The purpose of this study was to examine the following hypothesis: The purpose, content, and method of martial arts training defined by prewar legacies tend to persist within a limited scope and context despite major postwar reforms to the contrary. This study proposed to provide data from Nippon College of Physical Education as the central focus since this institution historically held national distinction in the development of physical education in Japan.;It was indicative from the historical data available that N.C.P.E. had undergone considerable institutional changes since it began in 1891. to clarify the historical evolution and environmental forces, the analytical period was divided into the five major eras: Meiji era (1868-1912), the Taisho era (1912-1926), the Showa era (1926-1945), the postwar occupation era (1945-1951), and the contemporary period (1951-1980s).;In reviewing the evolutionary process of the martial arts curricula at N.C.P.E. from the formulative years to the present, the following points were significant from the data examined in relation to the research hypothesis of this study. (1) During the Meiji era, the institution endorsed the purpose of nation building within the national framework of the Meiji ideology of nationalism and militarism. as a result, the Bushido code of conduct for the medieval military class was incorporated into the institutional mission in order to build a student character designed to fulfill national objectives. (2) During the Taisho era, over seventy percent of the Japanese physical education teachers were graduates of this institution. The martial arts curriculum and related disciplines were expanded and intensified as active duty military officers began to be involved extensively. Despite the influx of Westernized curriculum innovations, the martial arts were hardly influenced. The central ministry continued its greater centralization policy to control liberalism. (3) During the Showa era (1926-1945), the central mission of the college centered on Showa era nationalism and the martial arts program development for the fulfillment of the Kokutai (National Polity). The content and method incorporated compulsory subjects of Shushin (morals and ethics) designed by the Thought Bureau of the Ministry of Education. A highly authoritarian and vertically oriented social system, Shigoki (physical ordeals) as a method of mental discipline, and tradition and ceremony were emphasized essentially to be in accordance with the institutional mission and fulfillment of the imperial will. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI.

Land-grant universities provide an important structure for an accommodation of liberal and useful education. However, even within this structure, the relationship between useful and liberal is subject to changing balance. This study examines the relation by tracing the evolution of the agricultural and mechanical arts at a significant land-grant case--Virginia Polytechnic Institute and State University. From the perspectives of curriculum, instruction, and faculty, the study tests the hypothesis that Cheit's "model" for the evolution of "new profession" schools as peripheral satellites first turned full citizens second identifies Virginia Tech's evolving relationship of liberal and useful, particularly in agriculture and engineering. The data analysis is framed by Cheit's model, Snyder's "hidden curriculum," and Clark's "saga." The study's conclusion is that Cheit's model is basically accurate--with two qualifiers appended. The first qualifier links Virginia Tech's rise to professional university status to a commitment to the land-grant saga. The second qualifier acknowledges the liberal arts' own struggle for professional standing and parallels the institution's becoming a university with the development of the liberal arts as professional entities and institution-wide service/support components. Thus, Virginia Tech's liberal and useful balance becomes a tension adjusting to the land-grant saga. Based on this conclusion, projections for Virginia Tech's future are shaped by the land-grant saga, but with a qualitative, university orientation. For the post land-grant university in the abstract, recommendations for the future include a refinement of land-grant emphases with an increased focus on internationalism, a less bifurcated view of the universe, and a more integrated approach within curricula.

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This study seeks to discover the elements in Virginia Military Institute's past that have proven most influential in guiding and preserving its present-day distinctive culture. Historical in nature, the study also incorporates theories from sociology and political science in analyzing the importance of events, people, and places surrounding Virginia Military between 1816 and 1890. Integral to the overarching theory behind this dissertation is the assumption that VMI's history is closely linked with the history of Virginia and of the American South. In order to tie historical theory to the theory of the elite college, the hypothesis relies heavily on four texts: Burton Clark's The Distinctive College, C. Vann Woodward's The Burden of Southern History, W. J. Cash's Mind of the South, and Bertram Wyatt-Brown's Southern Honor.;Specifically, the study hypothesizes that Virginia Military was heavily reliant upon Virginia state government from the time of its founding in 1839 through the Civil War. However, the war provided the circumstances by which the Institute could claim its own "place in history." The Battle of New Market, in which cadets from the Institute fought and died in support of the Confederate cause, gave VMI a substantive past separate from, yet tethered to, Virginia history and the history of the South. After the war, the Institute cultivated its own ideology and traditions, creating what Burton Clark terms "an institutional saga." Self-realization of this saga, coupled with its external recognition by alumni, forged the distinctiveness exhibited by Virginia Military today. In turn, this distinctiveness, preserved by a conservative even reactionary ideology, created an institutional atmosphere reluctant to embrace change.

