Residents of Arizona have looked to post-secondary education as a means of attaining status and security within the community. As a result of this, Arizona's institutions of post-secondary education have grown from a few schools serving a small percentage of the population into three universities and nine community college districts serving (in 1979) approximately 200,000 persons. This study attempts to assist those who will have responsibility for future planning, financing and goverance of Arizona community colleges by addressing two basic questions: (1) How have Arizona's institutions of higher education changed in relation to the changing needs of society? and (2) To what extent and in what ways has the base of higher education been broadened? During the nineteenth century several forces combined to bring about the creation of the two-year college. The public schools grew and prepared a larger segment of the population for higher education. Women and minority groups began seeking higher education. Universities came into existence and emphasized graduate research. Society asked for colleges closer to home so that students could attend while living at home. Two-year colleges began appearing in the latter part of the nineteenth century, and in 1902 the first public two-year college (Joliet) was founded. From its onset, this new institution served the educational needs of the local community. The most frequent reasons for funding two-year colleges during the early period of development were to: (1) keep children close to home; (2) provide a terminal education for those not capable of going on; (3) allow students to complete the first two years of college while living at home; and (4) meet specific local needs. Higher education in Arizona developed along lines similar to the rest of the nation though differences exist. The secularization movement in higher education became strong as the United States matured as a nation and Arizona was affected by the results of that movement. While colonial institutions of higher education were all founded by religious interests, Arizona had but one early institution of higher education founded by a church and it did not offer collegiate work until 1921. Two of the three state universities were founded as two-year normal schools and their students were predominantly females who were preparing for a teaching profession. The University of Arizona was founded as a land grant college to take advantage of federal funds available under the Morrill Act. Until 1920 no other institutions of higher education existed in Arizona. The Phoenix Union High School Board of Education in 1920 began offering evening college classes. That set the stage for establishment of Phoenix College as part of the high school district to provide; (1) two years of collegiate work for students who planned to transfer; (2) vocational training for students who did not plan to transfer? and (3) other subjects as would contribute to the civic and liberal education of those in the community. The period 1920-1960 was one of slow growth for the state's two junior colleges. The three four-year institutions were, however, growing rapidly. By 1958 the college age population in Arizona exceeded 100,000, yet in 1960 less than half that number was enrolled in Arizona institutions of higher education. Since 1960 enrollment in the community colleges of Arizona has grown from 6,396 in 1960 to 106,970 in the spring of 1979. The percentages of women and minorities enrolled show that the community colleges are striving to meet the needs of all segments of the population. The number of students enrolled in the community colleges as of 1979 indicate a promising future for these institutions.

The problem of the study was to determine the nature and extent of differences of selected characteristics of students enrolled in occupationally oriented curriculums and students enrolling in baccalaureate oriented curriculums at Thornton Community College in Harvey, Illinois, for the fall of the 1969-1970 school year.To obtain measures relative to selected characteristics of students, The ACT Guidance Profile: Two Year College Edition and the SRA Junior Colleqe Placement Battery were administered to 106 prospective occupational students and 194 prospective baccalaureate students who participated in orientation activities during May and June of 1969. The ACT Guidance Profile provided data relative to student interests, self-reported potentials, self-reported competencies, self-estimates of abilities, and satisfaction with field of study. From the SRA Junior Colleqe Placement Battery, measures of intelligence and aptitude relative to English, reading, and mathematics were obtained for each subject. The high school class rank of each participant was obtained from admission records. The curriculum in which each subject enrolled was determined from registration data.Seven hypotheses were developed for the study. To test the hypotheses, the mean scores of variables obtained group were statistically compared with the male baccalaureate group. Similarly, the mean scores of the variables tested of the female occupational group were statistically compared with the characteristics of the female baccalaureate group.The Spearman Rank order technique was applied to "actual" interest profiles obtained from the test instruments and "ideal" obtained from occupational choices. The t-test of significance was applied to the resulting mean coefficients of correlations of interest profile congruency, and the mean scores obtained for all other variables included.Findinqs and ConclusionsIt can be generalized that there is a great deal of similarity between and among male students selecting occupationally oriented curriculums and male students selecting baccalaureate oriented curriculums as well as female students selecting the two separately identifiable instructional programs. Baccalaureate oriented students, however, generally scored higher on tests of academic ability, experienced a higher level of success relative to academic pursuits in high school, reported a greater involvement in and competency relative to selected activities associated with the types of experiences encountered in academic from responses to the instruments of the male occupational pursuits, and possessed higher self-estimates of abilities in a number of traits essential to academic success. The distinctions between female baccalaureate students and female occupational students was not as great as the differences between the males of the two groups.The baccalaureate oriented and occupational oriented male groups reflected comparable patterns of relationship between measured interests and stated occupational choice. Although the two groups of females also indicated comparable patterns of relationship between interests and occupational choice, the interests of the female groups correlated with occupational choice at a higher level than did the interests of the two groups of males. The four subgroups of the study expressed satisfaction with educational plans.

The purpose of this study was to obtain a picture of the features of the Liberal Arts Honours Program at Vanier College, St. Laurent, Montreal, which contributed to students' preparation for university. The chief sources of information were drawn from students, teachers, and administrators. A questionnaire was administered to fifty-three students. An interview-protocol was also used to collect in-depth data from six first-year and six second-year students, and six teachers, and three administrators. Analysis of data suggested that 70% of students and also 80% of the majority of the participants in this study were satisfied with Vanier College's pre-university program. Students' satisfaction was due to the following factors: academic rigor, good teaching, a highly motivated student body, appropriate administrative support, encouragement from peers and the home, and a positive school climate. The study concluded that students were quite well prepared for universities, such as McGill University, in basic academic skills. The study focused on positive qualities that the Honours program possessed. This study, being the first to examine the actual operations of a successful CEGEP pre-university training program, enriches our understanding of the CEGEP system and adds to the limited amount of information on this topic.

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Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Includes tables. Sponsor: Walter E. Sindlinger. Dissertation Committee: Ralph R. Fields. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1971. / Typescript; issued also on microfilm. Sponsor: Walter E. Sindlinger. Dissertation Committee: Richard Videbeck. Includes bibliographical references (leaves 102-110).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 135-145). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 135-145). Also available on the Internet.

Thesis--University of California, Los Angeles. / Vita. Photocopy of typescript, Ann Arbor, Mich. : University Microfilms, 1975. Includes bibliographical references (leaves 126-132).

Thesis (Ph.D.)--Texas Christian University, 2007. / Title from dissertation title page (viewed May. 15, 2007). Includes abstract. Includes bibliographical references.