published_or_final_version / Public Administration / Master / Master of Social Sciences

This mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training frequencies for each dean of students as it related to 14 crisis scenarios commonly found on higher education campuses, and identify crisis management program foci for the institutions participating in this study. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The purpose of the study was to determine the nature and extent of differences in expectations and perceptions reported by presidents, members of boards of trustees, and administrative staff members relative to Christian college presidential leadership behavior. Study participants included fourteen presidents, ninety-three members of boards of trustees, and one hundred and two administrative staff members from fourteen charter member colleges of the Christian College Coalition.Each participant completed the Leader Behavior Description Questionnaire - Ideal in order to report expectations relative to ideal presidential leader behaviors. Each participant also completed the Leader Behavior Description Questionnaire - 1957 in order to report perceptions relative to actual presidential leadership behaviors. The Leader Behavior Description Questionnaires measure perceptions and expectations relative to two dimensions of leadership behaviors, Initiating Structure and Consideration.- Initiating Structure refers to leadership behaviors which define and establish patterns of organization, channels of communication, and methods of procedure. Consideration refers to leadership behaviors which encourage friendship, mutual trust, respect, and warmth between the leader and his subordinates:Four different scores were generated from responses provided by each participant. The four scores related to ideal presidential Initiating Structure behaviors, ideal presidential Consideration behaviors, actual presidential Initiating Structure behaviors, and actual presidential Consideration behaviors. Mean scores were, calculated for responses from each of the three reference groups relative to each of the four dimensions of leadership.Seven null hypotheses were developed in order to facilitate the determination of differences in expectations and perceptions relative to presidential leadership behaviors as reported by the three reference groups. The .05 level was established as the critical probability level for rejection of hypotheses, and significant findings were reported at both the .05 and .01 levels.Group mean scores were treated by means of the analysis of variance statistical technique in order to determine the statistical significance of differences between scores.Ten major findings resulted from the analysis of data:1. Presidents and staff members reported similar expectations relative to ideal Christian college presidential Initiating Structure behaviors.2. Reported expectations of trustees relative to ideal Christian college presidential Initiating Structure behaviors were statistically significantly higher than the expectations relative to ideal Christian college presidential Initiating Structure behaviors reported by either presidents of staff members.3. Presidents, trustees, and staff members reported virtually the same level of expectations relative to ideal Christian college presidential Consideration behaviors.4. Reported expectations of presidents relative to ideal Christian college presidential Consideration behaviors were statistically significantly higher than the expectations reported relative to ideal Christian college presidential Iniating Structure behaviors.5. Trustees reported virtually the same level of expectations relative to both ideal Christian college presidential Consideration behaviors and ideal Christian college presidential Initiating Structure behaviors.6. Reported expectations of staff members relative to ideal Christian college presidential Consideration behaviors were statistically significantly higher than the expectations reported relative to ideal Christian college presidential Initiating Structure behaviors.7. Presidents and staff members reported similar perceptions relative to actual Christian college presidential Initiating Structure behaviors.8. Reported perceptions of trustees relative to actual Christian college presidential Initiating Structure behaviors were statistically significantly higher than perceptions relative to actual Christian college presidential Initiating Structure behaviors reported by either presidents or staff members.9. Presidents and trustees reported similar perceptions relative to actual Christian college presidential Consideration behaviors.10. Reported perceptions of staff members relative to actual Christian college presidential Consideration behaviors were statistically lower than perceptions relative to actual Christian college presidential Consideration behaviors reported by either presidents or trustees.Three general conclusions were drawn:1. Christian colleges are unique educational communities with common religious ties which tend to produce a family-like atmosphere among members of the college community. The atmosphere appears to influence community member perceptions relative to the leadership role of Christian college presidents.2. The leadership role of Christian college presidents is perceived differently by members of boards of trustees and administrative staff members in spite of religious homogeneity among community members.3. Christian college presidents interact in different communication patterns and organizational settings with members of boards of trustees than with administrative staff members.