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The purpose of this study was to determine the factors that led to the incorporation of English as an organized discipline at the College of William and Mary.;In order to assess reasons for the unprecedented consideration given the study of English in 1888, it was necessary to examine the English-related studies in the predominantly classical curriculum at William and Mary during the nineteenth century. An attempt was made to determine first why English was not recognized as a subject in the curriculum before the College was closed in 1881 and then why English was established as a discipline when the College was reopened in 1888. It was concluded that a systemized study of English did not develop at the College of William and Mary before 1888 because the study of English as a distinct and separate language was perceived neither as a necessary part of the traditional curriculum nor as a curricular offering which would improve the financial health of the institution.;It was hypothesized that a professorship of English was established and a systemized study of English was inaugurated at the College of William and Mary in 1888 because the Commonwealth of Virginia appropriated funds for a program of teacher education at the College.;The data support the hypothesis that English became an organized field of study in 1888 primarily because the College developed a program of teacher education, which required a study of the English language, in order to secure financial support from the Commonwealth of Virginia.;Further study is needed to examine: (1) whether English remained primarily a servant to practical studies, (2) the role and emphasis on English in current programs of teacher education, and (3) the pattern of development and relative emphasis on English-related studies in the twentieth-century curricula of American colleges.

The problem statement for this study asks which characteristics of the community college environment are the best discriminators between faculty who currently use computers in instruction and those who do not. Specific research questions ask whether the environmental context of the faculty or individual faculty attributes are better discriminators between computer uses and nonusers.;The target population was the full-time faculty employed in the Virginia Community College System. A sample of faculty in 15 colleges was selected in which approximately half had used computers in their instruction. The sample was mailed a questionnaire designed and pilot tested to measure variables which could be used by discriminant analysis to discriminate between computer users and nonusers.;In the useable sample of 446 faculty, 212 were computer users and 234 were not. Conservatively, only 15% of the VCCS faculty had used computers instructionally but the percentage was higher in the smaller schools. The discriminant analysis revealed 9 variables which when taken as a group would correctly classify 70% of cases (75% of the computer users). These 9 variables in the order of entry into the discriminant function were: (1) opportunity to preview software; (2) noninstructional academic computer use; (3) ownership of a microcomputer; (4) adequacy of available software; (5) level of training; (6) community college teaching experience; (7) verbal versus quantitative orientation; (8) compatability of software with hardware; and (9) presence of opinion leaders. Variables 6 and 9 made a negative contribution to the function. When the analysis was run on the largest individual college sample, a slightly different set of variables were included leading to the possibility that the diffusion of computer innovations might be somewhat different at each college than the overall results indicate.;In answer to the research questions posed, 4 environmental context and 5 faculty attributes were found to be discriminating variables. The 2 kinds of variables are almost equally important but more faculty attribute variables entered at lower steps in the function. Based on these results, 5 recommendations are made that could increase the rate of computer adoption by faculty: (1) insure that hardware is compatable with available software; (2) provide opportunities to preview software; (3) encourage noninstructional computer use; (4) increase and encourage opportunities for training; (5) understand that faculty are innovative and have positive computer attitudes.

This study was directed toward the discovery of a grounded theory that identifies the conditions and processes which facilitate effective implementation of federal mandates in institutions of higher education. The constant comparative method, an inductive approach to generating theory, was used to study the implementation of Title IX of the Higher Education Amendments of 1972 and the accompanying regulations and policy interpretations for elimination of sex discrimination in athletics.;The research population included public colleges and universities in Virginia. From this population, a sample of four comparison groups (institutions) was selected through application of a mathematical formula which defined each institution in terms of a numerical Change Index. The Change Index formula measured the degree of progress toward Title IX compliance in athletics at each institution over a five year period, 1974 - 1979. In-depth investigations at each of the four colleges focused on the discovery, development and verification of theory.;The design of the study included three phases of research. Each phase employed different data gathering techniques, and each had its own purpose for obtaining various types of data. In Phase I, an informal telephone interview was used for defining the population. Phase II consisted of telephone interviews for collecting data necessary for delimiting the sample and for examining preliminary findings. Personal interviews at four sample institutions provided the primary source of data in Phase III. These open-ended interviews were used to guide data collection and analysis throughout the investigative process.;A theory of prescribed academic change was developed which expands on existing models of educational change. The theory specifically addresses federal mandates and identifies conditions which facilitate the implementation process. In brief, the implementation of mandated change occurs in four consecutive stages: (1) Infusion; (2) Preparation and Policy Formation; (3) Trial and Transition; and (4) Policy Execution. The rate and degree of institutional progress through the four stages are dependent upon three major categories of variables, including: (1) Administrative Organization; (2) Attributes of Key Personnel; and (3) Intervention. A complex and multi-directional set of relationships exists between stages and categories and among the variables within each category. When the combination and influence of the three major variables within an institution facilitate progress through the four stages of implementation, a mandate will be implemented effectively.;The theory of prescribed academic change views implementation of federal mandates as occurring through both planned and unplanned processes. The conclusions regarding the means by which administrative leaders exert power to influence institutional response to a mandate, the description and explanation of the change process in terms of institutional sub-systems, and the role of organizational politics are unique to the theory. Further, the identification of intervention as a precipitant to the effective implementation of prescribed change is critical in explaining why mandates are implemented effectively in some institutions and not in others.