Higher education is one of the most expensive services an individual will ever purchase, yet many question whether enough information is available to higher education consumers to make informed decisions. The objective of this study was to determine the degree of personal experience higher education writers at selected major daily newspapers have with for-profit colleges and how those experiences affect the perceptions they have of the colleges. The second objective of the research focused on how much coverage for-profit colleges receive based on workforce projections, compared to traditional colleges.The study tested two hypsothees:1. Higher education staff writers at the selected major daily newspapers have little personal experience with for-profit, degree-granting colleges, compared to traditional colleges, resulting in neutral-to-negative perceptions.2. Despite predictions that a high percentage of jobs will require an education beyond high school but not necessarily a traditional four-year college degree, for-profit colleges receive less coverage than traditional colleges in the selected major daily newspapers.A five-page questionnaire was mailed to the person covering higher education at the major daily newspaper in mature ITT Technical Institute markets. Questions related to the amount of personal contact the journalists have with proprietary colleges and the perceptions they hold of these colleges as well as what they believe their readers' higher education needs are. Writers were also asked to indicate their agreement with several workforce projections and to report how many articles on specific topics were published in the last year. The study received a 54 percent response rate.The respondents were sorted twice, based on their personal contact and then based on their perceptions. Overall, respondents had about half as much contact with proprietary colleges as they did with traditional colleges in the past year, supporting the first part of Hypothesis 1. However, the largest percentage of respondents had some contact with proprietary colleges, resulting in positive-toneutral perceptions, disproving the first hypothesis overall. Delving further into the issue indicated that the more personal contact a journalist had with proprietary colleges, the more positive his or her perceptions of them were.The second hypothesis was supported however, in that traditional public colleges were contacted as sources for articles more than for-profit colleges by a margin of 77 percent to 23 percent. Non-profit traditional colleges were contacted more by a margin of 49 percent to 23 percent.Further analysis found that the more contact a writer had with a proprietary college, the more positive his or her perception of this sector was and the more coverage for-profit colleges received. / Department of Journalism

This study used case studies to examine the leadership frames of female presidents of four-year, public and private, coeducational research institutions both from the Intensive and Extensive Carnegie classifications within the United States. The population (N=30) surveyed was sent the Leadership Orientation Questionnaire (Self) developed from the previous research conducted by Lee Bolman and Terrance Deal. The Bolman and Deal leadership frame theory condensed existing organizational theories into a four-frame perspective consisting of a structural, human resource, political, and symbolic frame. Bolman and Deal theorized that the ability to use more than one frame is considered to be critical to the success of leaders and intensify that leader's capacity for making decisions and taking effective actions. The Leadership Orientation Questionnaire (Self) contains five sections that include rating scales for personal demographics, the four frames, eight leadership dimensions, and management and leadership effectiveness. The research questions sought to identify the demographic characteristics and academic histories of the survey participants and the associations between these variables, the leadership frames represented among the survey participants, and how many, and which, of the four frames the survey participants use collectively. This study allowed its participants to examine their perceptions of their own leadership frames in order to analyze the frame that dominates the way certain universities communicate. Thirteen of the thirty presidents (43%) completed and returned the survey. Survey participants who had 20 or more years of experience were more likely to exhibit the human resource or symbolic frame as their dominant style; presidents whose years of experience numbered less than 20 years exhibited a mulitframe perspective in their decision-making process. Overall, this research found that the survey participants exhibited most often the human resource frame, followed by the symbolic, structural, and political frames.

The problem of this study was the status of administrative assistants in higher education with special emphasis on (1) the role of the administrative assistant, (2) the internship aspects of the position, as perceived by college and university presidents throughout the United States, and (3) the professional qualifications held by persons filling positions as administrative assistants.

The organizational effectiveness and strategic management areas of organizational theory are the general focus of this study. Organizational effectiveness is defined as the extent to which an organization by the use of certain resources fulfills its objectives without depleting its resources and without placing undue strain upon its members and/or society. Strategic management is defined as an array of processes which leads to the development of an effective approach to achieve the organization's objectives. Little agreement appears to exist on how to evaluate organizational effectiveness and to what extent strategic management impacts organizational effectiveness. This is the problem this study addressed. This study presents an extensive review of the literature, formulates some syntheses and utilizes a questionnaire to gather pertinent data. The sample of respondents consisted of a group of key administrators from all the Jesuit colleges and universities in the United States. The questionnaire had a ninety percent response rate. This study was primarily a correlation study which emphasized the perceptions of the respondents regarding the elements and/or processes of strategic management and the concepts of organizational effectiveness. The Chi-Square and Spearman rank order tests were utilized for statistical measures. The analysis of data revealed any significant relationships between (1) the elements and/or processes of strategic management and (2) the concepts related to organizational effectiveness.

In developing a construct of organization for higher education, this study is designed to describe the historical development of college and university organizational structures and supporting theory, to describe higher education's contemporary organizational structures and supporting theory, to determine from writings on complex organizations their applications to organizational structures and supporting theory in higher education, to synthesize from the search of literature a consistent theory of organizational structures and supporting theory for higher education institutions, and to develop a higher education organizational construct composed primarily of principles of organizational structure. This study explores theory of organization as it pertains to colleges and universities. Heuristically conceived, the study is reflective and developmental in nature.

