The purpose of this study was to determine the bases and processes utilized for internal resource allocation in a postsecondary institution. An empirical knowledge of the financial behavior and decision-making process in an institution may guide budget planners and administrators to develop a more operationally realistic approach to budget allocation issues. Two major and opposing budgetary decision-making models--the politically and objectively rational--were adopted. Each model provided a set of contrasting concepts constituting the conceptual framework used in the study. The embedded concepts in the models were paired in a format that can be viewed as a "counter conceptual dichotomy." An exploratory and semistructured questionnaire was developed as the primary data source. The questionnaire was used to examine and determine the prevalence and range of each concept in the working process of resource allocation. A two-year public institution was selected for an in-depth, case-study analysis. A stratified random sample of those individuals managing a separate budget was obtained. Subjects ranged from department heads to the president. Interviews were conducted, and the perceptions reflecting the bases for budgetary allocations were recorded, rated, and tabulated using means, medians, modes, ranges, standard deviations, and variances. The data were analyzed and synthesized. The incremental budgeting method inherent in the politically rational budgeting model strongly prevailed in the allocation of resources at the College. The political budgeting approach proved to be viable because of historical practices, particular organizational structures, and state mandated budgetary formulas. Most of the underlying concepts of the political budgeting model were reported to be of great significance, particularly by higher level administrators who contended that the model was a necessity in the budget process. Department heads' acceptance of the model and the embedded concepts was somewhat reserved, uncertain, or confused. Their contrasting apolitical budgetary tendencies, at times, suggested qualities of the "limited-rationality" decision-making model. Nevertheless, the budgetary bases and processes examined were largely in accord with the "politically rational" budgeting model. The slight variations existing in the College budgetary process were not doubt due to its organizational peculiarities, common in higher education institutions.

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There is no abstract available for this thesis.

The purpose of this study was to understand some of the lived experiences of seven African American faculty members in predominantly white faith-based institutions and to draw on these experiences to provide insight into how recruitment and retention efforts can increase African American presence. Information was gathered to answer the following questions: 1) Who are these African American individuals and why have they chosen to serve in faculty positions at predominantly white faith-based institutions? 2) What are their experiences, perceptions, and recommendations in regards to the recruitment and retention of African American faculty members at predominantly white faith-based institutions?A phenomenological approach and multiple semi-structured interviews were used to understand the stories of the seven participants. Individual narratives were written to share each African American voice. The stories were further analyzed as a group to uncover the following five themes:1. God's Plan and Purpose - Relationships with God call and sustain African American faculty members.2. God's Blessings - Relationships with students provide joy in times of struggle.3. God's Grace - Relationships with colleagues provide support.4. God's Challenge - Building diverse relationships requires personal and institutional commitment.5. God's Connections - Connections and relationships with external and internal sources are needed to increase recruitment.Faculty recommendations were categorized as following (listed Appendix D):1. Demonstrate institutional commitment to faculty diversity by creating a Statement of Diversity Commitment.2. Include minority resources in all recruitment activities.3. Build relationships with African American students that encourage them to return after further studies.4. Use African American faculty and staff as resources to attract qualified African American faculty.5. Convey your institution's commitment to diversity in application materials and interviews.6. Use challenges (location, finances, perceptions of Christian institutions, etc.) as obstacles that will be overcome, not used as excuses.7. Use "the call" and "God's will" as an additional university attraction. 8. Find and hire the best African Americans.9. Welcome African American families and help them in their transition. 10 Address tenure issues in ways that capitalize the strengths of African American faculty and scholars.11. Go to God about faculty diversity. / Department of Educational Studies

The purpose of this study was to compare specific aspects of music in general education between selected residential and non-residential public two-year colleges in the United States. The comparison was made by conducting a nationwide mail survey to see how well each college fulfills ten guidelines for specific aspects of music education for the non-major. These guidelines were determined by the National Association of Schools of Music (NASM) for music departments in higher education. A stratified random sample consisted of 140 colleges.One-hundred fifteen music educators completed surveys. In order to determine if a significant difference existed between residential and non-residential colleges, a two-way factorial analysis of variance was performed on the groups with region and group as factors. The analysis was carried out for each question of the survey. Respondents were given the option of making comments after each question. These qualitative data were compiled and compared for similarities and differences.Many similarities were discovered between the two groups. A significant difference (p<.05) was found between the groups regarding the involvement of the music department in institutional admissions and counseling processes used to convey opportunities for student participation in music studies and activities. / School of Music

This study presents an examination of how institutional characteristics might influence a four-year institution of higher education’s achievement in sustainability, as measured by the Sustainability Tracking, Assessment, and Rating System (STARS). Specifically, it examined the potential role Carnegie classification, sector, location, number of students, and number of tenuretrack faculty might play in an institution’s Education & Research, Operations, and Planning, Administration, & Engagement scores on the STARS instrument. Multivariate regression analysis and Classification and Regression Tree (CART) modeling were both administered to a data set of 204 U.S.-based four-year institutions. Results suggested that the number of tenuretrack faculty did have a significant, positive, influence on an institution’s Education & Research and Planning, Administration & Engagement scores. In addition, the CART analysis provided a number of organizational profiles that suggested the types of institutions that achieved significantly higher STARS scores, mainly those considered “liberal arts” and “research intensive”. A discussion on the role of faculty members in sustainability planning is provided as well as recommendations for campus sustainability leaders. / Department of Educational Studies

Issued also as thesis, Columbia University. / Bibliography: p. [419]-443.

Issued also as thesis, Columbia University. / Bibliography: p. [419]-443.

Thesis (PH. D.)--Columbia University, 1939. / Vita. Published also without thesis note. Bibliography: p. [417]-443.