Thesis (Ed.D.)--Teachers College, Columbia University, 1969. / Typescript; issued also on microfilm. Sponsor: Thurston A. Atkins. Dissertation Committee: Arthur J. Lewis, E. Edmund Reutter, Jr. Includes bibliographical references (leaves 99-106).

Thesis (M.A.)--University of Wisconsin--Madison, 1975. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

No description available.

The purpose of the study was to identify and analyze perceptions of Ball State University students, faculty, administrators, and trustees relative to student participation in university governance. The study was designed to: identify perceptions of each group; determine differences in stated perceptions among components within groups; ascertain the extent and nature of the differences identified; and make recommendations regarding student participation in university governance.A questionnaire, originally developed by Rowe, to examine general principles and specific procedures relating to student participation in university governance was modified and submitted to 723 individuals of the study croup. Useable responses were received from 496 individuals.The data were analyzed by applying a 3 x 2 analysis of variance with both factors considered to be fixed, for questionnaire items one through 16. Simple effects analyses and the Scheffe procedure were used on items one through 16 where appropriate. The chi-square test of independence was applied to questionnaire items 17 through 21. No inferential statistics were used to treat the trustee response data. Only the frequencies of trustee responses to the questionnaire items were reported.Major findings obtained from the study included:1. Students, faculty, administrators, and trustees agreed that:a. student participation in university governance is desirable.b. the present climate which provides opportunities for students to work within the system represents a positive development in higher education.c. the most valid reason for involving students in university governance was that it provides opportunity for students, as citizens of the campus community, to have input into the governance of the university.2. Students, faculty, and administrators agreed that:a. student participation in university governance will result in the emergence of a sense of academic community.b. student membership on the university board of trustees has been favorably received by students.d. the least valid reason for involving students in university governance was that it lessens the probability of student-administrative confrontation.Students, faculty, and administrators were undecided as to whether:a. it is more desirable to err in the direction of over-delegation of responsibility to students than in the direction of under-delegation.b. most of the student participation to date has been granted in response to student pressure.c. currently, students participation in the University Senate is adequate to elicit student input.4. Student, faculty, and administrator participants and non-participants in university governance were undecided as to whether most of the present student participation is little more than token indulgence.5. Student, faculty, and administrator participants in university governance were undecided as to whether collective bargaining would severely hinder the student influence in future academic governance.6. Student, faculty, and administrator non-participants in university governance tended to disagree with the statement that students are recognized as a significant force in influencing the governance of Ball State University.Major conclusions obtained from the study included:1. The extent of student participation in university governance supported by students, faculty, administrators, and trustees is related to the degree of decision-making power each group possesses.2. Persons holding power and decision-making positions are inclined to outwardly support expanding participation by students and faculty in governance while in reality controls and restraints on full participation are exercised through the number of participants involved, the selective withholding or providing of essential information, and strategic timing of issues presented for action.3. Students do not exert a significant force in influencing the governance of an institution.4. Open communication and cooperation among students, faculty, administrators, and trustees is essential for effective student participation in university governance.5. Students must be interested and willing to accept responsibility if student participation in university governance is to be effective.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 105-110).

Thesis (Ed. D.)--Illinois State University, 1968. / Title from title page screen, viewed Aug. 17, 2004. Dissertation Committee: Clayton Thomas (chair), Elden A. Lichty, Charles Edwards. Includes bibliographical references (leaves (leaves 185-194). Also available in print.

Paper one: Teacher empowerment: concepts, strategies, and implications for schools in Hong Kong The education profession in Hong Kong has been experiencing waves of educational reforms since the early 1990s. A system of school-based management has been imported from Western countries without undergoing thorough discussion about the roles that teachers might play in facilitating it. The purpose of this article is to suggest a strategic mix for school leaders toward effective implementation of teacher empowerment. This mix is divided into three levels: the teacher, administrator, and school levels. At each level the foundations of empowerment have been identified and actions for empowerment discussed. The suggested strategies attempt to balance the human and operational factors in the reform initiative. This article also presents certain contextual considerations when implementing the Western-born concept in the local society where Confucian traditions prevail. / Paper two: Teacher empowerment as perceived by teachers in Hong Kong The Hong Kong Government first introduced school-based management (SBM) to the education profession in 1991, but little attention has been paid on the role of teachers in school reforms. This study was aimed at answering the following questions: (1) how do the teachers in Hong Kong perceive SBM and teacher empowerment, and (2) how do they perceive the essential conditions for empowerment? Findings from a questionnaire survey revealed that the responding teachers only had a limited understanding of SBM. The study also offers insights on how practitioners can better implement teacher empowerment at the teacher level in their particular schools. / Paper three: Teacher empowerment as perceived by principals in Hong Kong The Hong Kong Government first introduced school-based management (SBM) to the education profession in 1991. However, little attention has been paid to the issue of teacher empowerment. This study was aimed at answering the following questions: (1) how do principals in Hong Kong perceive SBM and teacher empowerment, and (2) how do they perceive the essential conditions for empowerment? Findings from a questionnaire survey revealed that the responding principals had a good knowledge of SBM but not the very nature of empowerment. The study also offers insights on how school leaders can better implement teacher empowerment at the administrator level in their particular schools. / Thesis (DoctorateofBusinessAdministration))--University of South Australia, 2005.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Susan Padro.