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The purpose of this study was to trace the development of the relationship between the William and Mary College identity and its environment during the period 1865 to 1919. The pivotal point in the work was 1888, at which time the College experienced a revolutionary change in mission from liberal arts education to teacher training. The particular focus was on the effect of the change in mission on the set of historical traditions that constituted a major proportion of the institutional image and endowed the College with a distinctive identity.;The early achievements of the College in educating Thomas Jefferson and other Virginia statesmen furnished the school with a set of distinctive traditions that were based on outstanding institutional performance and a high level of public recognition. Between 1776 and 1861, however, William and Mary experienced modest budgets and was in many respects similar to the hundreds of other small colleges in the nation. The burning of the College and the destruction of most of its endownment during the Civil War nearly destroyed the institution. Because of the inability of the school to recover from the Civil War as a liberal arts college, the Board adopted a revolutionary change in curriculum in 1888. The school was converted into a teacher-training institution in order to secure an appropriation from the Virginia legislature that would preserve the institution.;In the thesis of the study, it was proposed that the officers of the College placed great emphasis on the historical traditions of the the adoption of the teacher-training mission. at that time, the aristocratic leaders of the Commonwealth opposed the development and expansion of the public schools and normal schooling. But many of the most notable Virginia leaders expressed great admiration for heroic pre-Civil War traditions such as those possessed by William and Mary.;By establishing a public identity based largely on its ante bellum traditions, the leaders of the College attempted to endow the school with an image that would (1) attract generous public benevolence and (2) inspire the students to develop high-minded and productive lives.;It was found that the unique ethos established by the College tradition was partly successful in achieving the desired goals. Legislators, wealthy individuals, and foundation officials for the most part were not inspired by the institutional tradition. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI.

The purpose of this dissertation was to examine the collegiate way of living; how it began, how it developed and changed, and why institutions have adhered to it. Communal dining was emphasized in an attempt to determine why colleges have believed it to be important enough to require it of differing student populations, under widely varying circumstances, over a period of at least four hundred years.;The College of William and Mary in Virginia was selected as a case study for this project. One of America's earliest colleges, William and Mary was founded on the British (Oxbridge) model, and has required its students to live collegially throughout its history.;official rationale for an emphasis on collegial living is contrasted with the available evidence (or non-official rationale). An attempt was made to learn how or if the rationale changed with the evolution of society in general and higher education in particular.;It was concluded that while official rationale has evolved somewhat, it consistently has emphasized the development of the whole person. That official rationale is accompanied, however, by unofficial supporting evidence suggesting that collegial living was financially attractive and that viable alternatives often were limited.;Additional institutional case studies would be useful, as would studies which concentrate on different components of collegial living. Examination of commuter versus residential college experience also would be of value in considering this topic.

Most institutions of higher education are interested in enrollment projections because they are closely related to institutional goals and missions and, are, therefore, essential to financial and program planning at every level. This study was undertaken to determine if relevant factors could be identified and used in a statistical forecasting model to project enrollments in a multidimensional urban community college within the accuracy limitations imposed by a state such as Virginia (who requires State institutions of higher education) to project their enrollment within (+OR-) 1 percent.;Two general types of statistical forecasting models, causal and extrapolation models were explored for use in forecasting fall and summer headcount, and total FTE enrollments within the prescribed accuracy limits. The relevant factors for possible inclusion in the models were identified from previous studies and a student flow model for the institution. The relevant factors used in the final models were selected on the basis of simple correlation coefficients, the mean square error, and average error as variables were added and removed from the models.;The optimum fall and summer headcount forecasts were produced by a combination time-series and multiple regression model. The independent variables used in fall and summer headcount forecasts were a seasonal factor, a time-trend factor, and national economic indicators. In the optimum total FTE forecast, produced by a multiple regression model, the relevant factors were full-time enrollment shifted forward three years and national economic indicator shifted forward three years. The basis for acceptance or rejection of the models was made in context with the fiscal system of the Commonwealth of Virginia for the distribution of public funds to the state colleges and universities. The fiscal system was established primarily to provide a basis for financial planning. Forecasting models were produced for 1 year for fall headcount enrollment and for 2 years for summer headcount and total FTE enrollment within (+OR-) 1 percent.;On the basis of this study certain general conclusions were reached: the large variations between national enrollment projections resulted from different assumptions; enrollment projections have been too generalized for institutions with diverse goals and objectives; present data bases are inadequate to produce accurate enrollment projections; and most projections are not sufficiently reliable for planning purposes. More specific conclusions reached were: state data bases are inadequate for multidimensional institutions; removing quarterly seasonal variations permits the identification of relevant factors; traditional projection models such as the cohort survival and Markov are not applicable in multidimensional institutions such as community colleges; models such as time-series and multiple regression can be developed to accurately project enrollments for less than two years; the current limits of accuracy for Virginia multidimensional institutions are unrealistic; verification of the accuracy of prediction models is valuable for evaluating forecasting models; and models for multidimensional institutions must be revised periodically because relevant factors are constantly in flux.

