The purpose of this study was twofold: (a) to ascertain the extent to which the assignment of men and women hall directors was affected by the residence hall population, and (b) to assess the performance of men and women hall directors. / Six hundred and two hall directors were evaluated by their supervisors. More women than men hall directors were represented. Over half of the hall directors were between the ages of 26 and 30. More women than men were aged 20 to 25 years. Over three-fourths of the hall directors had less than four years of experience. / The majority of the hall directors worked in coeducational halls. Few hall directors worked in halls in which the gender of the hall population differed from the hall director's gender. The relationship between the gender of the hall population and the gender of the hall director was significant for single sex halls. A statistically significant relationship was found between the gender of the hall population and the supervisors' perception of the effectiveness of men and women hall directors. / Hall director performance was evaluated by the supervisors on the basis of 23 competencies. The mean ratings for men and women were very similar, although the means for the women hall directors were slightly higher for each item. The gender of the hall director did not influence the supervisors' ratings. / Supervisor evaluations were analyzed to ascertain the extent to which the supervisors' gender, age, education and experience affected their evaluation of hall directors' performance. While women supervisors consistently gave lower evaluations of hall directors than did men supervisors, the overall effect of the combined characteristics (gender, age, education and experience) was minimal. / Comparison was made of supervisors' responses to questions regarding the effectiveness of men and women hall directors in certain hall situations. Gender was not related to the perceived effectiveness of hall directors for any of the situations examined. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3611. / Thesis (Ph.D.)--The Florida State University, 1983.

This study had two purposes: (1) to determine if there exists a predominant learning style among the majority of the aviation officer candidates in the Naval flight training program; and (2) to determine if there exists a significant difference in academic success among the aviation officer candidates with different learning styles. The Kolb Learning Style Inventory was used to determine the learning styles of 129 candidates. The Inventory indicated that approximately 64 percent of the candidates were categorized as having an abstract conceptualizing form of learning style. The Lindquist Type I analysis of variance was used to determine the (1) possible significance between mean scores for the four learning styles; (2) possible significance between mean scores for the eight courses; and (3) to determine possible interaction between the learning styles and courses. Results revealed (1) no significance between academic success among the learning styles; (2) statistical significance between mean scores among the eight courses; and (3) no interaction exists between the learning styles and courses. To better evaluate which of the eight courses exhibit significant differences among the mean scores, a Scheffe Test for homogeneity for variance was conducted. The results revealed that statistical significance exists between organization/administration types of courses and navigation/engines/aerodynamic types of courses. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3300. / Thesis (Educat.D.)--The Florida State University, 1983.

The purpose of this study was to examine the proposition that a change in major by a college student is determined in part by vocational preference and in part by the curricular constraints within a given college or university. The study used both the vocational preference groups proposed by Holland (1966, 1973) and curricular constraints proposed by Lightfield and Rice (1973; Rice, 1973). / The data for 15 academic quarters were collected from 36,611 student records from the nine universities of the State University System of Florida. This population was sorted into a model construction group (N = 18,309) and a cross-validation group (N = 18,302). / The principal activities of the study consisted of describing the major changes made by the population of students who changed majors, fitting a log-linear model to a multiway contingency table, and cross-validating the model on a cross-validation group. / The study was designed to determine whether changes in academic major follow the order of Holland's typology, and whether these changes are limited by curricular constraints and can be predicted from the initial major assigned and the curricular constraints proposed by Rice. The results of the study supported the proposition that the changes follow the order of Holland's typology. They did not support the proposition that changes in academic major are limited by curricular constraints and that those changes can be predicted from the initial major using the curricular constraints proposed by Rice. / Two variables--age and sex--were determined to be related to curriculum and were added to the data, forming a five-way contingency table. A model was successfully fit to the data of the five-way contingency table using .80 adequate R('2) as the criterion for fit. / The five variables--vocational preference, type of major change, the catalytic action of restrictions, sex, and age--were successfully fit into a model which explained almost all the student behavior captured in existing university records. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1048. / Thesis (Ph.D.)--The Florida State University, 1984.