The existing selection criteria and procedures applied at universities training occupational therapists in South Africa are not meeting the country's need for selecting students who adequately fulfill the demographic mix which represents the South African population. The aims of this research were: to investigate the existing criteria and procedures used for the selection of occupational therapy students; to establish recommendations with regard to how these criteria and procedures can be adapted to allow for more appropriate and equitable selection of students, and to obtain opinions from qualified therapists about those characteristics deemed most important for them to possess in the current South African Health System. A combination of quantitative and qualitative methodology was adopted. A survey was undertaken to obtain basic information and statistics about the numbers of applicants selected, and the existing selection criteria and procedures currently used to select occupational therapy students in South African universities. A series of two focus groups for each of the eight existing universities were carried out i.e. one incorporating the views of lecturers and clinicians and the other the views of students. The purpose of these groups was to obtain existing and emerging views of qualified therapists and students on current selection processes, what could be recommended to make selection fairer for disadvantaged applicants and what specific characteristics of qualified therapists would be most desirable in the current health system. The results indicate that the proportion of African students admitted into occupational therapy degrees is still far below numbers of other race groups, particularly white South Africans. That existing selection criteria and procedures are still dominated by eurocentric influence, particularly in the historically white universities, although there are definite attempts on the part of all occupational therapy training centres to overcome this, and that there are serious problems related to recruitment of African applicants which are partly the cause of the low numbers of African applicants. Characteristics deemed most desirable in qualified occupational therapists included many, most significant were: flexibility, particularly a special ability to be able to adjust to all types of people and cultures which included good communication and interpersonal skills; the ability to be assertive where appropriate; a "life-Iong-Ieamer" attitude including a visionary mentality/attitude; creativity and inriovative thinking; perseverance, determination and good management skills. / Thesis (M.Sc.)-University of Durban-Westville, 1997.

The purpose of this thesis is to study the development process and final applications of class scheduling systems. This study helped in listing the additional features required to build a better system for class scheduling. Thus a system, Class Scheduler, is developed using Visual Basic as a front-end application which meets the class scheduling requirements including the functions of querying, generating reports and checking for constraints. Versions of class scheduling had been developed using Visual C++ in 1995 and using COBOL in 1983. A comparison of the development process and the resultant systems is made in this thesis. / Department of Computer Science

Teacher education councils have been a recommended means of meeting the National Council for Accreditation of Teacher Education emphasis on a single body being responsible for the organization for the administration of teacher education in each institution of higher education.For this study, the term emerging university (the most recent classification of institutions of higher learning) was defined as an institution with a teachers college and/or normal school background that offered graduate work beyond the masters degree, but which did not meet the criteria for a university in terms of doctorate production. The study was limited to seven midwestern states.The study was conducted in two phases. In phase one, a questionnaire was sent to sixteen institutions which had been identified as emerging universities in the seven states. This questionnaire gathered selected information relative to each institution, the teacher education program, and the teacher education council. (Eleven institutions returned the questionnaire with two indicating they did not have a teacher education council.) Through this information it was hoped to establish the formal role of the teacher education council at each institution.In phase two, visits were made to five institutions representative of those returning the questionnaire. The minutes of the teacher education council were reviewed for the years 1966-67 through 1968-69. A number of individuals having a variety of relationships to the teacher education council were interviewed on each campus.Major findings based on the returned questionnaires were:1. The ratio of legislative councils to advisory councils was 2:1.2. Advisory councils had either fewer members or more members than any legislative council.3. Council members served on an ex officio basis (at least one on every council), by election, or by appointment. Only one council consisted of members selected on a single basis (ex officio).4. Of the nineteen tasks of councils listed on the questionnaire, all but one was checked as being a task of one or more councils. No task listed was checked by every institution. No additional tasks were listed by any institution.Principal conclusions of the total study were:1. Three criteria for evaluating the organization for the administration of teacher education are listed in the Standards and Guide for Accreditation of Teacher Education. 1 On the basis of the suggestions given for applying these criteria, it was concluded teacher education councils that were legislative bodies met the first and third criteria, and those that were advisory bodies met only the third criteria.2. Teacher education was still the major function of emerging universities.3. The dean of the school of education was the most influential individual on most councils.4. Administrators held 34 per cent of the council positions (average). This was just over two-thirds the proportion Tracey found in his study of committees in teachers colleges.25. Students were not on most councils although there seemed to be a developing trend toward including them.6. Structure of the councils seemed unrelated to the size or degree pattern of the universities, or the proportion of the student body enrolled in education.7. Teacher education councils varied widely in structure and function. Concern with undergraduate teacher education was the only common feature.8. The formal role of the councils was more extensive than the operational level of the councils.9. Teacher education councils tended not to play a leadership role in teacher education.10. Minutes of council meetings generally indicated only the motions passed and did not reveal any other items considered at council meetings.--------------------------------1Standards and Guide for Accreditation of Teacher Education (Washington, D.C.: National Council for Accreditation of Teacher Education, 1960), p. 6.2William Raymond Tracey, "A Study of the Use of Faculty Committees in the Administration of Colleges for the Education of Teachers" (unpublished Ed.D. Dissertation, Boston University School of Education, 1955), Abstract, p. 2.

