Research of the last decade has pointed to strong leadership by the principal as one of the most important determinant of a school's effectiveness and level of student achievement. Today's principals, especially those at the helm of urban schools, face myriad challenges as they attempt to lead their school down the path to academic excellence. The increasingly important educational role of the principal, combined with the escalating problems plaguing inner-city schools, make it crucial that urban principals receive top-notch graduate preparation. Recent research on principal preparation programs nationwide indicates similarity in instructional content but wide variations in quality. Few graduate programs integrate theory with practical experiences and fewer still provide the special skills needed to work in urban schools. Do today's urban principals feel their graduate programs prepared them to meet the challenges of running an urban school? This quantitative study used the instrument, Principal's Perception of the Principalship, to examine the perceptions of 72 school principals in an urban school district in the south. Subsidiary questions focused on the relationship between principal's age, gender and work experience and their perceptions of preparation programs. Thirty-nine percent of principals felt their programs were not effective in preparing them to function in an urban school; twenty-six percent felt their programs were very effective and thirty-five percent said their programs were effective. No significant differences were found to exist between the groups in terms of gender, age, or years of experience as a teacher. Those respondents who had more years of experience as a principal were less critical of their administrative preparation program. Data revealed that those administrative training programs with an internship component were perceived as more effective than those without; university educators should keep this information in mind when planning and assessing their principal preparation programs. An alarming finding is that fifty-five percent of respondents saw dealing with student academic decline and student behavior as the areas in which their administrative program failed them the most. This is especially alarming in light of the renewed focus on the principal as school instructional leader.

In the corporate world, leaders typically plan for succession, carefully grooming their heir apparent. In academia, however, it is rare for such planning to occur at the institutional level, much less the departmental level. This multiple case study explores how twelve department chairs in one public research university think about leadership development for their departments. While succession planning – as defined in traditional management literature – does not occur in academic departments, current chairs are active in promoting leadership continuity – purposefully preparing and cultivating potential leaders who have the skills and knowledge to most readily step in as chair so that departments can maintain momentum even during times of leadership transition. There are three dimensions that have been derived from the analysis: context, process, and person. This study describes how these three dimensions influence the ways in which chairs seek to enhance leadership capacity in their departments, provides policy and practice recommendations for institutions and departments to support these activities, and offers suggestions for future research in this critical area of academic leadership.

The Chinese government made a strategic resolution in 1995 to accelerate scientific and technological progress to spur the country's economic and social development. This resolution has been reinforced ever since. Its impact on the mission of Chinese universities is broad and wide-ranging. It raises major issues related to the balance between the two primary functions of faculty: research and teaching. It aggravates the tension already stimulated by conflicting values regarding how faculty spend their time and which activities they engage in should be rewarded. The goal of this study is to gain a better understanding of the extent to which the Chinese academic community really values research and teaching. Related to this goal, the major purposes are to identify the general trend of the research agenda in relation to the teaching agenda in Chinese universities; and to examine the relative importance of research and undergraduate teaching as perceived by the faculty, academic unit heads, deans, and central administrators in Beijing University. The study consists of two parts. First, a historical study reviewed government documents, policies, statistic reports, and institutional records. Second, a survey was conducted in Beijing University on the perceived relative importance of research and undergraduate teaching. The survey results were analyzed and compared to the results of the national study of research universities in the United States conducted by Syracuse University. The historical research method provided a general portrait of the research agenda in relation to the teaching agenda in Chinese higher education institutions. The study found that teaching is declining to a subordinate position to research. The survey results reveal that the academics at Beijing University think that there should be an appropriate balance between research and undergraduate teaching, but in reality, such an ideal balance does not exist in their university. Instead, there is a clear tendency in the university culture that emphasizes research over teaching. In comparison with the Syracuse study results, this research-oriented trend in Beijing University has not developed as far as the American research universities, but the study clearly indicated that the university is moving further in this direction.

The purpose of this multi-case study was to examine how presidential leadership teams function in three all-women's liberal arts colleges dealing with a financial crisis situation. Higher education faces numerous challenges and there is pressure to have strong administrators with skills and strategies and administrative practices to battle these complex realities. Strong presidential leadership is critical to help solve the economic problems facing many colleges and universities, and a team leadership approach is a particular style of leadership that can be used to counteract these problems. A multiple case study design, which included cross analysis of information gathered through open-ended interviews, observations, and written documents, was conducted. Microscopic analysis, open and axial coding, and a coding scheme were used to help identify and clarify themes. The findings are consistent with the research literature on team leadership in higher education. As "real" teams, each College President utilized all three functions (i.e., utilitarian, expressive, cognitive) concurrently, which influenced the effectiveness of the teams and their ability to make valid and rationale decisions during their financial crisis situation. The level of effectiveness, however, varied along a continuum ranging from effective to ineffective within each functional area. Other factors that contributed to the effectiveness of the team leadership style were the team member's and president's perspectives of their roles individually and collectively. In addition, the women's college context, the institutional size and non-hierarchical environment, and the President's relationship with the faculty all were considered influential in the effectiveness of the team's functions. These findings emphasize the benefits of implementing a team leadership approach. This leadership style facilitates sharing information and working collaboratively; a supportive community; viewing problems from multiple perspectives; and, encourages strong faculty involvement in the decision-making process. Decisions made by a team can be more effective than a decision made by one person.

