Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5337. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5338. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5339. / Thesis (Educat.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5340. / Thesis (Ph.D.)--The Florida State University, 1979.

The purpose of this study was to examine the outcomes of the twelve community college programs sponsored by the W. K. Kellogg Foundation. Within this general framework, two particular objectives were pursued: to determine whether former Kellogg fellows have assumed leadership positions within the community/junior college field; and to determine whether evidence exists that former Kellogg fellows have had an influence upon the development of the community/junior college field. / The population for the study included 459 living Kellogg fellows in twelve community college leadership programs during the period 1960-74. Data for the study was obtained by four methods. These methods were: (1) a survey of the Kellogg fellows; (2) an Education Index search of the most frequent contributors to community college literature; (3) a survey of a panel of fifteen experts; and (4) a search of AACJC records for most frequent contributors to the annual conventions of the AACJC. / It was found that approximately 90 percent of the 339 respondent fellows have spent some part of their professional employment time in positions related to community college education since completing the JCLP. Two-thirds reported that all of their professional career has been in this area since completing the program. Moreover, 60 percent of the respondents reported that they had achieved positions at the community college deanship or presidential level with ninety-eight fellows reporting that they had been president in 124 two-year institutions. / Data collected using the Education Index, the panel of fifteen experts, and the records of the AACJC revealed that Kellogg fellows were among the most significant contributors to the development of the community college. Kellogg fellows were associated with model programs in nine of ten categories, and received nominations as leaders in seven of ten issues related to the development of community colleges since 1960. In all areas measured which were related to contributors to the literature of the field, Kellogg fellows were among the most significant authors. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0129. / Thesis (Ph.D.)--The Florida State University, 1980.

This study determined whether basic business teachers at Florida Junior College at Jacksonville, having certain leadership styles, had any effect on the academic achievement of their students having certain learning style preferences. All basic Introduction to Management classes taught at Florida Junior College at Jacksonville, for the Fall school term, 1979 were included in this study. / The learning style of the student was determined by administering The Learning Style Inventory copyrighted by David Kolb. These styles are called Accommodator, Diverger, Assimilator and Converger. The leadership style of the teacher was determined by the results obtained on the Leader Effectiveness and Adaptability Description Questionnaire. These styles are called S-1, S-2, S-3 and S-4. / Student achievement was measured by giving the students the CLEP test for Introduction to Management (FORM SCT 1) at the beginning of the course, and post-test (FORM SCT 2) was given. Student achievement was then classified as the test score difference between the pre and post test. The Otis Lennon Mental Ability Intelligence test was given to all students to determine if the level of intelligence affected student achievement. / Since the primary purpose of this study was to determine if student achievement was affected by the match or mismatch of the teacher's leadership style and the students learning style, the following findings emerged: (1) It was determined that students whose learning style was identified as Accommodator, Diverger, Assimilator and Converger achieved at approximately the same rate. (2) Students who were placed in categories high, medium and low I.Q., achieved at approximately the same rate. (3) The match of the Converger and Assimilator student learning style with the S-1 leadership style showed a significant effect on student achievement. (4) There was a significant effect on student achievement within all four learning styles when taught by the S-2 leader. (5) The mismatched student learning styles (Converger and Assimilator) had a significant effect on student achievement when taught by the S-3 leader. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0955. / Thesis (Ph.D.)--The Florida State University, 1980.

