The purpose of this dissertation was to explore the facts regarding the rhetoric of democratization and broadening the base of higher education with reference to the development of the Virginia Community College System. In a state with a tradition of conservatism and elitism toward public education, this study sought to identify those factors which accounted for the adoption of a populist notion, the community college system.;Established in 1966, the system was late in coming compared to other states. The first continuously operating two-year public college was established in Joliet, Illinois, in 1901, and California, along with other states, soon followed. This study also sought to answer why Virginia did not act sooner in creating a public community college system.;Relying primarily on available documents, forces and changes of the 1950s and 1960s which finally resulted in the adoption of the two-year comprehensive community colleges were explored and interviews of some key individuals were also used to confirm the importance, credibility, and interpretation of those documents.;Based on the findings, several conclusions were made. First and foremost, the development of a comprehensive community college system in Virginia was not the direct result of a cry for democratization or broadening the base of higher education (equal opportunity). The development, in fact, evolved from a series of problems facing the State. Through the vision and leadership of Governor Mills E. Godwin, Jr., the establishment of the Virginia Community College System was promoted and adopted. Time, care, and thoughtful consideration (in the traditional Virginia fashion) brought to fruition this system which was an immediate cure for a number of ills. It answered the following needs: It provided a cost-effective and efficient way to accommodate an increasing enrollment; it was a vehicle for occupational/technical training in support of industrial development and keeping up with advancing technology; and it provided a method for coordination of all two-year institutions. and finally, although the Virginia Community College System was adopted without compromising the past tradition of conservatism and elitism, it did come to be a vehicle for broadening the base of higher education in Virginia.

In a study published in 1978, Manns and March found that university curricula do change in response to financial adversity. Based on a model proposed by Cohen and March, Manns and March said that it was necessary for departments to stimulate demand for enrollment in order to secure resources. They proposed that competition for resources would encourage competition among departments. Departments most in need of maintaining demand would change most; those least in need of maintaining demand would change least.;Manns and March also noted that academia has traditions about change that could have influenced the process. Thus, there may have been other considerations that contributed to academic's decisions to change. to extend Manns and March's work and to discover what kinds of things had informed decisions to make curriculum changes was the aim of this research.;Through interviews with department, school, and curriculum committee heads at William and Mary, this study sought to discover the reasons these people gave for certain curricular changes they made from 1971-72 to 1980-81. Representatives from three arts and sciences and departments and two professional schools were asked to recall the kinds of things they had considered when changing six different curricular attributes. The six curricular attributes examined were: (1) course numbers; (2) course titles and descriptions; (3) course additions, deletions, modifications; (4) credit requirements for majors; (5) area/sequence designation; (6) courses without prerequisite designation.;This study found that in all five groups studied, student enrollments had been a consideration in the changes made in one curriculum attribute--the addition or substantive modification of courses. For the five other attributes examined, other factors were considered rather than student demand. These other factors consisted variously from one group to the next of such things as change in the discipline, change in texts, change in faculty teaching loads, change in faculty members, change in departmental emphasis, and change in accreditation of certification requirements.;Each group examined viewed the importance of each of the six curriculum attributes differently, varied in the kinds of attention given to students' pursuits, and had group-specific routines and operating procedures.

The purpose of this study was to determine whether career patterns of collegiate administrators could be explained in terms of existing organizational models of academic institutions.;The study involved a secondary analysis of data collected in the summer of 1981 in a statewide survey of collegiate administrators. The target population consisted of all the middle level administrators (N = 617) at the director level or above from thirty-three state-supported and independent colleges and universities from the Commonwealth of Virginia. A strict adherence to the Dillman "total design method" resulted in a response rate of 76.5 percent.;Previous studies which had employed the narrow concept of career ladder had generally found career patterns in collegiate administration to be less defined than in industry or the military. to address the inadequacy of the career ladder concept, a broader concept, "career field" was introduced in this study. Three organizational models were chosen and the subdivisions of each were defined as career fields. Administrator titles were assigned to each career field of each of the three models by a panel of experts employing a Q-Sort technique.;The results of this research show that, when all career positions are included, positions held by respondents prior to entering collegiate administration tend to mask existent career patterns.;For academic administrators, most of their pre-administrator positions had been in teaching faculty or higher education related roles. The study confirmed that the academic administrator career field continues to be quite different due to its inextricable link to professorial career patterns. The study also found that among non-academic administrators, patterns of pre-administrator positions varied by the career fields of each model.;Among academic and non-academic administrators alike, there was little evidence of people leaving administration and then returning.;A significant but unexpected finding of the study was that many administrators carry on other career pursuits concomitantly. Previous career research may have been distorted by concomitant positions as well as pre-administrator positions. This finding points to the need for better definitions and stricter composition of career research instruments.

