This study examined the interactions--(1) research grants and contracts, (2) faculty consultation, (3) employee training, (4) student internships and co-ops, (5) universities sharing firm facilities, and (6) firms sharing university facilities--between higher education and high-tech industries in East Tennessee and Southwest Virginia using multiple regression modeling. The purpose of the study was the development of a vision of what the future could be and the strategies to successfully overcome the threats and enrich the opportunities that exist between higher education and high-tech industries. Data were collected from the engineering and engineering technology faculty at Tennessee Technological University, East Tennessee State University, Virginia Polytechnical Institute and State University, the University of Tennessee at Knoxville, and the University of Tennessee at Chattanooga and selected high-tech firms in East Tennessee and Southwest Virginia. The analytical process included four phases: (1) data collection and preparation, (2) reduction of independent variables, (3) model refinement, and (4) model validation. The analysis suggested that large universities with well-defined organizational channels seemed to have an advantage in obtaining research grants and contracts from large firms that were strongly involved in research and development. Likewise, faculty members seemed to use the facilities of large high-tech firms that were near to the university. More importantly, the study emphasized the mutual benefits that universities and industries could share through university-industry interactions if each could overcome formidable barriers that have been established through tradition, culture, and bureaucratic processes.

The purpose of this study was twofold: (1) to explore the impact of employee morale, as manifested in institutional climate data, upon institutional effectiveness; and (2) to determine the extent to which information generated by climate survey data was used in developing and implementing change initiatives at each of the institutions studied. Three institutions were selected for this multiple site case study. Four sources of data from each institution were used to provide a "picture" of institutional climate. These sources of data were (a) the Personal Assessment of the College Environment (PACE) climate survey, (b) institutional self-study reports, (c) reaffirmation team reports, and (d) employee interviews. These four sources of data also provided opportunity for triangulation, a method to ensure internal validity. External validity was established by cross-case analysis and peer review. Indications of institutional climate were consistent across all four data sources. The institution in which climate was perceived as "excellent" was also recognized by the reaffirmation team of its accrediting agency as an "exemplary institution ... Few institutions have such tremendous energy at all levels as (this) College. It holds the promise of being an exemplary institution for the rest of this century and the next" (Reaffirmation Team Summary, 1996, p. 1). In contrast, the reaffirmation team of the institution in which the climate was "dreadful" indicated that "The College is in a difficult position to demonstrate through verifiable means, its attainment of purposes and objective both inside and outside the classroom" (Reaffirmation Team Report, 1995, p. 9). Results of the study indicated disparity in employee morale and thus in institutional climate. Employees of one institution consistently indicated that "the climate is excellent" (Professor, 1996). Employees of the second institution indicated that the "climate is better, but could be improved" (Support Staff, 1996), and employees of the third institution indicated that "people here work under dreadful conditions" (Professional Support Staff, 1996). Additionally, the results indicated that equally as important as conducting climate surveys was the use of the results in effecting change. Employees at all three institutions consistently stated that it was "seeing the results" (Associate Professor, 1996) that actually made the difference. At one institution evidence of change resulting from employee input indicated to them that "there is not a 'we-they' atmosphere here ... that they (employees) are important to the overall mission of the College" (Associate Professor, 1996). In contrast, employees of the second institution stated that "we do not revisit the issues ... ten years is a long time" (Instructor, 1996) and "people are questioning whether we are going backwards toward a more autocratic system" (Associate Dean, 1996). Employees at the third institution stated that "unfortunately the results just sit in a drawer ... if we had followed some of the priorities and actually did some planning and implemented it, I am sure there would have been some positive changes" (Professional Support Staff, 1996). It appeared that the difference in the three institutions studied was that employees of the institution in which the climate was perceived as "excellent" were respected for their intelligence, knowledge, and for their contributions to the success of the institution. Employees of the institution in which the climate was "dreadful" indicated a perception that they were not respected for their contributions to the institution and that there was a lack of trust among administrators and employees.

