Current literature has suggested that the role of the college president has perhaps become too ambiguous, complex and demanding for an individual to perform for an extended period of time. The purpose of the study was to assess the relationship between perceived role ambiguity, role conflict, role frustration and job satisfaction of selected private college presidents in the Southeastern United States. The method of the study was correlational in design. Using a thirty-seven item questionnaire developed by the author, data were collected from 141 college presidents of institutions within the Southern Association of Colleges and Schools. The institutions were private in governmental structure, with an enrollment not exceeding 2500 students. Limited demographic data pertaining to each college president were also collected. Multiple regression was used to determine if relationships existed between role ambiguity, role conflict, role frustration, job satisfaction and the demographic variables of age, race, number of years served as a college president, years of administrative experience, years president at their current institution, and if their current presidency was their first presidency. Results of the study suggest there are significant relationships between role ambiguity and role conflict (r =.22), role ambiguity and role frustration (r =.23), role ambiguity and job satisfaction (r = $-$.46), role conflict and role frustration (r =.67), role conflict and job satisfaction (r = $-$.43), role frustration and job satisfaction (r = $-$.43). However, role ambiguity was not perceived by the respondents in this study to be detrimental to the performance of their job. Role conflict and role frustration were perceived to be a concern to the respondents. Even with the diverse demands of the president's office, respondents in this study seem to be satisfied with the position of president, based on the composite analysis of individual questions on the instrument designed to measure job satisfaction.

African American women are significantly underrepresented in the role of community college presidents in the United States. Insufficient research has been conducted related to the reason behind the underrepresentation of African American female community college presidents in this nation, warranting an investigation that led to this study. The purpose of this qualitative study was to explore the lived experiences of 7 current and former African American women who are, or have held, the community college presidency role to gain an in depth understanding as to why, from their perspective, an underrepresentation of African American female community college presidents exists in the United States. Critical race theory is the theoretical foundation that guided this phenomenological qualitative study. Semistructured interviews were conducted to collect data. The data were interpreted using phenomenological analysis. This study found that African American female community college presidents identified several barriers that lead to their underrepresentation. Race and gender were the most influential factors noted. Gender bias was evident in that women are not expected to hold the presidency position. The respondents noted that the U.S. society still has elements of white supremacy where people of color are not trusted with certain leadership positions. These sources of bias have limited access to the college presidency, leading to their lack of representation in the role. The findings of this study can assist leaders and policymakers in formulating and implementing appropriate strategies and policies to end or minimize the disparities of Black women leading US community colleges.

After rising to a position of political and economic importance among the Latin American republics of the nineteenth century, Chile lost that leadership in the early 1900’s, much to the consternation of her leading statesmen and intellectuals. The economic dislocation following World War I exacerbated the already serious social conditions, while at the same the traditionally passive lower classes started to demand a voice in the management of their own affairs. The existing governmental system had proved itself powerless to solve the pressing problems facing the country at every turn. Chile desperately needed new leadership; the time was perfect for the emergence of a modern-style caudillo. As early as 1918, Arturo Alessandri was prominently mentioned as a likely candidate for the Presidency. He had established his charismatic qualities and his political prowess in his 1915 campaign for the Senate seat for Tarapacá, and in the short span of four years he became the “popular” choice for the highest office. Alessandri won nomination as the candidate of the Liberal Alliance coalition in 1920, and he was elected President by such a slim margin that the contest had to be decided by a Tribunal of Honor. His triumph made him Chile’s first middle-class chief executive—a victory for the middle sectors that voted for him and the lower classes that threatened revolution if he were denied the office. The magnitude of his win must be qualified, however, for the oligarchy was aware that without control of Congress Alessandri would be unable to effect even moderate reforms. He had promised to right all the things were so wrong in Chile but such promises were not to be fulfilled.

The appointment of interim community college presidents, the topic of this study, is a little understood phenomenon. A growing shortage of community college presidents coupled with a lack of replacements suggests the appointment of interims will continue well into the future. This study, with a purpose of looking at the factors related to the appointment of interim community college presidents, was needed to inform the practice of those considering hiring or being an interim president. Data for the study were collected from online announcements of presidential appointments. Potential relationships between the type of presidential appointment (interim or permanent) and several factors were examined: (a) institutional characteristics (state, geographic region, size, locale), (b) the reason for the transition, (c) personal characteristics of the appointee (gender, origin, prior presidential experience, prior presidential interim experience, prior type of institution, previous position held, and retirement status), and (d) the time of year of the transition. Additional research questions looked at the relationship between the titles interim and acting and the length of the appointment; and compared interim presidents who were subsequently appointed to the permanent presidency to those who were not. Statistically significant associations were found between: the reason for the transition and the type of appointment; the origin of the appointee and the type of appointment; prior interim president experience and the type of appointment; retirement status and the type of appointment; time of year and the type of appointment; and the titles interim or acting and the length of appointment. The study also found interims who were appointed to the subsequent permanent position were unlikely to have previous presidential experience, and it was infrequent for insiders other than the interim to obtain the subsequent permanent position. This study implied college boards of trustees should create succession plans and have hiring policies in place that address issues related to the appointment of interims. Individuals seeking a permanent presidency should be aware that accepting an interim position could be an advantageous career step, but should also carefully assess the specific situation before accepting an interim position. / Graduation date: 2013

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Mary E. Stuckey, committee chair; Michael Binford, James Dearsey, David Cheshier, Carol K. Winkler, committee members. Electronic text (287 p.). Description based on contents viewed Apr. 26, 2007. Includes bibliographical references (p. 262-287).

Univ., Diss.--München, 2006. / Literaturverz. S. [417] - 447.

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains viii, 102 p. Includes bibliographical references.

Thesis (M.S.)--Ohio University, November, 2009. / Title from PDF t.p. Includes bibliographical references.

Inaug.-Diss.--Bonn. / At head of title: Geschichte. Vita. Bibliography: p. 241-256.

Thesis (Ph. D.)--University of Oklahoma, 1993. / Includes bibliographical references (leaves 136-143).