This study was concerned with gathering and analyzing data relative to the practices utilized by the Council for the Advancement of Experiential Learning (CAEL) member institutions in the assessment and academic recognition of nonsponsored experiential learning. The theoretical basis for the study was drawn from Argyris and Schon's theory of professional practice, which describes human behavior in terms of theories-in-use and espoused theories. / Problem. This study focused on determining: (1) how nontraditional assessment practices were integrated into traditional academic structures, and (2) how practitioners evaluated their assessment and credentialing process. / Purpose. The primary purpose of this study was to investigate the frequency with which specific assessment and academic recognition practices were being implemented by practitioners of nonsponsored experiential learning assessment programs and to investigate the degree to which these practices were valued by these same practitioners as being effective in facilitating the goals and objectives of their nonsponsored experiential learning assessment programs. / Methodology. A modified version of a CAEL instrument was developed, validated, and mailed to the CAEL institutional membership. Each questionnaire contained a letter of support from Dr. Morris Keeton, President of CAEL, and Dr. William Arceneaux, Commissioner of Higher Education for the State of Louisiana. One hundred eighty-nine (66.5%) instruments were returned of which 162 (57.0%) were deemed useable for the study. The data were subjected to the Chi Square Test, and comparisons were made between the frequency of practice scale, the value rating scale, and the six independent variables. / Selected Findings. The findings of the study suggest that practitioners were generally consonant in how they applied and valued assessment and academic recognition practices. They were, however, uncertain concerning appropriate practices for the transfer of nonsponsored experiential learning, compensating faculty assessors, and assigning an assessment fee to students for the assessment services. / Source: Dissertation Abstracts International, Volume: 44-09, Section: A, page: 2691. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of this study was to examine the relationship of participation in leisure activities and life satisfaction of college seniors. / The population for the study was all seniors attending the main campus of The Florida State University. The sample consisted of 500 seniors (250 males and 250 females) enrolled full-time (12 credit hours) during the 1985 spring semester, who had attained senior status (at least 90 credit hours), and were non-transfer students. Each participant received the Leisure Participation Scale and the Life Satisfaction Index-A. Useable responses to the questionnaire were received from 303 (62.4%) of the participants--181 females and 122 males. / The results indicated that participation in leisure activities did have a positive correlation with life satisfaction. Leisure participation explained approximately 9.97% of life satisfaction variance. When the six leisure activities categories were analyzed individually, only the categories of social activities and hobbies significantly correlated with life satisfaction. When the data were analyzed by gender, participation in leisure activities related to life satisfaction for females only. / Overall, participation in leisure activities did not significantly correlate with an individual's grade point average. When data for females were analyzed, none of the leisure activity categories related to their grade point average. For males, the leisure category of hobbies negatively correlated with their grade point average, while the leisure activities category of cultural activities had a positive correlation with their grade point average. / Overall, the grade point average of the entire sample did not significantly correlate with their life satisfaction. However, when the six leisure categories were analyzed separately, the categories of social activities and hobbies were significant. / When the data were analyzed by gender, only the grade point average of females significantly correlated with their life satisfaction. Of the six leisure categories, only social activities was statistically significant. / Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2479. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to determine whether an identifiable profile relating personality type, learning style, and leadership approach exists for college student leaders. Subjects were 100 student leaders at The Florida State University. Five leadership sessions were held during the fall semester, 1984, during which college student leaders were asked to respond to three instruments: Myers-Briggs Type Indicator, Kolb's Learning Style Inventory, and Hersey and Blanchard's Lead-Self. / Respondents were predominantly white (86%); female (59.0%); 20 years of age (25%); full-time (96%) and in the junior class (33%). Findings indicated that as a total group, student leaders' personality types tended to be extroverted, both sensing and intuitive, thinking and judgmental. On the learning style inventory, respondents were distributed among the four prevalent types of learning styles, with 32% identified as Accommodators; the highest learning style inventory score was reported as Abstract Conceptualization. Respondents perceived themselves to be High Task/High Relationship on the Lead-Self inventory. / The results of this study suggest that an identifiable profile can be developed for college student leaders. Through the assessment of personality type, learning style, and leadership approach of leaders, valuable information can be provided to student affairs professionals which can enhance the development of comprehensive leadership training sessions. / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3621. / Thesis (Ph.D.)--The Florida State University, 1985.

The impact of personality characteristics (as measured by the Myers Briggs Type Indicator) and attitude upon learning by computer-assisted instruction was investigated. The population consisted of 79 upper-division students, male and female of varying ages, in a required orientation to teacher education of The University of West Florida. The students were divided into two groups--experimental and control. Pre and posts tests on metric measurements were administered. The experimental group also received a computerized treatment of the metric system developed by Hartley Courseware, Inc., and pre and post attitude tests. A six-week, time-lapse post test was also administered to the experimental group to ascertain affects of personality and attitude on retention. While the results indicated that students do learn by computer, there was no significant difference between each of the four personality classifications and achievement or retention. Nor was there any significant difference between each of the four personality classifications and attitude. Thus, in this study, neither personality characteristics nor attitude affected learning by computer. All statistical tests were conducted at the .05 level of significance. / Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0801. / Thesis (Educat.D.)--The Florida State University, 1986.

