This study examined the organizational environment experienced by women administrators in the state universities of Florida and the impact of that environment on particular aspects of the professional life of these women. The study focused on (1)the extent of the existence of selected social-cultural conditions, (2)the relationship between these conditions and certain needs and functions of the administrator such as professional development needs, administrative styles, and future aspirations, (3)the relationship between these conditions and selected background characteristics of the respondents, and (4)the relationship between the percentage of women administrators at the institution and the existence of social-cultural conditions, professional development needs, administrative styles, and future aspirations. / An instrument designed by the investigator was used to gather data related to (1)23 areas of social-cultural conditions, (2)34 subjects of professional development needs, (3)general aspects of administrative style, and (4)expectations regarding advancement. 70% of the 245 women administrators in the nine state universities responded to the survey. / Results. 50% or more of the administrators reported experiencing 19 of the 23 social-cultural conditions examined. Predictors (determined by using multiple regression) of these experiences were respondents' ethnic background, and age, their basic assumptions regarding women's success and failure, and the "percentage of women administrators at the institution." The "experience of the social-cultural conditions" was a significant predictor of three other variables: "personal development needs," "adaptations in administrative styles," and "time of the next expected job change." / Significant predictors of five factors of professional development needs included the general concern with one's performance, time management concerns, "years of administrative experience," and "years in the current positions." The "percentage of women administrators at the institution" was a significant predictor of the "experience of social-cultural conditions" and of "negative personal consequences of advancement." / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1029. / Thesis (Ph.D.)--The Florida State University, 1981.

Since the early seventies there has arisen increasing concern over drops in productivity in America's public and private sectors. The influence of productivity reductions on the nation's inflation rate, has been increases in the number of requests for productivity assessments. The purposes of this study were: (1) to identify variables to measure the productivity of faculty in selected Colleges of the Florida State University System; (2) to examine the output for possible trends over an eight year period; (3) to determine if the colleges differed on the compensation-incentive system variables of the research framework; and (4) to apply the research findings in making recommendations for improved productivity. / In order to examine faculty productivity, a set of output measures and demographic and some background variables were selected to represent productivity and the incentive system. These measures were analyzed through the use of descriptive statistics and discriminant analysis. The result of the first level analysis was the discovery that the Colleges of Education exceeded the Colleges of Business on most of the productivity variables for the three time periods 1973-75, 1976-78, and 1979-81. A clear trend toward increasing productivity for both colleges was discerned. However, the Colleges of Business' annual rates of increase surpassed the Colleges of Education's rates of change. / The discriminant analysis produced a set of discriminant coefficients which were evaluated to determine the statistically significant variables that the two colleges differed on. The results were sixteen variables that distinguished the colleges. Six of the variables were a part of the compensation-incentive subset. Clear differences were found in the group centroids and it was concluded that the incentive system, comprising of monetary and non-monetary variables, influenced productivity. These variables should be creatively included in administrative processes for improved productivity. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2533. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to (1) examine the opinions and assessments held by doctoral graduates and dropouts regarding their doctoral program experiences, and (2) to determine the opinions held by the doctoral graduates and dropouts regarding their educational programs in terms of subsequent job performance and professional advancement. The study was limited to 225 subjects of which 169 subjects actually participated in the study. The subjects had been enrolled in Florida State University during the period June 1972 to June 1979. Ninety three subjects satisfied the criteria for inclusion in the pre-candidate group (inactive first and second year students), 60 subjects satisfied the criteria for inclusion in the candidate group (inactive ABD's), and 72 subjects satisfied the criteria for inclusion in the graduate group (PhD's). The subjects responded to a Doctoral Student Follow-up Questionnaire. Data from the Questionnaire as well as data collected on selected demographic variables were tested via Discriminant Analysis, Analysis of Variance and Chi Square. Statistical Analysis of the data revealed that significant differences were found among the three groups in their attitudes and opinions of the dissertation, course work, interaction with faculty and students, the identification of hurdles to the completion of the degree, graduate record examination scores, considerations in choosing to attend FSU, and job performance and satisfaction. / Source: Dissertation Abstracts International, Volume: 42-08, Section: A, page: 3458. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to design a developmental model of a process for developing, introducing, and implementing innovative curricula at the community college level. / The study involved three major parts: (1) review of literature, (2) design of the model, and (3) evaluation of model components. Model components were selected from the literature if two or more authors reviewed included the process. Model components were evaluated by an advisory committee representing local, state, and national levels. Committee responses were collected using a Likert type scale for degree of importance of model components. A Delphi process was used to determine group consensus. The model was put into final schematic format. / The broad base of the model, the Macro Environment, includes community mores, power structures, and funding. This model is based on the combination of organizational development and instructional development, with research being an integral part of both areas. Organizational Development components are: (1) Commitment of Administrators and participants, (2) Staff development/inservice, (3) Personal interaction, (4) Compatibility of innovation and organizational structure, and (5) Improvement of relationships and team functioning. Research components are: (1) Needs identification and (2) Systematic/shared diagnosis. Instructional Development components are: (1) Development/design of strategies, (2) Staff training for implementation/problem solving, (3) Implementation, (4) Feedback and (5) Assessment of innovation. This model should be viewed as flexible. / Recommendations for further study might include exploration of: (1) role and function of educational organizational management as well as managements' attitudes toward oganizational decision making and change, (2) amount of organizational management training that people in educational organizational management must have to qualify as educational organizational administrator, (3) the part organizational development played in the implementation process for institutions who have innovative programs and (5) any adaptations of the model that institutions who used it felt had to be made in order to effectively implement curriculum innovations. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4316. / Thesis (Educat.D.)--The Florida State University, 1981.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5331. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5331. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5331. / Thesis (Ph.D.)--The Florida State University, 1979.