The problem related to this study was to develop a clearer understanding of organizational climates in K-8 schools in Tennessee and the relationship that climate has to school performance, as measured through value-added assessment. The purpose of this study was to identify relationships between dimensions of school climate and student achievement as measured by mandated value-added assessment at the third grade level in Tennessee. The study attempted to determine if there was a significant difference between principal and teacher perceptions of school climate and if a relationship existed between the school climate and value-added assessment. The study also endeavored to determine if school contextual effects (demographics) had any effect on the school climate and/or value-added assessment. Superintendents in the 17 school systems in the First Tennessee District were given the opportunity to allow schools to participate in this study. Fifty-five schools agreed to respond to the Profile of a School (POS) survey instrument containing 50 questions. Information regarding value-added assessment for these schools was obtained from the Tennessee State Department of Education. Four research questions were answered, and four hypotheses with subparts stated in null form were tested using the two-sample t-test, Pearson Product Moment Correlation, analysis of variance with omega squared, and multiple regression analysis. All null hypotheses were retained except the hypothesis related to principal and teacher perceptions of school climate. There was a significant difference in principal and teacher perceptions of school climate as measured by the overall POS score, two of the four major areas of the POS (Climate and Leadership), and 7 of the 17 (Decision Making, Communication, Coordination, Influence, Team Building, Work Facilitation, and Encouragement of Participation) primary areas. The correlations did not demonstrate statistical significance between value-added assessment and any of the other variables (POS and/or school contextual effects).

This quantitative study investigated a range of leadership behaviors by teachers (teacher characteristics) and students (student characteristics) inside their higher education classrooms and various aspects of those environments (classroom characteristics). The behaviors and environmental aspects examined are those determined by research findings to foster and enhance participant growth and development. Cluster sampling was used for this study of 25 classes representing 5 divisions of the curriculum at 3 institutions. The instruments were administered to 277 students and 25 teachers during the spring of 1999. The null hypotheses for main effects of teacher, student, and classroom characteristics were tested on the two instruments' items at the .05 level of significance using a Univariate ANOVA. According to student responses, overall, a main effect of teacher gender was found on teachers' characteristics and approaches to student learning. A main effect of teacher gender was also found on students' characteristics and overall orientations to learning. According to teacher responses, a main effect of teaching style was found for both male students and female students, on teachers' approaches to student learning, and on students' characteristics and overall orientations to learning. A main effect of teacher gender was found for both male students and female students on students' characteristics and overall orientations to learning. A main effect of teacher gender and an interaction of teacher gender and teaching style was found for male students on students' characteristics and overall orientations to learning.

The purpose of this quantitative research study was to analyze the roles of assistant and associate deans in the colleges or schools related to the disciplines of business, education, and arts and sciences within four different classifications of institutions [Research Universities I and II and Doctoral Universities I and II], as described by the Carnegie Foundation for the Advancement of Teaching. Respondents in the study came from institutions accredited by the Colleges of the Southern Association of Colleges and Schools. Respondents included 191 associate deans and 60 assistant deans, of whom 154 were men and 97 were women. Chi-square statistics were used to analyze assistant and associate deans' perceptions of (1) whether their positions are line or staff; (2) whether they would recommend changes in their positions; (3) whether each was interested in becoming deans at their present institution or another institution. Three composite scores from factor analysis were analyzed by three-way ANOVA: (1) Curriculum, (2) Administrative Leadership and Relationships, and (3) Budget. A second statistical analysis included t-tests and a one-way ANOVA for Composite #2, Administrative Leadership and Relationships. Results showed no significant differences in (1) whether assistant and associate deans perceive that deans differentiate their positions as line or staff, and (2) between associate deans and assistant deans in regard to their interest in becoming deans at their institutions. From the factor analysis, results showed no significant differences in Composite #1, Curriculum, for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For Composite #2, results showed no significant differences for the independent variables: gender, college, gender by dean, gender by college, dean by college, and gender by dean by college. For Composite #3, Budget, results showed no significant differences for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For the second statistical analysis for Composite #2, Administrative Leadership and Relationships, results showed no significant differences between colleges/schools and leadership, and the level of dean and leadership. The results of this study showed that (1) associate deans perceived their positions as line versus staff; (2) associate and assistant deans did not perceive their positions as stepping stones to deanships at their present institutions; (3) associate deans believed their positions were stepping stones to deanships at other institutions; and (4) assistant deans did not perceive their experience at their present institution as a stepping stone to deanships at their present or other institutions. Female associate deans had the most responsibility for Composite #1. Male associate and male assistant deans had approximately the same responsibilities for Composite #1, Curriculum. More associate deans than assistant deans had responsibilities for Composite #2, Administrative Leadership and Relationships and Composite #3, Budget.

