital status as the independent variable. Ten factors were identified by married and divorced respondents as being sources of conflict. An additional 10 factors were identified by the divorced respondents as being sources of conflict; the married respondents, also, reported--one of these factors was a source of conflict when it affected the marital relationship. / Twelve measures perceived as useful in the mitigation of marital conflict associated with doctoral study were rated by the respondents on a five-point scale from very helpful to very harmful. Comparing the number and percentage of replies to each item response and a chi square test which utilized marital status as the independent variable, 10 measures were identified as being useful by both married and divorced respondents in the mitigation of marital conflicts associated with doctoral study. The married respondents identified one additional measure as being useful. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1023. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to identify and compare the perceived professional development needs of men and women senior-level administrators employed at regionally accredited public and private institutions of higher education and branches in the United States granting at a minimum the baccalaureate degree. In 1979-1980, there were 7,664 senior-level administrators (6,808 men and 856 women) employed at institutions eligible for inclusion in this study. A survey instrument was designed by the investigator, pretested, and mailed to a nationwide sample of 626 (363 men and 263 women) senior-level administrators. Responses were received from 523 (282 men and 241 women) individuals or 83.5 percent of the sample. / Written communication skills, developing positive working relationships, personnel selection, staff motivation, and delegation of authority were selected by the men respondents as the most important administrative and personal skills and areas of knowledge in terms of their present positions. The women respondents selected written communication skills, developing positive working relationships, time management, conflict resolution, and delegation of authority as most important. / Both the men and women respondents identified budget development, administration, and control; financial management; utilization of computers in administration; long-range planning; and legal aspects of higher education as their top five perceived professional development needs. / Few significant differences were found between the perceived professional development needs of the men and women respondents. Personal variables such as sex, length of time in higher education administration, length of time in the present position, highest academic degree earned, and institutional variables such as type of control were not associated with significant differences in the perceived professional development needs of the respondents. The perceived professional development needs of the men and women respondents were found to be different when associated with institutional variables such as the type and size of the institution. / The professional development activities most preferred by the respondents to address their professional development needs were discussions with colleagues, workshops, sabbaticals, and reading. The professional development activities most often employed by the respondents were discussions with colleagues, reading, and conferences. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1027. / Thesis (Ph.D.)--The Florida State University, 1981.

Many community colleges have attracted a large number of "new students", defined as students with poor academic preparation. The recent influx of these students has brought new pressures to the community college. Many leaders feel that these students can succeed and educational quality can be maintained if the students are offered the proper programs by faculty who have proper attitudes and perspectives. Proper attitudes are generally described as student-centered or progressive rather than subject-centered or traditional. Coupled with this is an assumption that faculty goals must be congruent with institutional goals if both are to function well. / This study was designed to investigate the traditional/progressive perspectives of faculty in the community college, their perceptions of the goals that are emphasized and should be emphasized, and their perceived level of job satisfaction. A questionnaire was developed utilizing a modification of Kerlinger's ESVII to measure the progressive/traditional attitudes of the faculty. Items were also developed to measure faculty perceptions of transfer program goals and perceived levels of job satisfaction. / The full-time faculty teaching in the college transfer program of six public two year colleges participated in the survey. Three of the colleges were located in Northwest Florida and three in Southeastern Alabama. A total of 211 questionnaires were included in the final analysis. / Findings and Conclusions. The faculty were found to be more progressive in attitude than traditional. Traditionalism, however, was common. Respondents indicated considerable concern over the influx of "new students" and perceived their institutions as placing a great deal of emphasis on them. While the faculty were supportive of the open admission policies, they expressed a desire to see greater emphasis placed on maintaining quality and academic standards. They also expressed concern over the lack of emphasis they perceive their institutions placing on the academically talented student. / Mean score of the job satisfaction items indicated that the faculty were "somewhat" satisfied. They were especially satisfied with the kind of work they do and the amount of responsibility it entails. They were least satisfied with their salary and the policies and practices of their institutions. Alabama faculty were considerably more satisfied with their salary than were the Florida respondents. Florida faculty, however, were more satisfied with their job security than were the Alabama respondents. Progressive faculty scored higher on the satisfaction scale than did traditional; the difference, however, was not found to be statistically significant. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1028. