The purpose of this study was: (1) to determine whether or not there is a place for "short-term" courses in the junior college business curriculum, (2) to set forth some guiding principles for the development of such courses, and (3) to record information that might be of assistance to business educators, curriculum planners, and administrators interested in exploring the possible incorporation of short-term courses in their curricula.

This study was designed to contribute to the development of internal allocation models by selecting basic concepts from external allocation models and examining for the presence of these concepts in the actual internal allocation activity of public two-year colleges. First, this study examined whether there was a significant difference in the way that public two-year colleges with declining, steady, or increasing budgets apportioned their funds in each of six major expenditure categories during the period of 1977-78 through 1985-86. The six major expenditure categories are instruction, academic support, libraries, student services, institutional support, and operation and maintenance of plant. The source of institutional data was the Higher Education General Information Survey conducted by the National Center for Education Statistics. The 460 colleges in the sample were assigned to groups according to budget change: growth, stasis, or decline. The following dependent variables were identified for each of the six major expenditure categories: (a) category expenditures (b) percentage of educational and general (E&G) expenditures apportioned to the category, and (c) category expenditures per full-time-equivalent student (FTES). A two-factor analysis of variance (ANOVA) with repeated measures on one factor was used to test for differences in the mean expenditure measures among budget groups, across years, and for the interaction of group and year. Concepts derived from external allocation models then were used to explore the results of the data analysis. Application of these concepts suggested that, regardless of budget group, funds were allocated to both instruction and academic support through use of a model incorporating a percentage of E&G expenditures for variable cost. Student services and operation and maintenance of plant appeared to be operating under a model with a per-FTES component for variable cost. Libraries and institutional support, however, appeared to be operating under models that were not examined in this study or for which techniques used herein were not adequate. / Ed. D.

The purpose of this study was to determine the influence of demographic, psychological, and situational variables on the job involvement, or psychological identification with work, of student affairs professionals in community and junior colleges in the United States. Job involvement is related to the quality of life for individuals and effectiveness for organizations. It is influenced by individual and situational characteristics. A national sample of 430 was drawn. Data were collected through a mailed questionnaire and analyzed using multiple regression analysis. Two individual difference variables were significant contributors to job involvement in this sample: work involvement and satisfaction,with the amount of respect and recognition received for one's work. Work involvement, the belief that work should satisfy one's needs, was the greatest influence on job involvement. An unexpected finding was that higher involvement was related to low satisfaction with the amount of respect and recognition received. Student affairs professionals were job involvement despite the lack of respect and recognition. Job skill variety, satisfaction with the opportunity for promotion, and satisfaction with the interesting and enjoyable nature of the work were expected to be significantly related to job involvement. Although nonsignificant, those variables did merit discussion because of their prominence in the literature of student affairs. Job involvement in this sample was influenced by the combination of many individual and situational variables. Professionals in student affairs reported a high quality of work life as evidenced by the high involvement score. This high involvement was influenced most by individual variables. They will probably continue to be vital and energetic even in times of rapid external change because, unlike individuals in business and industry, their involvement was not significantly influenced by situational variables. / Ed. D.

"This study was made to determine whether or not Gainesville Junior College Commercial Department at Gainesville, Texas, is meeting the probable future needs of business employers and employees. An attempt is being made to find which courses could be enriched to advantage and the nature of the material to be used in the enrichment. All factual information in this study was gained through fifty questionnaires which were sent to business graduates of 1935-1945 of Gainesville Junior College. " -- leaf 1

This study examined changes in funding and expenditures for the forty-seven public community college districts in Texas from 1974 through 1983. Expenditures data were subdivided into three parts: state reimbursable operating costs, nonreimbursable operating costs, and the cost of bonded indebtedness. Data on income for operations were aggregated in four parts: state appropriations, tuition and fees, local property taxes, and miscellaneous funds. For the purpose of determining differences in expenditure and income trends by institutional size, each of the forty-seven public community college districts was categorized as small, medium, or large in size. The findings indicate that for the period of the study some changes occurred in both expenditures and funding. In the area of expenditures, nonreimbursable operating costs increased as a proportion of total expenditures while the proportionate cost of bonded indebtedness declined. Small colleges experienced the largest increase in nonreimbursable costs, diminishing the dollars available for instructional costs.

"The thesis is concerned with the intricacies and problems of community leadership in a metropolitan environment, and the work with a state governing agency that oversees all work done within its jurisdiction...The thesis consists of the history and function of the junior college movement in the United States, the history of Dallas County Junior College from the time it was just an idea up to March 15, 1966, and brief statement of the future course of this vast undertaking." -- leaf 1

"The purpose of this study to trace the growth and development of Clifton Junior College; to determine the extent to which the college is meeting the needs and requirements of its students, and to see what is the outlook for the future of this institution." -- leaf 1

The problem with which this study is concerned is the analysis of the status of continuing education-community service programs within the public junior-community colleges of the state of Texas as these programs are viewed (1) from the areas of funding, faculty and facility allocations, (2) from the areas of the educational and professional preparation and responsibility of the leaders who are assigned to direct these programs, and (3) from the area of community involvement in program planning. Based on the problem a survey was developed; 142 administrators responded (61.2 per cent).

This study is an attempt to assemble the engineering curricula of all the junior colleges and many of the four year colleges and universities of California, and to determine to what extent the junior college engineering curricula are similar to the lower division curricular of these dour year institutions.

The purpose of this study was to determine what knowledge and skills are currently being taught in beginning microbiology in junior/community colleges in Texas. This information was determined from a survey questionnaire sent to junior/community college teachers of beginning microbiology. Also surveyed were senior college teacher who teach courses which require beginning microbiology as a prerequisite. This additional survey was to determine what preparation is needed for students progressing from beginning microbiology to upper level microbiology courses. Information gathered from the two populations of teachers was then compared to determine if any differences exist in the depth of coverage assigned by these teachers.