This study described the implementation activities related to Chapter 80-237, Laws of Florida (Senior Citizen Fee Waivers) in Florida's state university and community college systems. Van Meter and Van Horn's model of the implementation process was used as the conceptual framework. The period of time involved in this study was from July 1, 1980 to October 1983. The review of related research examined research on implementation and senior citizen fee waiver programs, and supported the need for research on the implementation of legislation. / Content analysis and the interview methods were used to determine legislative intent. These methods plus a questionnaire were used to collect data describing implementation activities and discrepancies between intended versus actual performance of responsible implementors. / The determination of implementation activities and an analysis in terms of their relationship to the Van Meter and Van Horn model led to the following conclusions: (1) Undocumented policy goals and objectives in statute lead to inadequate standards with which to measure implementation or actual performance on the part of an implementing structure. (2) Lack of commitment by lawmakers expressed through inadequate resource allocations and failure to include sufficient input from responsible implementors in the decision-making process can create confusion among these implementors. (3) Neutrally established mechanisms for policy oversight and monitoring of implementation activities can make policymakers more aware of specific changes which may be needed in the continued existence or elimination of certain legislation. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1048. / Thesis (Ph.D.)--The Florida State University, 1984.

An empirical study of an academic reward system within an institution of higher education was undertaken to achieve the following objectives: (1) to describe empirically the academic reward system of The Florida State University between 1977-1982; (2) to test the stability of reward within the system over time (in terms of percentage discretionary salary increases between 1977-82); (3) to identify and describe the least-rewarded and most-rewarded faculty members (in terms of total percentage discretionary increases between 1977-82); (4) to identify factors which may have accounted for appropriate and inappropriate discrimination within the academic reward system over time; (5) to provide to the field of institutional research improved methods for addressing questions concerning an institutional academic reward system. / The annual percentage discretionary salary increase was selected as the dependent variable for this analysis. It was proposed that these increments provided the most objective means available to administrators within the university to reward academic performance in order to enhance the education offered by an institution. Demographic and salary increase data were collected for 558 ranked faculty members who had held titles that were included in the collective bargaining unit between 1977-1982. Due to the nature of salary increase decisions (which are ordinal, at best), a nonparametric measure of association the Kendall coefficient of concordance: W was used to determine agreement over time between the rankings assigned to units or individuals within the system in terms of the annual percentage discretionary increase. / The major conclusions of this study were summarized as follows: (1) the academic reward system within The Florida State University was stable between 1977-78 and 1982-83; (2) the least-rewarded and most-rewarded faculty members had not been rewarded consistently between 1977-82; and (3) there was no evidence to support the position that factors of inappropriate discrimination were operating within the academic reward system between 1977-82. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1049. / Thesis (Ph.D.)--The Florida State University, 1984.

The primary purpose of this study was to determine the difference in academic advisement effectiveness between the faculty system of academic advisement and the athletic system of academic advisement at The Florida State University. A secondary purpose was to determine the variables which contributed to the observed differences between the two systems of advisement. Effectiveness was measured by student satisfaction, grade point average, and number of credit hours attempted and completed. / Participants were (a) all freshman and sophomore athlete advisees (157) in the system of athletic academic advisement and (b) a stratified and randomly selected group of 157 freshman and sophomore non-athlete advisees under the system of faculty academic advisement. / Data were collected by means of the Academic Advising Survey developed for this study. Each instrument was divided into three sections: (a) need importance, need fulfillment, and need satisfaction; (b) advisee experience; and (c) advisee demographic information. Fifty-five percent of the respondents were athletes; 45% were non-athletes. / Athletes perceived a significantly higher level of satisfaction (.05 level) with basic need fulfillment than did non-athletes, and perceived a higher level of need importance for the advising function concerned with the explanation of university regulations. / Non-athletes achieved significantly higher grade point averages and attempted and completed more credit hours than did the athletes. The student demographic variable, SAT score, was significantly correlated (.05 level) with grade point averages for both athletes and non-athletes. ACT scores were significantly correlated with the number of credit hours attempted and completed by athletes. Black racial origin was the only student demographic variable which had a negative correlation. The negative effect was limited to non-athlete grade point average. Athletes' responses indicated that advisor assistance with the transition from high school to the university had a significant effect on grade point average, and that level of satisfaction was significantly related to frequency of advisor/advisee meetings. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2780. / Thesis (Ph.D.)--The Florida State University, 1984.