The purpose of this study was to develop an integrated advisement delivery algorhythm that would combine career counseling and academic advising in one package. Working with a panel of experts from the fields of career counseling, academic advising, and materials development, a flow diagram was developed to show what needed to occur at each logical step. / The conceptual framework of this study was based on Harren's Career Decision-making Model which states that a student begins with the awareness that a choice of major and occupation must be made, progressing through a planning phase of exploring options, to making a commitment and then implementing that commitment. In order to ensure that the algorhythm would accomplish the purposes of the model, Bailey and Stadt's Career Curriculum Development Model was used for the methodology. / Bailey and Statd's model calls for a five step process with a mechanism for feedback at each step. The panel of experts was utilized to provide this feedback. Beginning with the establishment of the purposes, goals and objectives of the materials, the actual instructional materials based on the algorhythm were developed and subjected to experimental field-testing before possible adoption and diffusion. In the field-testing, both a computer implementation and a paper-and-pencil implementation of the algorhythm were used at Gulf Coast Community College with full-time freshman students who were undecided about their choice of major. / Utilizing Harren's Assessments for Career Decision-Making Scales for occupation and major as pre-tests and post-test, it was determined that the algorhythm was effective in raising the students' commitment level to choice of occupation and choice of major. It was also found that the computer version of the algorhythm was more effective than the paper-and-pencil version. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0082. / Thesis (Ph.D.)--The Florida State University, 1984.

The purpose of this study was to identify the principal characteristics of history department chairpersons and the office, and to describe the administrative/leadership role of history department chairpersons in relationship to a variety of structural variables. The administrative/leadership role was measured by the chairpersons' self-perception of their influence in a number of functional areas, self-perceived roles, allocation of time among selected responsibilities, and job satisfaction. Chairpersons of 384 departments of history in the United States were contacted and 84% responded. / History department chairpersons exercise their greatest influence in areas commonly associated with administration: budgeting, scheduling, committee assignments, and hiring, firing, and evaluating personnel. They exercise less influence in areas where authority is traditionally shared with faculty: curriculum development, academic standards, and promotion and tenure. / The administrative/leadership role for history department chairpersons was found to be related to department size, method of selection, term of office, institutional control, current conditions, and the level of degree offered. Collective bargaining and the formality of the decision making process bore no relationship to the chairperson's administrative/leadership role. Their leadership role was strongly oriented toward the department and the faculty. / A majority of history department chairpersons believe training is important for the position and most receive little or no training at all. Training should be provided in budgeting, performance evaluation, and basic management and communication skills. / Most history department chairpersons report favorable conditions for their departments, and enrollment and staffing patterns appear to be relatively strong and stable. / History department chairpersons accept the job because of the opportunity it provides to strengthen and influence the department, they appreciate the opportunity it provides to help colleagues and students, and they enjoy the job. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0082. / Thesis (Ph.D.)--The Florida State University, 1984.

The purpose of this study was to determine consensus between two-year and four-year educators concerning recommended standards for transfer Associate Degree programs in Recreation/Leisure Services. This study was based on the concept and philosophy underlying the Society of Park and Recreation Educator's continual attempt to develop standards and evaluative criteria to serve as guidelines for accreditation of two-year schools and articulation of the Associate Degree graduate in Recreation/Leisure Services. / The study focused on the SPRE Two-year Four-year Issue Committee Report submitted to the National Council on Accreditation to be adopted as Official Guidelines for Associate Degree Programs. As of September 1984, the proposal was not officially adopted. / A study using the Delphi Technique was conducted on 42 of the proposed standards. Areas researched were faculty, professional education, students, philosophy and purpose, and the administration of Associate Degree Programs. An additional 6 items concerning articulation were included. The population was a panel of 30 educators from two-year and four-year institutions. These educators had been identified by members of the original SPRE Issue Committee. / Analysis of data at the end of two rounds of the study revealed consensus had been reached on 38 of the 42 proposed standards and evaluative criteria. Panelists rejected all items concerning articulation. On the basis of the information gathered, Recreation/Leisure Service educators should accept and utilize standards for items where consensus was reached. Written guidelines concerning articulation should be established. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0085. / Thesis (Ph.D.)--The Florida State University, 1984.

