An examination, by means of the Leader Behaviour Description Questionnaire (LBDQ), was made of the leader behaviour of two types of appointed University department chairmen. The appointments were 1) permanent, made by the Vice-Principal Academic; 2) three-year term, renewable, made by the Vice-Principal Academic in consultation with the Dean and the department members involved. The writer argued that those term appointed department chairmen who were appointed by consultation between their immediate superordinate (the Dean) and their subordinates (the department members) proved more "effective" leaders than those whose appointments were made solely by the superordinate. On the basis of the hypothesis which was tested, a significant difference was found in one of the leader behaviour dimensions, Initiating Structure. This finding supported the hypothesis in part, since originally it was stated that the term appointees would score significantly higher on both dimensions and therefore be more "effective" leaders.

This survey investigates some of the social determinants of educational productivity. A theory with its basis in the sociology of small groups is presented in an attempt to explain how leader behavior and colleagueal relations in a university department might affect the productivity of professors. A sample of university social scientists was selected and variations of Halpin's LBDQ and OCDQ along with a quantitative assessment of productivity were administered by interview. The data were subjected to regression analysis and 39% of the productivity variance was found accountable to the predictors. The variables of aloofness (a leader's bureaucratic behavior), consideration (the leader's tendency to treat his staff ''humanly''), thrust (the leader's tendency to set an example), hindrance (group feeling that they required to do ''busywork''), intimacy (the social dimension), and production emphasis (the leader's behavior which is focused on production), the number of student assistants, and the orientation towards teaching emerged as significant predictor's of productivity. Other predictors, such as research orientation, travel fund availability, degree, degree date, rank, approximate age, morale, stimulation, initiating structure, and publication emphasis were not significant but in the predicted direction. Five exploratory analyses were conducted. The results accounted for less productivity variance but tended to support the above findings. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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Higher education is experiencing a changing context. Strong leadership is demanded to overcome these challenging times. While management literature offers the transactional-transformational leadership model, the higher education literature argues that applying a managerial leadership model to the academic context ignores the principles of academe. This study examines the relevance of such a model within the academic context. More specifically, the study focuses on transactional-transformational leadership styles and the extent to which chairs' self and faculty members' perceptions of chairs' leadership converge. The study also examines the perceptions of the influence of leadership style on departmental outcomes, extra effort, effectiveness, and satisfaction. This study found that chairs and faculty perceive transformational leadership best characterizes effective leadership. A significant overall group difference was found, suggesting that chairs view themselves to be more of a transformational leader than faculty perceives them to be. Also, chairs and faculty perceived transformational leadership to best predict the departmental outcomes, however there was a divergence between groups as to which transformational factors are predictors of the three outcomes.

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M.Ed. / The purpose of this research is to formulate responsible recommendations that will probably contribute to increased class attendance, academic success and job satisfaction of students at technical colleges. On closer investigation it would appear that four role-players, viz. lecturers, students, management staff and employers/parents, should be involved in solving the problem of student absenteeism and poor academic achievement. The contributions these individuals make can be distinguished but not separated. The research comprised a literature and a descriptive empirical study, as well as comments expressed by students and lecturing staff of an experimental technical college. Students' comments on class attendance, academic success of and job satisfaction experienced by students were classified under the following headings: * The lecturers' subject knowledge * Presentation of lectures * Emotional factors experienced by students * The influence exerted by fellow-students. During a two-day working seminar at the experimental technical college the lecturing staff formulated recommendations on the contribution and role of lecturers in guiding students to maximise their potential. It was established that staff development should be regarded as a priority with a view to the improvement of the academic success of both students and lecturers. A descriptive empirical investigation was undertaken to determine the class attendance and academic success of students of the 44 technical colleges which offer Engineering Studies. Particular focus was placed on the experimental college. It was established beyond doubt that there is a positive correlation between the class attendance and academic success of students. It was also statistically proven that the class attendance and success rate of students of the experimental technical college had improved considerably once the management team and lecturing staff of that college started focusing on the achievement and job satisfaction of lecturers and students and the class attendance of students. It is the responsibility of the management team of a technical college to remove all obstacles and to address all problems which may have a negative effect on the class attendance, academic success and job satisfaction of both students and lecturers. Consideration should also be given to a system of participatory management in which staff and student representatives are closely involved. It has also become clear that parents/employers should be more closely involved in order to ensure a greater measure of academic success of students. In conclusion, it can be stated that it is both advisable and possible to improve the students' class attendance, academic success and job satisfaction. In order to achieve this, however, all the role-players, i.e. lecturers, students, the management team and the parents/employers concerned should make a substantial contribution in this regard.

M.Ed. (Educational Management) / Please refer to full text to view abstract