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to re-examine the 1937 Student personnel point of view in light of the changes which have taken place in American society and in institutions of higher education since the document was promulgated, and to determine if the philosophy and functions set forth in this document are still fundamentally held to be true by contemporary student personnel professionals. More specifically, the study attempted to determine if there is currently a general philosophy of student personnel work embraced by the profession as a whole, and if new functions in student personnel work have been necessitated by social change and change in American colleges and universities. / Five student personnel professionals were interviewed on the impact of change on the philosophy and function of the profession, the relationship between student personnel work and other educational functions, significant developments in the profession since 1937, research on college students and changes in college enrollments, new models for the profession, and whether or not a new statement of philosophy and function would be possible. The 23 services listed in the 1937 Student personnel point of view were also re-examined. Responses from the study's participants were supplemented with research from the professional literature. / The study concludes that the basic philosophy expressed in the 1937 document is as sound now as it was when the Student personnel point of view was published over 40 years ago. New functions, however, must be added to accomodate the dramatic changes which have occurred in the composition of student bodies, and as a result of new knowledge about the growth and development of college students. Finally, the study concludes that a new statement would be possible only if it were general enough to encompass the goals and objectives of a highly diversified and specialized group of professionals in the field, and if it were flexible enough to accommodate the distinctive philosophies and missions of the many different types of institutions which comprise the American higher education community. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2521. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of the study was to determine whether Southern Baptist students attending denominational liberal arts colleges hold different religious values than Southern Baptist students attending private, nondenominational liberal arts institutions. / An adaptation of Allport, Gillespie, and Young's Religious Attitude Inventory, the religious Values Inventory (RVI), was administered to 875 Baptist students enrolled at selected denominational and nondenominational liberal arts colleges in the Southeast United States. After elimination of invalid responses, 509 Southern Baptist students were included in the investigation. / Differences in religious background, religious beliefs, participation in religious activities, interest in religious affairs, and institutional influences were examined in the form of nine hypotheses. The hypotheses were created at the .05 significance level by the Chi-square statistical test. A descriptive analysis of selected RVI questions was also conducted with respect to the behavioral characteristics of Southern Baptist students as a whole. / The results showed that, during upbringing, Southern Baptist students in denominational colleges are more strongly influenced by their religion than nondenominational students. Additionally, the denominational students were more likely to prefer rearing their children in their own religion than were nondenominational students. / With respect to beliefs, denominational students were less likely to view the church as harmful than were nondenominational students. No significant differences were observed with respect to God, Jesus, and immortality. Denominational students were found to pray and attend worship services more frequently than nondenominational students, while displaying a greater interest in religious issues and placing greater importance on their own religion. / Finally, irrespective of institution attended, the collegiate experience was found to strengthen the religious values of Southern Baptist students, more so among those enrolled in denominational colleges. The importance attached to religion since entering college also increased in a similar manner. / The overall findings suggest that Southern Baptist college students enrolled at private liberal arts institutions in the Southeast United States are strongly influenced by their religious upbringing, are firmly committed to their religious beliefs, are active participants in religious activities, and maintain a high degree of interest in issues, religious affairs, and their religion in general. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2529. / Thesis (Ph.D.)--The Florida State University, 1981.

The purposes of this study were: first, to compare junior colleges in Japan and Sri-Lanka with the community junior college movement in the United States; and second, to identify concepts and philosophies of the community college that could be considered by developing countries. / This study was descriptive and data analysis revealed these findings: (1) the three movements used the community college idea to further democratize higher education to meet the middle level manpower needs and to expand educational opportunities; (2) the American junior college is a prototype of the comprehensive model; and (3) Japanese junior colleges and Sri-Lanka junior university colleges are characterized as specialized short-cycle educational institutions. / Recommendations for consideration by developing countries included: (1) concepts of education for work, cooperative education, lifelong learning and community-based education must receive publicity; (2) export of the community college idea will depend upon assessment of favorable attitudes of the educational, business, civic, and political leaders of that country; (3) decentralization of educational systems must be encouraged; (4) governments should turn to short-cycle education to fill the gap between professionals and paraprofessionals in their countries; (5) the community college concept could be modified and adapted to differing cultures; (6) appropriate educational agencies around the world are advised to assist in making surveys and studies for developing experimental junior colleges in developing countries. / Recommendations for further study included: (1) the cost/benefit aspect of adapting community junior colleges in developing countries; (2) a follow-up study on the impact of establishing community colleges in Japan and Sri-Lanka; (3) the impact of establishing new educational systems, such as community colleges, upon the eco-political structure of developing countries; and (4) needs assessments for the various technologies in developing countries to provide a base for planning vocational training programs. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4323. / Thesis (Ph.D.)--The Florida State University, 1981.