Employing a descriptive survey, this study assessed the nature, incidence, and consequence of the perceptions of selected academic women concerning their experiences with sexual harassment in the higher education work setting. The research identified those interactions which could be considered sexually harassing in the workplace, their dynamics, and the career effects of such experiences on the professional lives of selected women employed in a State University System. The sample of 500 women was chosen from women educators employed in the State University System of Florida during the 1979-80 academic year and listed on the Authorized Position File. / The mail questionnaire was constructed to address seven research objectives: (1) What interactions are perceived as sexual harassment by women in the nine Florida universities? (2) What is the incidence of sexual harassment of women in the nine Florida universities? (3) Is the relative organizational position of the initiator a factor in sexual harassment of women? (4) What differences, if any, regarding sexual harassment are found in the perceptions of women in the various types of professional positions? (5) Is there a relationship between the age of the recipient of sexual harassment and its occurence? (6) Is there a relationship between the marital status of the recipient of sexual harassment and its occurrence? (7) What are the career consequences of sexual harassment of the respondents? Are there positive career consequences? Are there negative consequences? Are there no consequences? / The analysis of the data, assisted by the use of a Chi Square test for research objective number four, was conducted through the examination of frequency distribution tabulations between the variables appropriate for each objective. Results indicated that all interactions listed on the questionnaire were considered sexually harassing by a majority of the women surveyed. Amongst the organizational groupings of the women sampled, no differences in perception were found regarding what constitutes sexual harassment. While a quarter of the respondents reported they had sometimes experienced the majority of the interactions in question, a majority of the respondents indicated never having experiences any of the fourteen listed interactions. Respondents reported that the initiators of sexual harassment which did occur were primarily their colleagues, followed closely by their superordinates. While some forms of sexual harassment appeared to be positively correlated with age, the data suggested that the majority of the interactions have occurred at all age levels. A women's marital status appeared to be related to the occurrence of sexually harassing interactions; such interactions occurred most frequently to single or divorced women and least to the widowed women surveyed. Results indicated that the majority of women queried had experienced neither highly positive, moderately positive, nor highly negative career consequences. However, moderately negative career consequences were reported by a moderate proportion of the respondents. Each respondent's view of the consequence of each interaction appeared to be positively related to that person's evaluation of the offensiveness or non-offensiveness of such interaction. / Based upon the analysis of the perceptions and observations, recommendations for future study include the following: (1) to examine the relationship between the perception of sexual harassment and the effects of potentially sexually harassing behavior; (2) to examine male perceptions regarding the behaviors listed by women in the study as being sexually harassing; (3) to examine the relationship between an individual's cultural background and that individual's perception of an interaction's offensiveness or non-offensiveness. / Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4308. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of this study was to determine the kind of education programs the USAF should provide to prepare career service personnel for retirement. Two populations were surveyed. A randomly selected sample of 86 USAF active duty and 105 retired personnel were presented a questionnaire designed for securing data for the study. The return rate for the active duty personnel was 66% and for the retired personnel 79%. The responses to items on the questionnaire were recorded in a format that facilitated computer analysis. The Mann-Whitney U Test and the Wilcoxon Matched-Pairs Signed-Ranks Test were used to determine whether or not there were perceptional differences between the two populations, as well as within each population. The level of significance was pre-set at .01. / Major findings were: (1) Supervisors and retirees were in agreement as to the need for planning retirement and as to what plans should be made (p > .01). There was a significant difference in the perceptions of each group concerning what plans for retirement are made and what plans should be made (p .01). In each group, there was a significant difference in perceptions concerning who conducts the programs and who should conduct them (p .01). There was a significant difference in the perceptions of each group concerning who provides input and who should provide input in the programs (p .01). On the other hand, in each group, there was a significant difference in their perceptions of what is, and what should be, the content of the programs (p < .01). / It was concluded that many important changes should be made so that the retirement education programs will more nearly meet the retirement needs of USAF personnel. / Source: Dissertation Abstracts International, Volume: 42-01, Section: A, page: 0105. / Thesis (Educat.D.)--The Florida State University, 1981.

A descriptive study of emergency management planning at public senior institutions of higher education with enrollments of 5,000 or more was carried out within the framework of four planning elements: (a)objectives, (b)strategies, policies and plans, (c)organization, and (d)review and evaluation. Institutional size and proportion of students who live in campus housing (residency) were used as variables in analysis of the data. / An Emergency Management Planning Survey instrument was developed by the investigator to collect information from staff members selected by presidents of the 312 institutions in the target population. Response from 166 institutions (53.2 percent) were analyzed. / The findings indicated that emergency management planning at colleges and universities had increased overall within the past ten years. Administrators at nearly one-third of the institutions considered emergency management planning of major importance. Most institutions were active in planning, even though they utilized various approaches. / Responsibility for emergency management planning was assigned to a wide variety of institutional offices or agencies. Most commonly, supervisory responsibility rested with vice presidents for administration, operations, business, or finance. Direct responsibility most frequently was assigned to Directors of Security, Safety, or Environmental Health. / Analysis revealed significant differences at the .10 level within each of the four planning elements according to size and residency. Neither of the variables, however, was seen to have a persistent effect throughout the planning process. / The investigator concluded that (a)institutions in the target population recognize the importance of emergency management planning, (b)they have the necessary abilities and resources to plan, (c)they are involved in emergency management planning, and (d)such planning is less centralized and more diverse than in other types of communities. Recommendations included expanded study of emergency management planning at colleges and universities and greater sharing of information among institutions. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1024. / Thesis (Ph.D.)--The Florida State University, 1981.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4914. / Thesis (Ph.D.)--The Florida State University, 1979.