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This study was directed toward the discovery of a grounded theory that identifies the variables that influence and interact to influence resource management decision making in an institution of higher education. The constant comparative methods an inductive approach to generating theory, was used to study resource management decision making. The study consisted of an indepth case study of a medium sized public university. The study was a naturalistic inquiry of the resource management decision-making process.;The design of the study included three phases of research. Each phase employed different data gathering techniques, and each had its own purpose for obtaining various types of data. In Phase 1, a broad information base was developed through library research. From this base initial categories of variables were formulated. Phase 2 consisted of indepth open-ended interviews with top administrators of the subject institution. These interviews were used to guide data collection and analysis throughout the investigation. From the interview data and observations, propositions were formulated which reflected emerging interrelationships among the variables. In phase 3 the propositions were refined and subjected to field verification by constantly returning to the data.;A theory of heuristic decision making was developed which expands on existing models of decision making in higher education. The theory specifically addresses resource management decision making and identifies the variables which influence and those that interact to influence decision making. Appropriate responses to decision situations are discovered through three overlapping phases: (1) Predecisional, (2) Process, and (3) Resolution. Constitutional decision and delegation define decision-making structures which are modified by substructures which emerge. Leaders present tentative decisions which are subjected to an open political process and are modified until a degree of acceptance is developed. The political process is stimulated by advocates pressing for a particular solution. In brief, authoritative leadership sets the general direction, and through an open political process stimulated by advocacy a decision evolves that has a level of acceptance sufficient to allow implementation of the decision.

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This dissertation focuses on a case study of the multi-lateral trade and commercial networks that flourished between the United States and the Spanish colonial provinces of Venezuela, especially during and immediately after the crucial era of comercio neutral (neutral trade) between 1797 and 1808. It argues that trade between late-colonial Venezuela. and the United States was a forge of transcultural relations, and explores how commercial networks of traders, government officials, and diplomats influenced the decisions of policymakers in both regions.

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The purpose of this study was to examine district climate and explore its relationship to school climate. It also explored the relationships of these factors to student achievement in districts with low- and high-poverty elementary schools. Instruments used included the School Climate Index and the District Climate Index.;This was a quantitative correlational study that examined the possible relationships between district climate, school climate and student achievement on the 2007 Standards of Learning assessments for grades 3, 4, and 5 English (reading, research and literature) and mathematics in 25 low- and 44 high-poverty elementary schools in 36 Virginia districts. A Pearson r was used to determine the relationship between the constructs and was computed with a significance level of p < .01. The Independent-Samples t Test procedure compared the means for school climate and district climate in low- and high-poverty schools and the means for mean scale scores on SOL assessments in low- and high-poverty schools.;Significant relationships were found between district climate and school climate and between the constructs of district climate and school climate in all schools and in high-poverty schools. No significant relationships were found between district climate and student achievement; however, relationships were found between school climate and student achievement and the constructs of school climate and student achievement.

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The purpose of this study was to examine the relationship between student perceptions of the educational environment of selected schools and the level of student achievement.;The Commonwealth of Virginia was selected as the site for this research because of its convenience to the research teams and because of the diversity of its population patterns.;A 5 percent random sample of Virginia public elementary schools was chosen for inclusion in the study. Fourth grade students in each school completed a school environment questionnaire. Demographic data and standardized test scores were obtained for each student participating in the study.;It was hypothesized that there is no relationship between the level of student achievement and student perception of school climate after controlling for the effects of student ability, socio-economic status, race, and sex.;It was concluded that student perception of school climate was significantly related to student achievement. The climate factors Student Perception of Academic Futility, Student Perception of Future Educational Attainment, and Student Perception of Prospects for Academic Success were highly correlated with student achievement.;Future studies should combine individual climate, achievement, and demographic data on a school unit basis for the purpose of investigating differences between schools of contrasting climates and dissimilar student body composition.

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