Operation Involvement is an educational outreach program of The University of West Florida. It provides part-time employment to students enrolled full time at the University or one of the community colleges in Northwest Florida. These students are responsible, under supervision, for the development, implementation, and evaluation of programs aimed at the prevention of juvenile delinquency. / The study was conducted for two basic purposes. First, to establish a baseline for additional evaluative studies by acquiring descriptive data. Secondly, to provide data to guide program administrators in improving program design and implementation. To fulfill these purposes the following questions were asked: (1) To what extent were the educational goals of the program achieved as reflected by the attainment of objectives among the student participants? (2) To what extent did the program objectives affect the career performance of students following graduation? (3) To what extent were there differences between achievement of objectives while students were in the program and the effect of objectives on careers after graduation? Twelve objectives were established as criteria for measuring goal attainment. A 93-item rating scale was developed for use in determining the extent that the objectives were achieved. / Approximately two-thirds of all student workers who graduated from the program responded to the survey instrument. Data were treated by the use of frequency distribution, mean weighted scores, and t-tests. / The findings indicated that three of the program's four goals were achieved at a relatively high level as perceived by the respondents. / Recommendations were made to assist in strengthening certain aspects of the program and in regard to the need for incorporating into the structure and literature of Operation Involvement the program goals and objectives as developed in this study. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0958. / Thesis (Educat.D.)--The Florida State University, 1980.

The objectives of this study were to determine to what degree the perceptions about selected aspects of Pensacola Junior College held by the seniors of Escambia County public high schools were congruent with the information which the college personnel expected them to receive; and to what degree were the selected delivery systems used by Pensacola Junior College effective in reaching the seniors as perceived by the seniors and compared with the expectation of the college personnel. / Two survey instruments were designed to compare the perceptions of the seniors and the expectation of senior responses by selected personnel from Pensacola Junior College who were closely associated with this communication process. The instruments were identical except for the instructions. The seniors responded to the survey instrument as they perceived the information impacted on each of them. The personnel responded to each option by indicating the percentage of the seniors they expected to respond to each item. Replies to the surveys were analyzed and the researcher determined what percentage differences existed between the seniors and personnel expectations. These results were reported in graphical format showing the response of the seniors and personnel along with the percentage of difference. Conclusions were drawn relative to these disparities and recommendations given. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0955. / Thesis (Educat.D.)--The Florida State University, 1980.

Guidelines for Two-Year College Learning Resources Programs (1972) and Quantitative Standards for Two-Year Learning Resources Programs (1979) were adopted and published by leading national learning resources organizations as criteria recommended as useful for improving the quality of two-year college learning resources programs. Guidelines and Standards were developed by committees of learning resources people who relied on suggestions from interested practitioners in the field, and on the professional knowledge and opinions of members of the committees themselves. There is no requirement that Guidelines or Standards are to be used, and the decision to use them remains with the individual colleges. Therefore, the purpose of this study was to determine the extent to which Guidelines has been used and Standards would be used in two-year colleges in the United States. / The method of research was the descriptive survey sent to a random sample of two-year colleges in the United States. The survey instrument was developed by the researcher to determine the differences in the use of Guidelines and Standards among the chief learning resources officers of the three types of colleges surveyed, and to learn something about the purposes for which the criteria were used. / The researcher found that fewer than half of the respondents had made significant use of Guidelines or planned to make significant use of Standards. The researcher further found that fewer than one-third of the respondents felt that their college administrations supported the use of Guidelines or Standards as evidence of educational accountability or as evidence of a quality learning resources program. / Based on the findings, the researcher asked questions which may be summarized as follows: "Are the national learning resources organizations that adopted Guidelines and Standards satisfied with the extent of use and support indicated by the study, or do they see a need to revise the criteria to make them more useful?" / The researcher recommended that future revisions of Guidelines and Standards be based on needs identified by the colleges that will use the criteria, and that such revisions be aimed at analyzing the educational effectiveness of the learning resources programs at individual colleges as a basis for demonstrating more realistic evidence of need. / Source: Dissertation Abstracts International, Volume: 41-07, Section: A, page: 2967. / Thesis (Educat.D.)--The Florida State University, 1980.