Retention of students at undergraduate institutions, especially in liberal arts colleges has become increasingly important. Liberal arts colleges are distinct because unlike universities they have small enrollments, serve undergraduates students, are residential and its primary goal is to provide a liberal arts education to its students. Students who typically attend liberal arts colleges come from academically prepared and from privileged backgrounds, however, these students are often not enough to sustain enrollment assumptions. Therefore, students who are less prepared and come from low socio-economic backgrounds are accepted to into these colleges to compensate for the difference. This situation leads institutions to be strategic about creating programs to enhance these student's academic and social skills and help them persist. Thus, it is in the best interest of these colleges to have retention strategies in place to help these students persist and graduate. It is also in the best interest of these students and of society that they be given equitable chances to succeed in higher education. This study assesses the James Baldwin Scholars Program, a program for academically under prepared and economically disadvantaged students, by incorporating a combination of existing retention/persistence models and examines the impact the Program had on student's satisfaction and persistence. Using interviews and surveys of current Baldwin Scholars, alums of the Program, and associated faculty/staff as a method of triangulation to examine the student's persistence, I compared and contrasted the expectations and experiences, and discussed the sources of support and challenges of the Scholars with those of the Baldwin alums, faculty and staff at Hampshire College. As a result, the findings from this study suggest that these students experience a journey filled with programmatic, academic and social supportive bridges and challenging barriers that define their experience. Findings from this study demonstrate that students are most likely to succeed in this type of program when expectations are clear and when the students’ experiences match the expectations---a situation that is more likely to help students find, build and maintain bridges to success while navigating barriers to persistence.

The purpose of this study is to identify some issues encroaching upon the efficiency and relevance of Guinea-Bissau's educational system. The study has attempted to answer the following questions: (1) What approaches have dominated educational reform in Africa? (2) What factors are behind Guinea-Bissau's educational problems? (3) What are the alternatives, including language policies, that would help Guinea-Bissau break with neo-colonialism and intellectual dependency? The study was divided into five areas: The first area presented an overview of Africa's educational problems. The next area of emphasis examined traditional education in pre-colonial Africa, including its philosophy, the curriculum and methodologies of teaching and learning. It also examined African educational development during independence. Educational policies were seen as primarily determined by the imperatives of resource constraints, manpower needs, and by pressures from both national and international interest groups. The third area explored the special educational problems and requirements of Guinea-Bissau's educational system. Guinea-Bissau's educational problems were seen as determined by lack of financial resources. Other categories of problems were the result of planning and coordination inefficiencies and lack of the necessary indigenous skills to redirect the development of educational system after independence. It is assumed that none of the borrowed educational traditions, be it Portugese, French or English, are adequate to the solution of Guinea-Bissau's problems. The fourth section presents an interdisciplinary framework to the analysis of issues considered essential in designing an autochthonous educational system for Guinea-Bissau. The last area of emphasis explored alternative techniques and methods which could accelerate educational development in Guinea-Bissau. The results of a research study on the relevance and efficiency of Guinea-Bissau primary education suggests that the structures and values of both the modern and the traditional African society, would have to be incorporated. The proposed reforms recognize the existence of degrees of interdependence between traditional and modern values. It is a proposition that sees latitude for compromise and synthesis. An educational system designed with this in mind might be able to cater to the particular learning needs and circumstances of Guinea-Bissau.

The purpose of this study is to explore, identify and describe organizational opportunity through the thoughts, perceptions and experiences of women who are currently mid-level administrators in higher education organizational settings. The idea of organizational opportunity provides the basis of the study, and the tenets of the "new scholarship on women and education" which incorporates a feminist perspective provides the framework for the study's design and methodology. The participants were invited to take part in the study, and the sample was drawn from individual member listings of the current directories of three higher education associations. The participants are women mid-level administrators in selected public, state-supported universities in California with the functional title: Dean of Students (when not identified as the chief student affairs officer), Director of Housing or Residential Education, and Director of Student Activities or College Union. Qualitative research methods were used in collecting the data through the use of a guided, open ended, in-depth interview with the participants. The study's research questions focus on: (1) how women in higher education administration describe organizational opportunity; (2) what organizational opportunities women in higher education administration describe as needing to develop professionally; (3) how women in higher education administration create organizational opportunity; and (4) what conditions women in higher education administration describe that increase and diminish organizational opportunity for their development. The analysis of the data reveals five major frameworks of the concept of organizational opportunity: (1) Organizational Context; (2) Creating Opportunity; (3) Organizational Access; (4) Organizational Support Through Mentors, and (5) Personal Factors Affecting Organizational Opportunity. A discussion of each frame is presented as well as the participant's advice to women interested in a career in higher education administration.

