The integrative potential of the division for student affairs was investigated in this study using as the basis for assessment the six determinants for effective integrative units delineated by Lawrence and Lorsch. A review of related literature indicated that three of five of the determinants were at least partially, if not substantially, met by the division for student affairs. Student affairs was found neither to have influence based upon competence within higher education institutions nor operate within a setting of high total organization influence. Analysis of the data indicated that confrontation was not the primary mode of conflict resolution utilized in the southwestern multiversity studied, but rather, the compromise mode was ranked first by upper- and middle-level managers. The sixth determinant, then, was not met. It appeared that since three of the determinants were met and three not met, the potential for student affairs acting as an integrative unit was limited. Other data gathered through questionnaires, interviews, and factor analysis in this investigation suggested that there was a wide disparity between the modes of conflict resolution actually used on campus and those perceived as desirable in handling disagreements. It was shown that the modes were viewed differently in the higher education setting studied than in business or public school settings. An inquiry into certain personal and positional variables evidenced that they had little influence upon the modes used or considered most desirable.

No description available.

Doctor Of Philosophy / Department of Educational Leadership / W. Franklin Spikes / There has been a steady rise in the number of adult degree completion programs in the last twenty years, and predictions indicate the trend will continue. Simultaneously there is a growing concern for quality in higher education. One of the ways that any organization can assess quality is to gain consensus from a variety of stakeholders as to what institutional goals should be pursued and then measure the level to which those goals are met. The Institutional Goals Inventory consists of 90 goal statements that measure 20 outcome and process goal areas and asks a variety of stakeholders to assess perceptions of both real and ideal goals within an institution. This exploratory, descriptive study polled faculty, students and administrators (n=224) in three Kansas area adult degree completion programs. Questions guiding this study included finding out what goal areas the various stakeholders deemed most and least important, whether or not there was a significant difference in those perceptions between stakeholder groups and/or institutions, and how well each of the institutions is meeting the goals their stakeholders deem most important. Results indicate that all stakeholder groups agree that the Principles of Good Practice for Alternative and External Degree Programs both is and should be important in these programs. Other highly ranked real and ideal goal areas were Academic Development, Community, and Intellectual Orientation. The results also show that while there is a fair amount of consensus among and between stakeholders and institutions on real and ideal goal in these programs, in virtually all instances the stakeholders rated all ideal goal areas as significantly higher than the real goal areas. Several recommendations for adult degree completion programs are offered as well as a lengthy list of suggestions for future research.

This study is an investigation of the importance of institutional goals as perceived by the faculty and students in Chung-ang University in Seoul, Korea. The purposes of this study are (1) to determine if significant differences exist between the perceptions of faculty and students as to the present and ideal institutional goals of the university, (2) to determine if significant differences exist between the perceptions of faculty and students of different colleges as to the present and ideal institutional goals of the university, and (3) to determine if significant differences exist between the present and ideal institutional goals as perceived by the faculty and students within each of the colleges of the university.

The purpose of this study was to determine and compare faculty perceptions of areas of concern that have been identified by osteopathic medical education administrators as having a relationship to institutional needs and goal setting. Specifically, a Delphi research technique was used to examine faculty perceptions of osteopathic perspective in relation to (a) the philosophical and functional orientation of the curriculum; (b) actual design, structure, and implementation of the curriculum; (c) location and design of the physical facilities and the campus environment; (d) faculty issues of tenure, promotion, salary, and merit; (e) teaching, and the evaluation of teaching; (f) student characteristics and admissions policies; and (g) administrative structure and communication networks.

This study is an investigation of the importance of present and preferred institutional goals as perceived by the faculties and administrators of two open university systems in Bangkok, Thailand. The purposes of the study are twofold. The first is to identify and analyze the similarities and differences of present and preferred goal priorities. The second is to determine differences and similarities for five institutional goal areas between the two systems and by administrator and faculty groups.