The purpose of the study was to describe a career profile of placement directors employed by colleges and universities having a Fall, 1971 minimum enrollment of 10,000 students.Questionnaires were mailed to 239 placement directors at 213 campuses across the United States in August, 1973. One hundred sixty-two questionnaires were returned yielding a 67.8 per cent return and 157 were usable resulting in a 65.7 per cent net return. Analysis of the data led to the following findings and conclusions:The mean age for all respondents was 46.7 and the median age was 49.7 years. Eighty-five per cent of the respondents were male and 15 per' cent were female. Fifty-three per cent of the respondents worked at employing institutions 10 years or more and 32.5 per cent had been director 10 years or more. Twenty-eight per cent were in post-master's degree status and 20 per cent held the doctorate. Fifty-four per cent had a master's degree and 16 per cent had a bachelor's degree as the highest degree held. Two-thirds of the respondents were administratively assigned to Student Affairs.The major areas of study most frequently reported were business administration at the undergraduate level, counseling and guidance at the master's level, and educational administration at the post-master's level. Counseling and guidance was the field of study ranked most valuable on the graduate level.' Undergraduate education was rated "useful" by 90 per cent of the respondents; 30 per cent reported undergraduate and 52 per cent rated graduate work "very useful" as preparation for placement work.Higher education was listed by 65 per cent of the respondents as the previous work experience immediately prior to current positions. Previous experience in business, industry, and government was cited by one-third of the respondents as the most beneficial. The nature of the job was reported by 92 per cent of the respondents as the factor of greatest value affecting the decision to accept the first position in higher education.Seven per cent of all respondents earned less than $12,000 and 13 per cent reported salaries of $24,000 or more. One-third earned $15,999 or less, one-third earned $16,000 to $19,999, and one-third earned $20,000 or more in 1973-74.The opportunity to work with students was the aspect of current positions which generated the most satisfaction with respondents. Students were ranked by 68 per cent of the respondents as the constituency to which primary responsibility was felt. The constituencies ranked second, third, fourth and fifth were the employing institution, the department, the placement profession, and employers, respectively. Ninety-five per cent of the directors were generally "satisfied" with placement work and 59 per cent were "very satisfied". Between 84 and 91 per cent agreed that placement administration offered sufficient challenge for consideration as a career, that placement had developed into a profession, required unique expertise and was good preparation for other administrative work in higher education.Sixty-four per cent of the respondents expected to remain as current positions until retirement or indefinitely. The need for career counseling and career planning for students was the major concern or problem for the 1970's and 1980's cited by respondents.Respondents reflected relatively low aspirations for further educational achievement. The directors indicated a high degree of motivation toward student relationships rather than the dynamics of administration, and expressed a generally high level of satisfaction with the placement career field.

Transition education is a required component of the Individuals with Disabilities Education Information Act of 2004, and all students who have disabilities must have a transition education plan to prepare them for life after high school. However, there are no definitive standards for transition programs, and it is unclear how administrators with successful transition education programs support those programs to make them successful. The purpose of this qualitative interview study was to examine how administrators of successful programs perceive transition education programs. Systems theory provided the framework for this study because administrators can impact the entire special education system by acting on their beliefs. The participants were 6 administrators from 2 different schools with successful transition programs. Two interviews with each participant were used to gather data. Data were coded using open coding and analyzed to find emerging themes. Results indicated that administrators at these 2 school sites provided various support to help their programs be successful, including funding and decision-making assistance. The administrators had a positive perception of transition education outcomes, with the belief that such programs are important and needed by students with disabilities. This study contributes to research by indicating that administrators with successful transition programs make the programs' success a priority, working to gain various support for the programs and benefiting the students who need these programs.

This thesis explored custodial services in public schools throughout the Texas Panhandle in order to compile averages and establish the need for improved working conditions and compensation.

Action theory provides a theoretical framework for examining administrative behavior in a higher educational system. The specific problem with which this study is concerned is the relationship between parental identification, a selected aspect of early acculturation, and the managerial roles of community college administrators. The purposes of this investigation are twofold. The first is to determine the relationships between perceived parental identification and Theory X and Theory Y action frames of reference of administrators in a selected community college district. The second purpose is to determine Theory X and Theory Y action frames of reference based on (a) age, (b) sex, (c) method of succession, (d) type of administrative position, and (e) length of time in present position.

Prior to the first democratic elections in South Africa , the education system was structured around a hierarchical and bureaucratic style of management. This meant that the control of schools and the decision-making in schools was centralized, and leadership was understood in terms of "position, status and authority" (Grant, 2006). This study intended to look at how this understanding of leadership could have contributed to creating a situation in the education system where female teachers were, and are still not being given the same opportunities to assume leadership positions as their male counterparts. Using semi-structured interviews and questionnaires, two female teachers occupying different post levels, in each of the four schools who had, in their teaching career, expressed an interest to take on leadership roles and who have/have not succeeded and who have experienced/are experiencing challenges in this regard, were asked to volunteer for this study. The interviews were tape-recorded and transcription of the interviews for analysis was done both quantitatively and qualitatively, making use of tables to illustrate numbers and percentages in different aspects in the study, as well as thematic content analysis using the tool of zones and roles as outlined in Grant (2008). Being female they have also experienced a number of challenges in their careers as well as in the areas of being mothers and spouses, and it would seem that these female teachers are still feel ing the strain of what is socially expected of them as mothers and spouses and their desires to advance their careers in what appears still to be a male dominated and patriarchical society, especially when it comes to taking on leadership and management positions in school. The findings in this study have led to the conclusion that for some of these female teachers, teaching was not their career of choice, but are now committed to this profession and are very aware of the gender inequalities in education and the challenges they face as female teachers, and have expressed sincere wishes that this be addressed. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