Source: Dissertation Abstracts International, Volume: 40-11, Section: A, page: 5754. / Thesis (Ph.D.)--The Florida State University, 1979.

This study is an investigation of the American student movement which existed from 1931 to 1941. The study focused on major student organizations, issues of student concern, goals and activities of students and student organizations, and events having a major impact on the movement. Evidence used in the study was drawn primarily from existing accounts of student activities generated by observers of the events. The historical method was used to compile and analyze the evidence used in this study. External criticism was used to authenticate the evidence while internal criticism was used to determine its credibility. / The study revealed that the Student League for Industrial Democracy, the National Student League, the American Student Union, the National Student Federation of America, the American Youth Congress, and the United Student Peace Committee were major student organizations active in the movement. National issues with which students were concerned were the economy, military training in colleges, increases in military expenditures, the status of the American labor movement, racial discrimination, violations of free speech and academic freedom, and government aid to students and youth. International issues of concern to students were peace, the rise of totalitarian governments, and the status of students in other nations. / Five of the major student organizations conducted a variety of activities on the local, regional and national levels, including national conferences and activities of particular interest to their members. The sixth, the United Student Peace Committee, coordinated the student peace strikes from 1937 to 1940. The basic goals of the organizations were determined to be economic, political, and social change, student unity, preservation of peace, and mobilization of students. / Events which had a positive effect on the movement were a student visit to the Harlan coal miner's strike, student protests over dismissal of a student editor, adoption of the Oxford Pledge, formation of the American Youth Congress, introduction of the strike as a protest tactic, and formation of the American Student Union. Events which had a negative effect were introduction of collective security as a path to peace, signing of the Berlin-Moscow non-aggression treaty, formation of the Youth Committee Against War, and the start of the Second World War. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4324. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to ascertain the perceptions of academic administrators on the importance of selected components of quality in higher education. The population studied were the 136 academic administrators in the nine state universities in Florida. One hundred fourteen administrators responded through a mailed questionnaire (83.8% return). / Administrators were classified according to university, adminitrative level, and discipline categories. Responses were analyzed across these classifications to see if perceptions of quality were unique to the particular classifications. / Components of quality were grouped into four major categories: faculty, student, institutional, and program quality components. Also examined were the methods employed to assess the quality of higher education and the uses and outcomes of state appropriated quality improvement funds. The academic administrators were also asked to assess the efforts of their respective institutions, the state legislature, and the Board of Regents toward improving the quality of education in Florida. / The level of perceived importance was measured through the use of a Likert-type scale ranging from 1 (little importance) to 5 (essential). The results were then rank ordered from highest to the lowest and compared across the classifications. / The results reflected greater similarities in perceptions in the importance of the identified components of quality than incongruencies. There were only slight differences in perceptions across the three classifications of academic administrators. / Quality components relating to faculty quality were perceived as the greatest importance to the quality of higher education followed by program, student, and institutional quality components. Ten criteria, identified as components of quality, were given for each of the four major categories. / As a whole, academic administrators perceive their respective universities are doing the best they can to improve quality. They feel "targeted" funding is more effective than "lump sum" funding and that the state legislature and Board of Reagents are not attuned to their respective quality improvement needs. / It appears that the definition of quality does not significantly vary, even when the effects of experience and other unmeasured personal characteristics that influence one's perceptions are considered. The administrative level or university classification does not influence the perceptions of academic administrators to any great extent. Only when examined across disciplines do perceptions appear to differ, and even then, only slightly. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4326. / Thesis (Ph.D.)--The Florida State University, 1981.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4923. / Thesis (Ph.D.)--The Florida State University, 1979.