Because most academic advisement programs were established to accomodate traditional student populations, it was the purpose of this study to compare the effectiveness of these systems as perceived by traditional and non-traditional undergraduate students at three of Tennessee's regional universities. Traditional and non-traditional students were also compared on the extent to which they exhibit self-directed learning. A comparison of mean scores was made for responses made to items contained in the American College Testing (ACT) Survey of Academic Advising, including the total mean score for the Oddi Continuing Learning Inventory (OCLI) between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, and married/unmarried students. There were no significant differences found as to the perception of overall advisement effectiveness between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, or married/unmarried students. However, differences were found among the groups. Part-time students were more satisfied with the performance of their advisors in relation to various questions than full-time students. Non-traditional students were generally more satisfied with their personal relationship with their advisors and also obtained a higher mean score on the OCLI than traditional students. Significant differences were found among students responding from the three universities to questions regarding advisor availability, referrals by advisors, and the initiation of meetings on the part of the advisor. It is recommended that academic advisement programs be evaluated on a continuing basis and that advisors be made available to meet the needs of various groups represented in each college, especially part-time and non-traditional students. It is also recommended that more research be conducted relative to the various groups that presently make up student populations as to possible correlation between various individual and group characteristics that might impact academic advisement. Included in those additional studies could be examination of differences of perceived advisement between students at various types and sizes of institutions as well as a comparison of perceived advisement effectiveness between institutions having various student/advisor ratios. (Abstract shortened with permission of author.)

The purpose of the study was to forecast characteristics of valuable workers within Middle Eastern Tennessee for the year 2015. The following areas were studied as they related to the forecast: (1) the projected employment skill demands of business and industry; (2) the initiatives required and proposed by business and industry to meet their respective employment demands; and (3) the external support by education required for industry and business to meet their employment needs. The Delphi panel was composed of 22 business and industry leaders who were nominated by the county executive of the ten counties of the study, officials at Walters State Community College, and members of the Regional Private Industry Council. The major areas of industry, manufacturing, and health care were represented. In the first round of the study, panelists responded to a questionnaire consisting of 17 open-ended questions that related to the characteristics they perceive as needed by valuable workers for the year 2015. The narrative responses in round one revealed emerging consensus, which was narrowed by the second round iteration. In the second round of the Delphi, panelists responded to 55 items, each measured on a Likert scale and rank ordered the most critical characteristics or initiatives in each category. The results indicate a clear need for workers who possess a strong work ethic, an ability to adapt to the changing workplace, and the willingness and ability to learn, as opposed to purely technical expertise. The findings of the study suggest implications for better articulation between public school curricula and industrial needs.

