Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4910. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4916. / Thesis (Ph.D.)--The Florida State University, 1979.

The purposes of this investigation were to identify and analyze the status, role and functions commonly associated with the controller's position in the institutions of public higher education in order to contrast these findings with those reported in the literature for public higher education controllers as well as controllers in public administration and in private enterprise. / The research methodology entailed a comprehensive literature review combined with detailed surveys and selected interviews. The basic hypothesis was that knowledge had to be gathered and digested from four distinct areas in order to adequately describe the controllership. These four areas consisted of: (1) the competencies, characteristics, and attributes of persons performing as public higher education controllers; (2) the relative position, status, and working relationships accorded the controllers; (3) the functions, duties, responsibilities, and authority assigned to the controllers; and (4) the institutional philosophy, policies and processes for financial management effecting the controllership. / The controllers surveyed were employed in the "large doctoral granting institutions" which held membership in the Southern Regional Education Board for 1977-78. Interviews were held with selected controller respondents. / The findings revealed that controller incumbents are seasoned college administrators who are mature and well trained for their positions. The controllers exhibit stability in their career orientation and plans. They plan on remaining in their current positions for several years, but generally aspire to the position of vice president for administration or finance as their ultimate career goal. / Despite the misleading portrayal in the higher education literature, controllers are usually middle management staff specialists lodged in the third level of organization. Controllers are a fairly well compensated group of professional, untenured administrators. Although they are often termed senior administrators, they are not usually members of key policy making/governing committees of their college or university. They are also not usually designated as the institution's chief financial officer, and their financial administration colleagues in budgeting and institutional research seem to enjoy a more advantageous organizational reporting relationship. / A fairly consistent set of primary controllership functions was identified. The emphasis on fiduciary accounting and lack of management accounting constrained the controllers' ability to participate in central administration resource management activities. The preoccupation with detailed regulation by the controller coupled with his organizational placement limits his authority/responsibility. The findings suggest that public higher education controllers are more similar in their role and functions to their public administration counterparts than they are to controllers in private business. / The institutional financial management philosophy, policies and processes reported by the respondents reflect a less than favorable climate for a sound financial management/accountability program. The institutional accounting systems and, in deed, almost all other institutional information management systems essential to effective and efficient decision making seemed to be less than adequately structured and managed. The lack of proper organization structure and central administration priority on modern resource management have impaired the role and functioning of the public higher education controller. Perhaps the increasing public awareness and emphasis on accountability in higher education will positively alter this situation in the future. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0125. / Thesis (Ph.D.)--The Florida State University, 1979.

This research was undertaken to gain a knowledge about the undergraduate transfer students who came from other universities in The State University System. The University did not have the information about the transfer student's background, circumstances, or self-expressed needs. This information may be useful in providing a basis for strengthening the services offered by the Office of Student Affairs through a better understanding of the transfer student community. Conceptually this study focused on the opportunity to strengthen the development of the transfer student as a whole person. / Early studies on the transfer student were on the problems and achievements with later studies citing the reasons for transfer, attitudes, levels of achievement and the problems encountered by the transfer student in his/her new environment. This study emphasized the transfer student and the characteristics of background, circumstances, and self-expressed needs. / There were 94 transfer students who responded to the questionnaire used in this study. The responses were tabulated and accounted for using the raw data scores and the percentage of transfer students who answered each item. / The undergraduate transfer students at The Florida State University were found to come from middle-class families that were stable in their community. The total average family income exceeded $20,000 per year. The transfer student lived at home with both parents and a brother and sister before entering college. The typical transfer student was employed on a part-time basis while attending school and was not a veteran. The typical transfer student was single, between the ages of 20 and 23, female, Caucasian or other (not Black, Hispanic or Oriental), lived off-campus, did not receive financial aid, and did not have any physical handicaps that would require the use of special facilities. / The typical transfer student was found to need financial assistance, but otherwise able to depend on his/her own resourcefulness. The main reason cited for transferring to The Florida State University was a high regard for the major program of study. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0125. / Thesis (Ph.D.)--The Florida State University, 1980.

The state has traditionally accepted the responsibility for higher education within its boundaries. With the advent of "1202 commissions," the state has garnered even more responsibility for planning policy measures which directly involve the independent sector of higher education. The history and traditions of each state shape its policies toward higher education as much as current conditions and future considerations. The unique characteristics of each state require the states individually to study, design and implement policies of state support for their independent sectors. The purpose of this study, therefore, was to demonstrate the perceptions held by Florida's independent college and university presidents and legislators toward various types and forms of state support which may be made available to Florida's independent sector in relation to acceptable and anticipated demands of accountability commensurate with this support. / A survey instrument was developed which contained ninety-six statements. Each statement was a combination of a selected state support program and a selected accountability measure. The statements were grouped into twelve areas with each area containing a specific state support program combined with each of eight accountability measures. The respondents were presented with four possible degrees of opinion on a Likert scale, consisting from strongly disagree to strongly agree. The survey was mailed to a study population consisting of all 160 members of the 1979 Florida Legislature, and 38 presidents of independent higher education institutions located in Florida. Responses were received from 48.1 percent of the legislators and 52.6 percent of the presidents. In comparing the legislative and presidential replies, twelve null hypotheses were tested. Each null hypothesis stated that there existed no statistically significant difference between the perceptions of legislators and presidents regarding a particular state support program and the associated accountability measures. The statistical comparisons were performed by a Multiple Discriminant Analysis computer program. / The findings of the analysis revealed that there were significant differences between the perceptions of legislators and presidents regarding all twelve of the state support programs and the associated accountability measures. The data also revealed that both a majority of legislators and of independent sector presidents favored the concepts of state support for the independent sector, with the presidents indicating a more favorable perception. Certain statements exhibited less discriminating ability than others in differentiating between presidents and legislators. The statements which contain the accountability measure of student aid, accreditation, interinstitutional cooperation, or student certification are the statements which, when combined, account for 31% or less of the perceptual difference between legislators and presidents. A high correlation exists between the legislators' and presidents' ranking order of accountability measures within the state student loans, general scholarships, tuition equalization grants, purchase of services from consortia, service contracts, enrollment-driven standard grants, increased enrollment grant and trailer grant programs. The presidents tend to rank the accountability measures similarly regardless of the state support program. / Source: Dissertation Abstracts International, Volume: 41-12, Section: A, page: 4999. / Thesis (Ph.D.)--The Florida State University, 1980.

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.