Small private colleges represent a unique and important element of diversity within American higher education. Their small size, heavy dependence on tuition, and limited resources, have caused them to be repeatedly identified as singularly threatened with enrollment declines. Despite these predictions the evidence indicates that most of these colleges survived the 1980s and many thrived. This study had two major goals. The first was the characterization of institutions within the population during the 1980s with regards to environmental characteristics, institutional attributes and academic strategic actions. The second was the description of the relationships between these variables and enrollment changes in the 1980s. The population was composed of Liberal Arts I and II colleges with independent ownership and average Fall, 1980 enrollment between 100 and 1000. This study utilized data from two primary sources; a questionnaire distributed to academic officers, and several self-reported, public domain sources. The survey was distributed to all 294 institutions in the population with 219 returned (74% completion rate). Basic descriptive statistics were used to characterize the population. A list of statistically and substantively significant variables were identified using a set of criteria for causal inference. Factor analysis was utilized to develop factors from the significant variables and these factors were entered into a multiple regression model to explain variance in enrollment growth. These colleges were located in highly populated areas shared with many institutions offering two- and four-year degrees. Nearly three-fourths of the academic programs at these institutions were classified as liberal arts in 1989. The 1980s saw an increase in the number and proportion of professional programs and the number of programs for "non-traditional" students. These colleges added Associates and Masters degrees, and increased the number and proportion of graduate students. The selectivity of nearly 90% of these institutions was minimally or moderately difficult in 1989 and 84% were church-related. Two categories of environmental characteristics were related to enrollment changes in the 1980s. The first was the size of the immediate community, and the second was the level of local competition. Community size was the only environmental factor which substantively explains any of the variation in 1980s enrollment change. Four factors were identified which characterized the relationship of institutional attributes and enrollment changes in the 1980s. These factors were; the age of students, the balance of professional and liberal arts programs, and two variables related to institutional image. Collectively, three of the four factors explain ten percent of the variance in 1980s enrollment change. Eight factors characterized institutional actions influencing enrollments. These factors include adult programs and policies, institutional student selectivity, internal activities focused on traditional student pools, non-traditional student support and recruitment, non-traditional program development, changes in institutional policies (calendar and directed studies), addition of graduate programming, and increase in transfer students. Collectively, factors one, two, three, five, and eight explain over 30% of the variance in 1980s enrollment change. When all fourteen of these factors were entered into a multiple regression model, the six factors that loaded were; student selectivity, traditional student responses, nontraditional programming, transfer students, average student age, and community size. These factors explained nearly 35% of the variance in 1980s enrollment change. These findings indicate that the greatest influences on enrollment change in the 1980s were related to non-traditional students. Those institutions which showed increases in non-traditional programs, non-traditional students, and average student age, showed the greatest increase in enrollments. Those institutions located in rural regions and those which reported the use of more traditional institutional responses to enrollment challenges (e.g. freshman advising programs) showed lower enrollment gains. Finally, higher levels of student selectivity co varied significantly with enrollment rates.

The purpose of the study was to analyze the use and effectiveness of management techniques for the recruitment or retention of college students. Data were collected from 227 directors of admissions and 51 directors of enrollment management. An instrument consisting of 41 questionnaire items was developed from a review of the literature. Data obtained by the questionnaire were analyzed using both frequency and percentile analysis. Additional analysis was conducted to determine if directors of admissions and directors of enrollment management use and/or judge the effectiveness of management techniques differently.Findings1. Management by objectives, performance appraisal, job analysis and job descriptions, management information systems, organizational development, systems analysis, and program budgeting were techniques used by a majority of the respondents.2. Management by objectives, performance appraisal, job analysis and job descriptions, management information systems, organizational development, systems analysis, and program budgeting were judged by a majority of the respondents to be moderately or very effective.3. Enrollment directors and admissions directors differed both on usage of management techniques and in judgments regarding the effectiveness of the techniques. Enrollment directors reported greater use of management by objectives, performance appraisal, management information systems, and organizational development which were statistically significant. The differences in judgments concerning effectiveness were attributable to a composite of the seven management techniques.4. Enrollment managers are generally higher-level administrators having responsibility for retention, as well as recruitment, goals of the institution.Conclusions1. The predictions of enrollment crises have already resulted in the use of management techniques by administrators responsible for recruitment or retention of college students.2. Management by objectives, performance appraisal, job analysis and job descriptions, management information systems, organizational development, systems analysis, and program budgeting are seven management techniques that are effective tools for the management of college and university recruitment or retention efforts.3. The Director of Enrollment Management position is representative of a move towards accountability in the area of admissions work. The concept of "enrollment management" encourages the use of management techniques to meet both the recruitment and retention goals of the institution.

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University admission criteria for graduate and undergraduate non-native English speaking students often include a minimum score on the Test of English as a Foreign Language (TOEFL). The relationships among academic success (here defined as first semester university grade point average), TOEFL test score, and other variables were analyzed by means of multiple regression analysis for a sample size of 159. The other variables examined were grade point average in the final semester of pre-university study-of-English courses, native language, major area of study and interactions of TOEFL score with native language, major area of study, and graduate/undergraduate status. Data on grade point average in the final semester of pre-university English language study were obtainable because students in the sample had studied English in a full-time non-credit pre-university English language program prior to beginning university course work. In addition first semester university grade point average data from a separate group of similar subjects were separately analyzed using identical procedures in an effort to validate the results of the study sample analysis. As another validation procedure, graduate and undergraduate data were also analyzed separately for each sample. Results indicated that graduate and undergraduate students in the study sample admitted with TOEFL scores of less than 500 were able to achieve at an acceptable level in the first semester of university course work. TOEFL test score and grade point average in the final semester of pre-university study-of-English courses were related to first semester undergraduate academic success but not to graduate academic success. The grade point average in the final semester of study-of-English courses accounted for 10% of the undergraduate first semester university grade point average, which was twice the variance accounted for by TOEFL test score. Native language was not related to first semester university grade point average in the study sample although there was a relationship in the validation sample. Major area of study was significantly related to first semester university grade point average for graduate students in the study sample but not for graduate students in the validation sample. All interactions tested were not significant. The results, including conflicting outcomes, were discussed.

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