There is wide acknowledgment in higher education literature of the importance of the academic department in the administrative hierarchy of higher education institutions and of the leadership potential of the departmental chairperson to influence program quality.Two hundred and seventy chairpersons in departments that provide accredited baccalaureate social work programs were surveyed. This study (1) identified the structural characteristics of the institutions and the academic departments that house these accredited programs, and (2) identified demographic characteristics and the role difficulties, motivations, and professional development needs of faculty members serving as chairpersons.Completed two-part self-administered questionnaires were obtained from 158 (61%) practicing chairpersons; 74 (47%) employed in private institutions and 84 (53%) employed in public institutions.Most chairpersons viewed the position as a time-limited, challenging opportunity to influence the overall quality of their departmental programs. Less than a third of the respondents, however plan to seek another consecutive term in the position. Most chairpersons reported finding their work meaningful or rewarding. However, they also judged that position responsibilities were heavily dominated by the necessity to complete mandatory administrative tasks that were irrelevant to effective role performance. Respondents reported experiencing numerous role conflicts associated with excessive or incompatible role responsibilities, personnel conflicts, lack of position authority, and inadequate program resources.The majority of chairpersons viewed the position as one requiring specialized competencies different from those needed by regular faculty members. However, based on self-reports, data showed that most chairpersons learned to complete specific role tasks on their own or via informal means.Findings support the need to: (1) examine the effectiveness of traditional professional development offerings to chairpersons, (2) clarify position responsibilities, (3) strengthen the amount, type and quality of role support provided to chairpersons, and (4) enhance informal, self-directed opportunities for interest faculty members to acquire administrative experience prior to assuming the position. Findings also supported the need for formalized mentorship programs for new chairpersons supplemented by an increased use of collaborative training by experienced chairpersons. / Department of Educational Leadership

The purpose of the study was to construct and test a theoretical subjective authority continuum model for institutions of higher education. The model designed consisted of two major parts:(1) a model for the classification of subordinates according to one of 16 subordinate types and (2) a subjective authority continuum presented as a horizontal line along which three interrelated zones expand and contract. The three zones on the subjective authority continuum are: (1) zone of indifference, (2) zone of analysis, and (3) zone of rejection.The zone of indifference is characterized as when subordinates carry out administrative requirements without resistance, or thought. The zone of analysis means the subordinate will analyze administrative requirements before complying or not complying. The zone of rejection means the subordinate will not willingly comply with an administrative requirement.Testing of the model was accomplished through the use ofquestionnaire type instrument. Thirty nine potential respondents were sent packets. Each packet included a test instrument. Twenty one of the selectees responded by returning the test instruments. The respondents were selected according to predetermined criteria. No individual identification of respondents was sought or received.The analysis of the responses was accomplished as follows:(1) The respondent was identified according to subordinate type. Subordinate type was determined by specific responses to four questions in part one of the test instrument. The four questions were relevant to three conditions: (a) superior-subordinate relationships, (b) personal professional values, and (c) attitudinal uniformity. There were three levels of combinations which resulted in 16 possible subordinate types. A respondent was identified as one subordinate type only.(2) Four specific situations were then given to respondents. That is, the four questions in part two of the instrument were designed to relate to four situations involving conflict, or a lack of conflict, of the three conditions determined as representative of subjective authority. That is, superior-subordinate relationships, personal professional values, and attitudinal uniformity.(3) Three responses were given for selection and a comments section was provided. The three given responses related directly to the three zones along the subjective authority continuum. The three responses and corrollary zones were:(1) I would ordinarily comply--representative of zone of indifference.(2) I would ordinarily take under advisement-representative of the zone of analysis.(3) I would ordinarily reject--representative of the zone of rejection.Analysis of the data supported the notion that subordinates can be identified according to type, and that subjective authority does exist within the academic department of the institution of higher education where the study was conducted. Further, operating professionals are sensitive to the three conditions given as necessary for subjective authority to exist. The majority o the respondents indicated a strong preference for superiors to demonstrate a high consideration for subordinates, while preferences for task involvement by superiors in tasks performed by subordinates was mixed. A majority of the respondents also indicated strong influence from personal professional values while all of the respondents which were identified by type, indicated strong influence from colleague attitudinal uniformity.The model is not intended to be a panacea. Other models, theories, and concepts should be considered when using the subjective authority continuum mode.

Prof. S.H. von Solms

M.Phil. (Education Management) / At present the Republic of South Africa is experiencing a unique set of circumstances which will challenge educational leaders in the optimal use of human resources. The importance of vocational training is stressed in the document, Educational Renewal Strategy (1991) since technical colleges are presently poised for meaningful growth. Principals, as the leaders of technical colleges, will have to meet various challenges. To ensure effective management behaviour the principal requires a balanced personality as well as other qualities. The individual's self concept which forms an integral part of his personality, determines his pattern of behaviour in his environment. Very little is known about the self concept of the principals of technical colleges. The chief aim of this research is therefore to establish the relationship between the self concept and management behaviour of principals of technical colleges. In particular this study aims to establish whether the self concept of the principals of technical colleges can or should be regarded as a determinant in their management behaviour.