The purpose of this study was to investigate reasons for establishment of the National War College, its interrelationship with other Senior Service Schools, and to assess why the multiple institutions continue to exist.;The study contained three hypotheses. First, the National War College was planned and developed to be the capstone of the nation's military educational system. It never achieved that position. Instead it has shared the summit of professional military education with the other four Senior Service Colleges. Second, the National War College and each of the other Senior Service Colleges had unique missions which prevented any institution from becoming surpreme in the military education system. Third, although one could establish the interrelationships among the Senior Service Colleges, one could not assess readily the reasons the multiple institutions existed.;The present investigation is significant because the interrelationships that exist among the National War College and the other Senior Service Schools seem to be misunderstood by the civilian sector and ignored by the military. The study attempted to clarify those relationships for both elements.;It was hypothesized that by investigating the historical antecedents of military higher education in the United States one could better understand the development of the National War College and its interrelationships with the other Senior Service Colleges. It was also the contention of the author that an analysis of factors leading to the development of the Senior Service Colleges would provide insight into the reasons all the senior institutions exist today. Additionally, the author believed that one would have to investigate the roles, attitudes, and influences of military and civilian leaders as well as curriculum development and instructional strategies at the Senior Service Colleges before one could fully understand why they developed as they did.;It was concluded that all the Senior Service Colleges are required, and the present arrangement appears to be the best for military higher education given the current state of desires of military officials and indifference to military advanced graduate education by the civilian sector.

The purpose of this study was to examine the following hypothesis: The purpose, content, and method of martial arts training defined by prewar legacies tend to persist within a limited scope and context despite major postwar reforms to the contrary. This study proposed to provide data from Nippon College of Physical Education as the central focus since this institution historically held national distinction in the development of physical education in Japan.;It was indicative from the historical data available that N.C.P.E. had undergone considerable institutional changes since it began in 1891. to clarify the historical evolution and environmental forces, the analytical period was divided into the five major eras: Meiji era (1868-1912), the Taisho era (1912-1926), the Showa era (1926-1945), the postwar occupation era (1945-1951), and the contemporary period (1951-1980s).;In reviewing the evolutionary process of the martial arts curricula at N.C.P.E. from the formulative years to the present, the following points were significant from the data examined in relation to the research hypothesis of this study. (1) During the Meiji era, the institution endorsed the purpose of nation building within the national framework of the Meiji ideology of nationalism and militarism. as a result, the Bushido code of conduct for the medieval military class was incorporated into the institutional mission in order to build a student character designed to fulfill national objectives. (2) During the Taisho era, over seventy percent of the Japanese physical education teachers were graduates of this institution. The martial arts curriculum and related disciplines were expanded and intensified as active duty military officers began to be involved extensively. Despite the influx of Westernized curriculum innovations, the martial arts were hardly influenced. The central ministry continued its greater centralization policy to control liberalism. (3) During the Showa era (1926-1945), the central mission of the college centered on Showa era nationalism and the martial arts program development for the fulfillment of the Kokutai (National Polity). The content and method incorporated compulsory subjects of Shushin (morals and ethics) designed by the Thought Bureau of the Ministry of Education. A highly authoritarian and vertically oriented social system, Shigoki (physical ordeals) as a method of mental discipline, and tradition and ceremony were emphasized essentially to be in accordance with the institutional mission and fulfillment of the imperial will. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI.

Land-grant universities provide an important structure for an accommodation of liberal and useful education. However, even within this structure, the relationship between useful and liberal is subject to changing balance. This study examines the relation by tracing the evolution of the agricultural and mechanical arts at a significant land-grant case--Virginia Polytechnic Institute and State University. From the perspectives of curriculum, instruction, and faculty, the study tests the hypothesis that Cheit's "model" for the evolution of "new profession" schools as peripheral satellites first turned full citizens second identifies Virginia Tech's evolving relationship of liberal and useful, particularly in agriculture and engineering. The data analysis is framed by Cheit's model, Snyder's "hidden curriculum," and Clark's "saga." The study's conclusion is that Cheit's model is basically accurate--with two qualifiers appended. The first qualifier links Virginia Tech's rise to professional university status to a commitment to the land-grant saga. The second qualifier acknowledges the liberal arts' own struggle for professional standing and parallels the institution's becoming a university with the development of the liberal arts as professional entities and institution-wide service/support components. Thus, Virginia Tech's liberal and useful balance becomes a tension adjusting to the land-grant saga. Based on this conclusion, projections for Virginia Tech's future are shaped by the land-grant saga, but with a qualitative, university orientation. For the post land-grant university in the abstract, recommendations for the future include a refinement of land-grant emphases with an increased focus on internationalism, a less bifurcated view of the universe, and a more integrated approach within curricula.

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This study seeks to discover the elements in Virginia Military Institute's past that have proven most influential in guiding and preserving its present-day distinctive culture. Historical in nature, the study also incorporates theories from sociology and political science in analyzing the importance of events, people, and places surrounding Virginia Military between 1816 and 1890. Integral to the overarching theory behind this dissertation is the assumption that VMI's history is closely linked with the history of Virginia and of the American South. In order to tie historical theory to the theory of the elite college, the hypothesis relies heavily on four texts: Burton Clark's The Distinctive College, C. Vann Woodward's The Burden of Southern History, W. J. Cash's Mind of the South, and Bertram Wyatt-Brown's Southern Honor.;Specifically, the study hypothesizes that Virginia Military was heavily reliant upon Virginia state government from the time of its founding in 1839 through the Civil War. However, the war provided the circumstances by which the Institute could claim its own "place in history." The Battle of New Market, in which cadets from the Institute fought and died in support of the Confederate cause, gave VMI a substantive past separate from, yet tethered to, Virginia history and the history of the South. After the war, the Institute cultivated its own ideology and traditions, creating what Burton Clark terms "an institutional saga." Self-realization of this saga, coupled with its external recognition by alumni, forged the distinctiveness exhibited by Virginia Military today. In turn, this distinctiveness, preserved by a conservative even reactionary ideology, created an institutional atmosphere reluctant to embrace change.