This study examined the accounting curricula of professional schools of accountancy and departments of accounting within colleges of business in an effort to determine the nature and extent of curriculum differences, if any. Differences in the various curricula were identified through an examination not only of course content, but also the related aspects of continuity, sequence, and integration provided by each curriculum. Accreditation status of the programs was analyzed to determine its association with curricular differences. / A content analysis was completed of accounting courses required by four professional school of accountancy programs and two traditional department of accounting programs. Matrices were then developed showing similarities and differences in subject matter for the several content areas of each program. Based on the content analysis, modal patterns or models were developed showing common course content for nonaccredited traditional or departmental programs, both nonaccredited and accredited professional schools of accountancy, all professional schools of accountancy, and all programs studied. The five models were then compared to determine similarities and differences. The continuity, sequence, and integration apparent in each curriculum was also analyzed. / Professional schools of accountancy offer curricula that are different from those of traditional programs, although the curricula are not consistent among these professional schools. Because the content and sequence of courses varies, the extent to which the curriculum of each professional school of accountancy facilitates continuity and integration also varies. Status as a professional school of accountancy does not appear to have a profound effect on curriculum, whereas program accreditation by the American Assembly of Collegiate Schools of Business is associated with differences in emphasis given to financial accounting and cost accounting. Nothing in this research indicates that professional schools of accountancy possess curricula that are not also attainable by traditional programs. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0104. / Thesis (Educat.D.)--The Florida State University, 1985.

This study sought to analyze the perceptions of Venezuelan graduate students concerning goals, objectives, and problems while studying at U.S. universities under the Gran Mariscal de Ayacucho program. It also examined whether these students were satisfied with their educational experiences at U.S. universities, and whether they perceived the U.S. education as relevant to their professional future in Venezuela and related to Fundayacucho purposes. The population consisted of 620 Fundayacucho graduate students enrolled at U.S. universities in 1985. The data were collected through a survey instrument entitled, "Venezuelan Graduate Students Goals/Objectives/Problems Inventory"--1985, developed in relation to Fundayacucho purposes. Items relevant to this study included a modified version of Okwudishu's 1983 Nigerian Students Goals/Objectives/Problems Inventory (NSGOPI) and Porter's 1977 Michigan International Student Problem inventory (MISPI). The instrument was divided into three parts: (1) Demographic data; (2) Goals/Objectives Inventory; and (3) Problem Inventory, which included four open-ended questions. / The main findings of the study were as follows: the respondents indicated their most important goals as: personal, to receive a rounded specialized education; national, to be prepared to serve the home country; and academic, to obtain a degree of Ph.D. or M.S. They accorded the greatest important for the professional objectives category. Major problems were related to the financial area, followed by academic, orientation, and English proficiency areas. A majority of the respondents perceived their U.S. education as very relevant to Venezuela's needs and problems. Despite their dissatisfaction with some factors, such as the competitive grading system, little social interaction with U.S. students, and irrelevant courses as requirements, they were generally satisfied with the U.S. higher educational system. The study revealed that the students' U.S. education related significantly to their work in Venezuela and to Fundayacucho's purposes. Students' goals, objectives, and problems were consistent with Fundayacucho goals to prepare human resources for national development and to promote the transference of technologies to Venezuela. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0096. / Thesis (Ph.D.)--The Florida State University, 1986.

This study consisted of a two-phase sequential investigation: a review of the development of legal rights for the American college student through an investigation of the evolution of the student-institution legal relationship, and the analysis and synthesis of both the volume and nature of litigation that addresses a contractual relationship between students and their institutions. The judicial decisions examined covered the period 1970-1985 and focused on controversies involving: tuition, fees, and scholarships; student discipline; academic programs; and academic standards. Judicial decisions in these categories were summarized to identify major points of law and analyzed to extrapolate operational guidelines for campus administrators. / Case law analysis substantiated the following key conclusions: (1) In modern higher education litigation, courts have interpreted contractual terms with considerable flexibility and have generally avoided the interpretation and enforcement of rigid commercial contract principles. Courts have allowed considerable latitude and discretion to institutions in interpreting their own regulations and procedures. (2) Contractual terms of the student-institution relationship are most often implied from the written representations of the institution. Courts have held that express, written statements become binding on the institution when a student has reasonably relied upon those representations. (3) Courts have also held that oral representations made by a campus official who has apparent or delegated authority concerning programs, policies or procedures can be contractually binding on the institution. (4) Courts have rejected a broad interpretation of a comprehensive education contract, but will recognize a specific breach of a contractual commitment for a specific institutional program or procedure. If a court determines that contractual rights were arbitrarily denied, or the student was treated radically different from other students, as when the institution fails to follow established procedures or apply them uniformly, the court may grant relief based upon the terms of an express or implied agreement. (5) Students, operating as consumers of educational services, will continue to challenge academic programs and services that do not coincide with expressed or implied commitments made by the institution or its designated representatives. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2915. / Thesis (Ph.D.)--The Florida State University, 1986.