In 2005, according to the American Association of Community College (AACC) and the National Institute of Leadership Development, women signify 259 community college presidents nationally. Hockaday and Puyear (2000), Weisman and Vaughan (2002) reported in 2002 that more women held presidencies at community colleges when compared to other types of higher education institutions. Statistically, the number of women holding the position of president more than doubled, yet, women continue to remain disproportionately under-represented in administrative and policy-making positions, according to Corrigan (2002). The purpose of this study was to identify the leadership styles, career path, effectiveness, and length of time from completion of terminal degree to presidency that identified the road to become a female community college president. The Gregorc Style Delineator™ (Gregorc, 1982) was used to determine the styles of women community college presidents relating to leadership. The constructs, known as styles were displayed as Concrete Random, Concrete Sequential, Abstract Sequential, and Abstract Random. Descriptive statistics were used to address the preferred leadership styles. Contingency tables described the value obtained from the Gregorc Style Delineator™ (Gregorc, 1982), path of promotion, and length of time. The Participant Information Sheet collected information on institutional demographics, significant events that influenced the participant to become a community college president, and their effectiveness. Five research questions guided this study and were interpreted using various research methods. Results from this study reflect that Concrete Random is the preferred leadership style of the participants. Furthermore, this research suggests that women community college presidents are multitaskers, visionaries, and motivators who inspire those working with them to achieve all goals set for the institution. These attributes and skills are displayed in Concrete Random and Concrete Sequential styles. Moreover, it was identified that a successful president should develop the skills and competencies necessary to meet the growing needs of the community, culture, educational, and political climate. The results of the study may serve as a guide to a community college engaged in a search for a president. In addition, these findings may provide direction for institutions that strive to offer leadership development opportunities for professors and administrators. / Ph. D.

This study sought to determine if the dominant learning styles of high school teachers is related to the amount of time computers are used in the classroom by students. It also examined the types of software used by those teachers, and their levels of technology adoption. Subjects (N=177) were from high schools in a large urban school district. Instrumentation included the Gregorc Style Delineator, a modified version of the Snapshot Survey and the Stages of Adoption of Technology. An ANOVA showed no statistical significance between teachers with different dominant learning styles in the numbers of minutes per week that computers were utilized in their classrooms with students. A chi square test showed no statistical significance in the types of software used in the classrooms of teachers with different dominant learning styles. A chi square test showed no statistical significance in the Stages of Technology Adoption of teachers with different dominant learning styles.

The foundation for this study is based on prior research (Sproles & Sproles, 1990) that determined that learning styles are significantly related to consumer decision-making styles. Decision making involves a process of cognitive learning. Since the study was published, other studies have investigated these consumer decision-making styles. However, no additional studies have further investigated the relationship between learning styles and consumer decision-making styles for college students, especially first-year, first semester college students. Numerous studies have documented that students enter college as consumers but may lack basic knowledge and skills to make consumer decisions and avoid potential debt. The focus of the current study was to determine whether a relationship exists between beginning college students' self-reported mind styles, consumer decision-making styles, and shopping habits. To investigate this relationship, a purposive sample was targeted consisting of first-year, first semester college students. Three instruments were administered: the Gregorc Style Delineator, the Consumer Styles Inventory, and a Demographic Survey. A Chi-Square Test of Independence showed that there is a significant relationship between gender and self-reported shopping habits. Females tend to self-report purchases of clothing more frequently than males. Males tend to self-report purchases of food away from home and gas/auto expenses more frequently than females. No significant relationship was found between students' perception of family income and self-reported shopping habits, suggesting that these students purchase consumer goods frequently regardless of their perceived family income. A Chi-Square Test of Independence also revealed a significant relationship between gender and self-reported, dominant, Gregorc mind styles. Females were more likely than males to self-report their dominant mind styles as Abstract Random. Males were more likely than females to self-report their dominant mind style as Concrete Random. Although the current study's results did not support multiple consumer decision-making styles from previous studies using the Consumer Styles Inventory, an exploratory factor analysis revealed one, overall consumer decision-making style, Recreational/Hedonistic. A Mann-Whitney Rank Sum Test showed that there is a significant relationship between gender and the Recreational/Hedonistic consumer decision-making style. Females tend to be more recreational shoppers than males. A summary, discussion of the results, and recommendations for further research, practice, policy, and families are proposed. / Ph. D.