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This study was designed to investigate the importance of contemporary constraints on effective presidential leadership in higher education. The study was undertaken because this topic was found to be a neglected area in higher education literature. The intent was to fill a void and add to the present knowledge about effective presidential leadership.;The research focused on the perceptions of a stratified random sample of 400 college and university presidents from publicly and privately controlled doctoral, research, liberal arts, and comprehensive institutions. A mail-questionnaire requested personal and professional information and asked the presidents to indicate (1) their perception of the importance of thirty suggested constraints; (2) the three constraints perceived as being the most important; and (3) how frequently they found their work to be highly satisfying or extremely rewarding. A total of 232 (58%) completed questionnaires were returned.;Frequency distributions, means, and standard deviations were calculated. A one-way analysis of variance was used to test the null hypothesis. When statistically significant differences were found, Tukey's HSD test was used to determine where the differences were significant.;The findings verify that college and university presidents perceive their leadership effectiveness to be constrained by situational factors. Few statistically significant differences were found based on institutional type, control, or size; presidents' age; or length of presidential tenure. No statistically significant differences were found based on presidential gender. "Inadequate Funding," "Lack of Understanding by the Academic Community of the Demands Involved in the Exercise of Presidential Leadership," and "Role Overload" were named as the three most important constraints by the total sample. A high level of job satisfaction was reported.;Further study is needed to advance the understanding of leadership in higher education; to raise the question of how college and university presidents can adjust their behavior to increase their effectiveness in the face of contemporary constraints; and to investigate the perceptions of constituents other than presidents regarding constraints on effective academic leadership.

The purpose of this study was to investigate the educational conditions existing for women students during the initial years of coeducation at an institution. The choice of the University of Virginia as a case study was based on its significance as a southern, state university which claims, in addition, national visibility.;A questionnaire was administered to a small sample of first-female students who attended Virginia between the years 1970-1974. The questionnaire, developed from an original set of interview questions prepared by Virginia's Student Affairs office in a 1971 study, asked the sample to respond, retrospectively, to conditions existing at Virginia while they were undergraduate students.;The research was based on the premise that female students attending coeducational institutions confront institutional barriers which interfere with the quality of undergraduate life. This study examined if institutional barriers (which may be either strengthened or created during a transition to coeducation) affected the quality of undergraduate life for Virginia's first class of women.;It was concluded that while Virginia was able to meet some of the needs of its initial class of female undergraduates, overall it fell short of adequately serving these women students. More specifically, the women faced barriers in the areas of academic programming and instruction; social and student services; and career and personal counseling. In addition, it was revealed that the women in the sample felt, as undergraduates, socially isolated and (while not overtly) perceived discrimination towards women students.;The obstacles faced by the first-female class may have been alleviated if the University of Virginia had (1) initially moved towards a more equalized male-female student ratio; and (2) initially established more adequate services for its undergraduate women.

The problem was to identify and assess the policy basis for the universal policy of colleges to have library operation programs. Colleges are higher education institutions whose main business is the delivery of college education, undergraduate instruction, leading to baccalaureate degrees. The conventional wisdom--the explanation of policy basis given in the literature--is a construct here called the College Library Doctrine. According to it, there is a fundamental relationship between the library operation program and the delivery of college education, undergraduate instruction. This relationship is said to be the result of historical process.;The College Library Doctrine was analyzed using a forensic or investigative approach. This approach looked for consistency and/or contradiction, treating the literature as data or evidence.;As a result of the analysis it was found that the same data or evidence supports a quite different explanation of why colleges have library operation programs. This alternative explanation of policy basis has little to do with the delivery of college education, undergraduate instruction. The existence of this quite different alternative explanation raises a serious reasonable doubt over the existence of the fundamental relationship posited by the College Library Doctrine.;The unresolved doubt, along with the recurrence of the college library operation program in the arena of institutional reputation, in topics such as "quality," image, and prestige--through such phenomena as accreditation, ratings, rankings, and media coverage--suggest a policy relocation of the college library operation program from its usual but problematic placement in the broad area of "academic support," to a different venue, "institutional support." Enhancement of institutional reputation is an important part of institutional support. In this relocation there would be a better fit between policy basis and policy; and there, accordingly, the institutional support benefit and potential of the library operation program might be maximized.;The Appendix recalls an early question of the analysis conceptualization and demonstrates that, whether or not the results and conclusions of the analysis itself are accepted, there are decisive flaws in attempts to prescribe college library program resource allocation on the basis of historical data.

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