The primary purpose of this study was to compare perceived professional skills attainment and need for further skill development of selected men and women in mid-level student affairs positions. / Public and private institutions accredited in the southeast United States, granting at the minimum the baccalaureate degree, were chosen for inclusion in this study. Chief student affairs officers from 137 institutions identified 1,347 mid-level student affairs professionals. A survey instrument developed by the investigator was mailed to a sample of 811 professionals. Responses were received from 613 (76.5%) individuals. / More women than men respondents were employed in career planning and placement, and health services. More men respondents than women were employed in counseling and student activities/unions. / Skills were analyzed in seven categories: leadership, fiscal management, professional development, communication, personnel management, research and evaluation, and student contact. Respondents in all functional areas selected leadership skills and personnel skills as "very important." Research and evaluation skills were not cited as being "very important" by respondents in any functional area. Men and women respondents were similar in skills selected as important; however, significant differences were found with regard to fiscal management and professional development skills. Public institution respondents reported more importance placed on all skill categories, except research and evaluation, than did private institution respondents. Few significant differences were found between selected independent variables--degree attained, marital status, age, ethnic background, length of time in position--and the dependent variable, perceived skill importance. / Respondents cited a great need for further skill development. On the average, they reported a need to further develop 38 of the 64 skills. / The three most preferred skill development activities selected by men and women respondents were workshops, conferences and discussions with colleagues. Men also chose reading as a top preferred activity; women also chose mentor relationships. The top five professional development activities engaged in by men and women respondents were conferences, reading, student involvement, discussions with colleagues and workshops. / Source: Dissertation Abstracts International, Volume: 43-09, Section: A, page: 2902. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of the study was to collect and analyze base information concerning the use of volunteers in child abuse and neglect prevention programs. The study sought to determine how frequently and in what ways volunteers were used in child abuse and neglect prevention and the problems encountered when volunteers were used. A questionnaire was administered to 209 Directors of the child protection service programs in Region VI under the Department of Health and Human Services. / The data disclosed only 20 prevention programs out of the 131 responding programs. The general perception regarding the use of volunteers indicated cost as the major prohibitive factor. The common services and responsibilities of the volunteers included community education, lay therapy, transportation, paperwork and volunteer training. Only 14 agencies provided training for the volunteers which involved state laws, communication and interviewing skills, child development, community resources, and parenting education. The problems identified by the agencies in using volunteers were dependability, recruitment and legal issues. / The findings indicate that only 15 additional prevention programs plan to use volunteers in the future. Further research is encouraged toward a comparative analysis of private and public agencies using volunteers in the prevention of child abuse and neglect. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3228. / Thesis (Educat.D.)--The Florida State University, 1982.

The purpose of this study was to examine the federal financial aid recipients in 1974-75 freshman class at the Florida State University, to determine if the factors of type of federal financial aid package received, amount of money awarded, socio-economic status (family income), ethnicity, age, sex, and academic ability were related to retention. A population of 615 federal financial aid recipients was used. Data were collected from the students' permanent records maintained by the Florida State University. Multiple regression analysis was the basic statistical technique used to analyze collected data. Basic correlations and descriptive statistics were also presented. / The major findings of the study were: (1) high school grade point average was significant in predicting persistence to graduation; (2) the undergraduate grade point average was the most important academic variable in predicting student retention; (3) recipients between the ages of sixteen and twenty-two persisted to graduation at a higher rate than older students; (4) more females persisted to graduation than males; (5) the ethnicity of a student did not exhibit any statistical significance in persistence to graduation; (6) students from higher family income brackets graduated more frequently than students from lower income families; (7) the grant package was the most important financial aid type in explaining student retention followed by the loan plus grant package, while recipients of loan package, and loan plus college work study program exhibit a higher attrition rate than recipients of other financial aid packages; (8) the findings of this research support the conclusion that grant should be a major proportion of any financial aid type if retention is a major part of the institution's policy; (9) the amount of aid awarded was statistically related to retention; (10) the rate of retention over a five academic year period was 38.54 percent. / Source: Dissertation Abstracts International, Volume: 44-03, Section: A, page: 0684. / Thesis (Ph.D.)--The Florida State University, 1983.

The focus of this study was the 1980-1981 status of the organization and administration of academic music units in higher education to determine whether the title of the unit and where the unit is located within the institution make any significant differences in regard to key organizational and administrative provisions. / The data were gathered from 73 institutions through the use of a mail questionnaire. Results indicated that schools and departments located in colleges which are four hierarchial levels from the presidential office were the most popular organizational structures. The major unit goal was to prepare students for careers in related music professions such as teaching, church music, and therapeutic services. Goals will undergo moderate change during the next decade. / Typical administrators, called chairpersons, spent three-fourths to full time on administrative duties but considered themselves both faculty members and administrators. Unit administrators viewed themselves as powerful influences within the music unit and considered the influences of the music faculty greater than that of the dean. / When schools were compared to departments there were no significant differences found among the two units in the areas of (a) organizational structure and size with four exceptions; (b) goals and priorities; (c) formal leadership, communication, and decision-making provisions; (d) financial and support provisions with two exceptions. It was concluded that the name of the unit and its location made no significant difference on the key organization and administration provisions. Opinions expressed by the chief unit administrators overwhelmingly supported the school of music organizational concept over the departmental plan. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2062. / Thesis (Ph.D.)--The Florida State University, 1983.