Esta dissertação analisa os limites e a conveniência da vinculação de administradores a acordo de acionistas. Com a promulgação da lei nº 10.303, de 31 de outubro de 2001, foram incluídos os §§ 8º e 9º, ao art. 118 da lei nº 6.404, de 15 de dezembro de 1976 (LSA), que indisputavelmente passaram a vincular os administradores de companhias aos termos dos acordos de acionistas arquivados em suas sedes. Desde então, inexiste consenso doutrinário e jurisprudencial acerca dos limites de tal vinculação. A dissertação analisa, pois, as principais posições doutrinárias que variam desde a vinculação genérica, até a vinculação relativa. A primeira é capaz de abranger todos os atos da administração; a segunda, por sua vez, limita a possibilidade de vinculação da administração apenas com relação aos atos que não sejam de sua competência privativa previstos em lei ou pelo estatuto e, ainda, preserva o poder (dever) finalístico do administrador, previsto no art. 154 da LSA, de buscar e privilegiar o interesse da companhia. A dissertação tece, ainda, diversos comentários e posicionamentos sobre a conveniência de se vincular administradores. / This dissertation analyses the limits and the convenience of binding administrators to the shareholders\' agreement. With the promulgation of law nº 10,303, of October 31, 2001, §§ 8º and 9º were included to the article 118 of law nº 6,404, of December 15, 1976 (LSA), which indisputably began to bind companies administrators to the terms of the shareholder agreements filed in their headquarters. Since then, there is no consensus in the doctrine or the precedents about the limits of such binding situation. The dissertation analyses, thus, the main doctrinal positions ranging from the generic binding form until the relative one. The first is able to cover all acts of the administration; the second, on it turn, limits the possibility of binding the administration only with respect to acts that are not part of its competence provided for by law or by companies by-laws, and also preserves the finalistic power (duty) of the administrator provided for in article 154 of the LSA, of pursuing and giving priority to the companies interest. The dissertation also weaves several commentaries and positions on the desirability to bind administrators.

Esta dissertação analisa os limites e a conveniência da vinculação de administradores a acordo de acionistas. Com a promulgação da lei nº 10.303, de 31 de outubro de 2001, foram incluídos os §§ 8º e 9º, ao art. 118 da lei nº 6.404, de 15 de dezembro de 1976 (LSA), que indisputavelmente passaram a vincular os administradores de companhias aos termos dos acordos de acionistas arquivados em suas sedes. Desde então, inexiste consenso doutrinário e jurisprudencial acerca dos limites de tal vinculação. A dissertação analisa, pois, as principais posições doutrinárias que variam desde a vinculação genérica, até a vinculação relativa. A primeira é capaz de abranger todos os atos da administração; a segunda, por sua vez, limita a possibilidade de vinculação da administração apenas com relação aos atos que não sejam de sua competência privativa previstos em lei ou pelo estatuto e, ainda, preserva o poder (dever) finalístico do administrador, previsto no art. 154 da LSA, de buscar e privilegiar o interesse da companhia. A dissertação tece, ainda, diversos comentários e posicionamentos sobre a conveniência de se vincular administradores. / This dissertation analyses the limits and the convenience of binding administrators to the shareholders\' agreement. With the promulgation of law nº 10,303, of October 31, 2001, §§ 8º and 9º were included to the article 118 of law nº 6,404, of December 15, 1976 (LSA), which indisputably began to bind companies administrators to the terms of the shareholder agreements filed in their headquarters. Since then, there is no consensus in the doctrine or the precedents about the limits of such binding situation. The dissertation analyses, thus, the main doctrinal positions ranging from the generic binding form until the relative one. The first is able to cover all acts of the administration; the second, on it turn, limits the possibility of binding the administration only with respect to acts that are not part of its competence provided for by law or by companies by-laws, and also preserves the finalistic power (duty) of the administrator provided for in article 154 of the LSA, of pursuing and giving priority to the companies interest. The dissertation also weaves several commentaries and positions on the desirability to bind administrators.

The purpose of this study was to analyze if, and if so, how, Smithsonian art museum administrators perceive their current Public Affairs strategies to create relationships that attract, educate, and retain Young Cosmopolitans (YoCos). Using a qualitative approach, this study reported the findings from interviews with Public Affairs practitioners, museum educators, and museum webmasters at five Smithsonian art museums, galleries and affiliates. YoCos were defined as well-educated young adults who are pan-cultural. The study found six cross-case themes. Participants in the study generally agreed about defining YoCo characteristics and reported varying degrees of interest in attracting YoCos. Some of the museums in the study used a variety of social and educational activities to convey their interest in YoCos, including late evening events and programming. While most of these organizations expressed the belief that today's YoCo was a potential donor of tomorrow, museums will also have to adapt their Social Networking/Web 2.0 tools in order to attract more YoCos to the museum setting. Currently, museums have made little effort to adapt their publicity or educational activities to the preferences of YoCos. Using frameworks from The Model of Contextual Learning (Falk and Dierking) and Relational Dialectics (Baxter and Montgomery), the study found that even when museums place a high priority on establishing relationships with YoCos, those relationships will not be static. Museums will need to continually re-define Public Affairs strategies including buzz and viral marketing, Social Networking/Web 2.0 tools, Bluetooth text messaging and more traditional forms of advertising for YoCos, to retain this demographic long enough to share educative experiences. The study concludes with recommendations for museums to build stronger and more communicative relationships with YoCos.