A descriptive study was conducted to identify teachers' and principals' perceptions of school climate in four stages of a change to block scheduling: Initiation, the first year of Implementation, the second year of Implementation, and the third year of Implementation or Institutionalization. Data were collected from 442 teachers and principals in nine high schools in the First Tennessee Regional District in a stratified purposeful random sample using the Organizational Health Index (OHI), a 44-item survey, and a demographic information sheet. The survey has seven dimensions: Institutional Integrity, Initiating Structure, Consideration, Principal Influence, Resource Support, Morale, and Academic Support. These dimensions and the Total Climate scores were analyzed in the four stages of the change process. Demographic variables included gender, job title, age, level of education, years of experience, and subject assignment. The data were analyzed with a t-test or an analysis of variance (ANOVA) to determine significant differences between and within groups, and a post-hoc test determined specific significant groups. There were no significant differences found in Total Climate scores or the Consideration dimension. There were also no significant differences in perceptions based on gender or education. There were significant differences found in all other dimensions and demographic variables. Block scheduling was found to have no effect to some positive effect on student learning and the way teachers teach. Block scheduling was not found to negatively affect school climate, and there is a need for continual professional development at each stage of the change process to address concerns revealed in this study.

This study had two purposes. The first was to identify present articulation practices within Tennessee public colleges. The second was to select recommendations for ideal articulation practice that might lead to improved transfer/articulation among two- and four-year public colleges in Tennessee. A survey instrument was sent to persons identified as chief articulation officers within Tennessee public colleges. They were asked to evaluate identified articulation practices according to present practice and according to ideal practice. Results were used to determine which transfer and articulation practices were currently used in Tennessee public colleges, which transfer and articulation practices ideally should be used in Tennessee public colleges, and whether there were significant differences between present practices and ideal practices in articulation among Tennessee public colleges. Research has found that there may be differences in two- and four-year colleges in articulation practice; therefore, survey results were evaluated to determine if differences in perception existed between Tennessee community college chief articulation officers and university chief articulation officers with regard to the actual usage of identified articulation practices, as well as differences in perception concerning the ideal usage of articulation practices. Significant differences were identified, especially within the areas of leadership, faculty, interinstitutional relationships, record keeping, and evaluation. Results were used to develop recommendations that may facilitate smoother student matriculation between Tennessee public colleges.

In recent years, the challenges facing college admissions professionals have increased, and turnover in the field has become an area of concern. A review of the literature indicated that surprisingly little research had been done in the area of job satisfaction for college admissions professionals and, in particular, Christian college admissions professionals. No direct application of professional (cosmopolitan-local) orientation to the admissions profession could be found in the literature. As a result, the primary purpose of this study was to examine both the level of job satisfaction and the cosmopolitan-local orientation of Christian college admissions professionals, and to determine if any relationship existed between the level of job satisfaction and the cosmopolitan-local orientation of Christian college admissions professionals. All members of the National Association of Christian College Admissions Personnel (NACCAP), the major professional organization for Christian college admissions professionals, were surveyed to gather data for the study. The survey consisted of the 72-item Job Descriptive Index (JDI), the 18-item Job in General scale (JIG), a 19-item cosmopolitan-local instrument, and six demographic items. Of the 723 surveys mailed out, 490 were completed and returned for a 68% return rate. Two research questions and 36 hypotheses were created. Descriptive statistics, multiple regression, and Pearsons correlation were used in analyzing data. All hypothesis testing was conducted at the .05 level of significance. Twenty-five null hypotheses were rejected, and 11 null hypotheses were not rejected. The mean age of survey respondents was 30.2 years, and the mean years of admissions experience for the group was 4.7. At the admissions counselor (entry) level, the mean age was 26.1 years and the mean years of experience was 2.3. Median job satisfaction scores for admissions professionals fell into the "satisfied" range in all areas but two: "satisfaction with pay," with a median score in the "neutral or ambivalent" range, and "satisfaction with opportunities for promotion," with a median score in the "dissatisfied" range. On the cosmopolitan-local items, the group scored particularly high on the "concern with organizational goals" and "organizational immobility" variables. Significant relationships were found to exist between each of the six job satisfaction variables and the set of cosmopolitan-local variables. Additionally, significant relationships were found to exist in 19 of the 30 possible pairings of the job satisfaction and cosmopolitan-local variables.