Public universities contribute towards advancing social mobility for individuals. However, a discrepancy exists between how universities balance their institutional needs with the burning issues of local communities. Little research has gone into understanding how universities support socio-economically disadvantaged communities. This study, while acknowledging the excellent work done by U.S. universities in various areas, explores ways through which Community Service Learning (CSL) partnerships can help higher education better meet the development needs of under-served local communities, while meeting institutional needs. Literature suggests that universities emphasize their Research and Teaching missions over their Service mission intended for community outreach. In cases where the Service mission is recognized through CSL, universities primarily focus on projects in wealthier communities rather than those in socioeconomically depressed neighborhoods. This study examines the potential role of CSL partnerships in supporting the socio-economic advancement of marginalized urban communities. It explores the literature related to university CSL partnerships and their contributions to improving and sustaining development in such communities. There is scarce research focusing on CSL models that help achieve community advancement. Although the study uses the U.S. context, the concepts and models explored can be modified to suit similar development needs in less industrialized countries. Mechanisms to bridge the gap between universities and respective neighborhoods through the creation of development opportunities benefiting both constituencies are highlighted using UMass/Nuestras Raices CSL partnership as a unit of analysis. Research questions include: What key conditions of Nuestras Raices farm model applied by UMass/HPN partnership foster socio-economic advancement among the inner city community members? How can conditions fostering socio-economic advancement be sustained and promoted? A qualitative research method with a case study approach was used in answering these questions. Findings indicated a Culturally Integrated Model (CIM) of CSL to be effective in fostering and sustaining socio-economic advancement among impoverished communities. Community transformation is possible where a CSL partnership using the CIM provides opportunities benefiting both educational institutions and marginalized neighborhoods. Key conditions identified for fostering effectiveness were reciprocal partnership, participants' efforts and interest, strong leadership and organization, and the farm-site location. Recommendations for future improved practice of university CSL partnerships are suggested.

Since the late 1980s, a growing number of higher educational institutions have adopted the philosophy of Continuous Quality Improvement (CQI), commonly known in industry as Total Quality Management (TQM). Thousands of industrial organizations worldwide have practiced TQM for decades, and many have succeeded in improving quality, productivity and profitability with it. Nonetheless, reaping the benefits of this promising quality management approach presents a challenge to higher education since the academic culture differs dramatically from that of industry. The purpose of this dissertation is to examine, both qualitatively and quantitatively, the optimal implementation characteristics of CQI in colleges and universities, and in particular, the most and least successful quality practices thus far implemented in academia. The underlying model used for testing the efficacy of TQM derives from six elements of the Malcolm Baldrige National Quality Award criteria, and consists of Leadership, Information and Analysis, Strategic Quality Planning, Faculty and Staff Involvement, Process Improvement, and Improvement Results. This dissertation comprised two stages. The first stage involved two field studies. The preliminary findings from these two studies were used to guide the development of a broader-based survey instrument. The second stage was a nationwide survey of colleges and universities that have been implementing CQI. The survey data were analyzed to examine the characteristics and effect of individual quality practices such as leadership, quality planning, faculty and staff involvement, teamwork, training, business and peer partnership, union support, reward and recognition, improvement measures, and quality system assessment, and to explore the relationship between success with CQI and these quality practices. Further, the most and least successful quality practices were identified by dividing the surveyed institutions that had implemented CQI into three groups: the Beginning Implementers, the Somewhat-experienced Implementers, and the Experienced Implementers. The findings of the study supported the hypothesis that the success of CQI in higher education depends on having a quality model for higher education that is well-developed and well-validated.

The main purpose of this study was to investigate, through interviews, the factors influencing the career choice, role perception, and job satisfaction of 15 college health service nurse managers working in New England state colleges. The secondary purpose was to categorize nurse managers according to their attitudes and to determine the relevancy of the American College Health Association job description. The conceptual framework of the study included socialization, role theory, and job satisfaction. The 15 nurse managers who agreed to participate in the study comprise 75% of the potential subjects of this study. Interviews were conducted through the use of an open-ended interview guide. Qualitative analysis identified general themes from interview data. Selected segments of each audio taped interview were chosen by the interviewer to provide examples of key concepts related to career choice, role perception, and job satisfaction. Discussion of these findings resulted in the following conclusions: (1) Nurses need to assume a leadership role in developing policies and determining the direction for the college health service nurse managers' role. (2) Channels of communication between nurse managers and administrators must be identified and maintained to clarify role expectations and perceptions and to eliminate discrepancies. (3) Advanced education at the master's level and certification as a nurse practitioner may provide the nurse manager with the knowledge and skills needed to fulfill her role. Based on these findings, recommendations were made for future research.