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The primary problem with which this investigation is concerned was the assessment of the perceptions of lower-level administrators as to leadership styles they see to be in effect in their respective colleges and universities in Texas. The purposes of this investigation were to 1) identify the administrative leadership styles in effect, 2) determine the prevailing leadership styles among presidents and lower-level officers, 3) test the assumption that lower-level officers select leadership styles similar to those styles perceived to be descriptive of chief officers and other administrators, 4) determine if the type of institution (public/ private) is a factor in the choice of leadership styles, 5) determine if institutional size is a factor in the choice of leadership styles, 6) ascertain if age is a factor in the choice of leadership styles, 7) determine if educational level is a factor in the choice of leadership styles, 8) determine if institutional level is a factor in the choice of leadership styles, 9) ascertain if tenure in an administrative position is a factor in the choice of leadership styles, 10) determine if administrative position is a factor in the choice of leadership styles. Analysis of the findings revealed the most popular styles of leadership were democratic, pragmatic-functional, and organismic. The prevailing style of leadership of the chief officer was democratic. Lower-level officers tend to select leadership styles similar to those styles they perceived to describe chief officers. The following characteristics of the institution or administrators were not significant factors in selecting leadership styles: public/ private colleges, institutional size, and position of the administrator, educational level of the institution, and years in an administrative position. The age and education of the administrator were significantly related to leadership styles. The administrators, for the most part, were educated in academic disciplines that were not management related.

The purpose of this study was to analyze data from different sizes and types of higher education institutions in order to identify differences and similarities that may exist between the perceptions of top executives relative to idea generation and strategy implementation activities in the administration of higher education in Texas. In order to carry out the purpose of this study, two hypotheses were tested concerning the perceptions of top executives (presidents and vice presidents) relative to idea generation and strategy implementation activities in institutions of higher education in Texas. Type and size of the institution are the primary factors involved with these two hypotheses.

The purpose of this study was to investigate the level of job satisfaction among full-time faculty members at historically black colleges and universities in Texas with respect to gender, age, marital status, salary, academic rank, level of education, teaching experience, institution of employment, and race/ethnic origin. The investigation was based on the six variables of job satisfaction: work on present job, present pay, supervision, co-workers, promotion, and job in general.

The problem of this study concerns the role and functions of diversity affairs centers' chief personnel officers at public universities in Texas. Because of the political and evolving nature of diversity affairs offices, it is important to understand the functions and types of services these centers provide with respect to institutional goals, missions, and student retention at public universities in Texas.

The purpose of this study was to determine the impact of private funds on selected Texas public institutions of higher education by identifying and comparing the specific ways these institutions are affected by private funds. Conclusions: 1. Private contributions to institutions of higher education will continue to increase in the immediate future. 2. Private contributions to public institutions of higher education come from a variety of sources. 3. Private contributions make a greater impact on programs and projects involving people rather than on buildings and equipment in public institutions of higher education. 4. Future uses of private money in public institutions of higher education also appear to be related to people rather than to capital spending. 5. Public institutions of higher education in Texas will depend upon private funds to a greater extent in the foreseeable future.

This work is a study of the origins, development, and contributions of the black religious colleges of East Texas. The central purpose of the study is to reexamine the role Wiley, Bishop, Texas, and Jarvis colleges have played in black higher education. Although prior to 1960 most studies of Negro institutions of higher education described such schools as total failures in their effort to uplift American Negroes, since that time many scholars have published works which pointed up the achievements as well as the problems of those colleges. In addition to their efforts to provide the Negro community with capable leaders, the black religious colleges of East Texas also directed public service projects. Especially beneficial, these efforts, which included farm demonstration programs and home demonstration classes, were designed to help black people at whatever level needed. Wiley, Bishop, Texas College, and Jarvis have not been total failures. Although always academically weak, they have served the black community well. However, in spite of the valuable service they have rendered, unless these schools can generate new and larger sources of revenue, they stand little chance of remaining viable institutions. Each of these colleges desperately needs more money. Ironically, it may be that black colleges will decline in the future primarily not because their raison d' etre has been eliminated, but because the public and government agencies have concluded that such institutions no longer warrant their support.

The purpose of this dissertation was twofold. First, the study sought to determine if the Texas Academic Skills Program (TASP) Reading score predicts success on the Examination for the Certification of Educators in Texas (ExCET). Second, the study addressed the effect on individuals of color of raising the minimum TASP Reading score entrance requirement for admission to teacher preparation programs. Data were collected from the ExCET Office of a Carnegie I metropolitan university. The defined sample consisted of 961 participants who had a TASP Reading score and had taken an Elementary Comprehensive ExCET, an Elementary Professional Development ExCET or a Secondary Professional ExCET between September 1999 and January 2001. Linear Regression, Box Test, Predictive Discriminate Analysis, and frequency distribution tables were used for analyses. This investigation examined the effects of the independent variable of TASP Reading score on the performance of participants on the dependent variable, the ExCET. Four null hypotheses were tested at the .05 level of significance. The TASP Reading score was a statistically significant predictor for success on the Elementary Comprehensive ExCET, Elementary Professional Development ExCET, and the Secondary Professional Development ExCET. However, the Predictive Discriminate Analysis indicated that a TASP Reading score of 220 predicted that no candidates would fail the Elementary Comprehensive ExCET, 6 participants would fail the Elementary Professional Development ExCET and 19 participants would fail the Secondary Professional Development ExCET. Five hypotheses addressed the effect of raising the TASP Reading score to 250. Findings of four hypotheses showed that raising this admission standard would impact the number of individuals of color granted admission to the teacher preparation program. These results call for the recommendation that governing agencies address the impact of state teacher education program accreditation that often results in the policy of relying on the TASP Reading score as one of the primary admission standards for teacher education programs. The unintended outcome of raising the reading admission standard in the anticipation of continued state accreditation is a noticeable loss of candidates of colors, especially African American candidates.

The problem of this study is to ascertain the existing relationships between enrollment size and methods of financial management in selected public institutions of higher education. The purposes set forth for this investigation are to conduct a survey of the financial management methods of a major segment of Texas higher education, to analyze the existing relationships of these financial methods with increasing enrollments ranging from 2,537 to 26,531, and to assess the implications thereof for indicators of optimum and maximum enrollments under variable methods of financial management.

This study sought to determine the ways in which Texas public school districts differ in their calculation of Grade Point Average/Rank in Class (GPA/RIC), how district size affects weighting practices, and the effect of non-uniform calculation of GPA/RIC on admissions to college. Descriptive and non-parametric analysis techniques were used.