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The intent of this study was to explore constituent utilization of power and authority over time that led to systemic dysfunctions in the governance of intercollegiate athletics, and to examine the needs motivating the interested constituents, thus suggesting alternatives for reform. A comparison of the policies, practices, and circumstances of constituents in 1929 and the present was based upon an analysis of the Carnegie Foundation for the Advancement of Teaching Report (1929); the American Council on Education Report (1986); and the Knight Commission Report (1993), and other books, articles, and reports.;The constituents involved in the governance of intercollegiate athletics were consistent over time and included the governing board, the president, the faculty, the athletic director, the coach, conferences, the NCAA, boosters, business leaders, and the media. These constituents' use of power and authority was examined based upon Burbules' (1986) description of the legitimacy of authority and the reciprocal nature of power and upon Wolf's (1990) modes of power: interpersonal, tactical, and structural.;In both time periods, systemic dysfunction in the governance of intercollegiate athletics resulted from constituents who either neglected or exceeded their prescribed authority roles, thus generating breaches in authority. Other constituents subsequently exercised illegitimate power to fill these gaps in authority. Since constituent exercise of power and authority is based upon the inherent conflict of interest in power relations, an examination of the needs motivating constituents to use power and authority was essential. The examination of needs was based upon Maslow's (1970) deficiency needs that were the foundation of his Hierarchy of Needs. The basic constituent need that motivated constituents to exercise power and authority in both 1929 and the present was founded on self-preservation.;The Model of Balance in Athletic Governance explained the relationship between constituent resource needs and their integrity and was based on self-preservation. When an imbalance occurred, the Model explained why constituents exceeded or neglected their prescribed authority roles and why other constituents used power to fill the gaps in authority.;Reformers must ultimately understand the needs and roles of constituents and their use of power and authority over time in the governance of intercollegiate athletics in order to devise feasible reform alternatives. Only through understanding the participants and process of athletic governance can reformers have a genuine and lasting impact upon changes in the operation of intercollegiate athletics. Recommendations for reform were based upon the needs of constituents that motivate their exercise of power and authority. Reform recommendations at both the individual university and inter-institutional level included: (1) clarify the athletic mission; (2) presidential control; (3) decentralize the NCAA and increase conference influence; and (4) require full public disclosure of policies and practices.

The goal of this study was to explore the beginnings of higher education for freed slaves after the Civil War as reflected in the development of the built environment of one of the earliest and most prominent of the historically Black colleges, Hampton Institute. The main purpose was to study the way in which campus planning was implemented at Hampton, its intentions and effects. The study had three hypotheses: (1) a master plan for the development of the campus of Hampton Institute was created by its founder, (2) this master plan was followed by the administration and builders during the early stages of the school's development and (3) the founder of Hampton Institute was aware of the symbolism of the architecture and used it intentionally to create a sense of specialness and to inspire strong attachment among the students of the school.;The study of numerous original documents available in the Hampton University Archives revealed answers to these questions. First, there is ample evidence that a master plan did exist for the development of Hampton's campus and that it was, to a large degree followed. The architectural intentions of Hampton's principal revealed a great deal about the beginnings of Negro education and the controversy which existed concerning the type of education which was best suited to the needs of Blacks. They also reflect the unique mission of the early Black schools. Hampton was the model for many schools which espoused one view of the type of education which would best prepare Blacks to take their place in post war society and, therefore, was an appropriate subject for this study.;The study also revealed certain common characteristics which, when present, produce coherent, consistent campus planning. This information is important for present day administrators trying to promote effective decision making regarding campus growth.;The extension of this study to include other prominent Black schools would provide valuable insights into the evolution of higher education for Blacks. These schools were shaped by their unique mission which was in turn shaped by the unique educational needs of the group they were founded to serve.

An institution of higher education was studied to determine whether its culture supported faculty scholarship. The site selected for the study was John Tyler Community College (JTCC) in Virginia chosen because it is fairly representative of other colleges in the Virginia Community College System (VCCS) and because its campuses were accessible to the researcher for the collection of study information. Ernest Boyer's broadened definition of scholarship was used to define scholarship in this study.;The research question--"Is the culture in a two-year public institution in Virginia supportive of scholarship as defined by Ernest Boyer"?---was addressed through case study methodology using qualitative and quantitative data collection gathered through interviews and document review. One-third of JTCC full-time faculty, five academic administrators, and VCCS's chancellor and director of professional development were interviewed using nineteen interview questions developed from Tierney's framework for assessing institutional culture. College document review related to these questions was done to triangulate information gathered from interviews.;The study's findings suggest that JTCC's culture does not support faculty scholarship strongly or consistently. In Tierney's elements of environment, mission, and socialization--most interview and document data show a consistent lack of support for scholarship: and in elements of information, leadership, and strategies there is limited, if any, document support for interview responses indicating that scholarship is supported at JTCC.;Future research on community college scholarship should investigate model institutions for scholarship engagement as well as definitions and standards of scholarship that are most fitting for two-year institutions. Further study is needed on the benefits of scholarship to community college missions and a body of literature on community college scholarship should be established.

The purpose of this study was to investigate the effects of an early contact program on the achievement, persistence, and satisfaction of new underprepared community college students. While open door admissions policies assure access to higher education, nearly three-fourths of all community college students leave before completing an associate degree. The traditional sink or swim approach to community college student success is at odds with the goal of improved student outcomes. It was hypothesized that first-time underprepared community college students who participate in a program providing personal contact and support exhibit greater achievement, persistence, and satisfaction than their cohorts who are left to seek their own assistance from the institution. Using a posttest-only control group design, 240 college entrants at an urban community college in eastern Virginia, were randomly selected and assigned to two groups. The treatment consisted of college-initiated telephone counseling, academic advising, and peer tutoring with students during their first semester. Using the one-tailed t-test for independent samples and chi square test of association, it was found that at the end of 15 weeks, students (n = 108) who participated an the early contact program achieved significantly higher average GPA (t = 3.7, p {dollar}<{dollar}.05), number of productive grades (t = 3.24), and number of college credits (t = 4.46). Program participants were retained in college at an average rate of 17 percent higher than those who did not participate. However, administration of the ACT Student Opinion Survey to both groups near the end of the first semester, found no significant difference in their satisfaction with the college. It was concluded that the early contact program was more effective in promoting achievement and persistence than the usual passive treatment given entering students at Thomas Nelson Community College.

The Servicemen's Readjustment Act of 1944 (Public Law 78-346), generally referred to as the GI Bill, provided any veteran, who had served for at least 90 days from the time period of September 1940 to July 1947, paid full-time education. The original Act also called for the creation of a central agency dedicated to the administration of all veterans' benefits, which ultimately became the Veterans' Administration (VA). The GI Bill has been revamped five more times since its initial inception, with the most recent iteration, the Post-9/11 Veterans Educational Assistance Act of 2008, being hailed to be potentially as powerful a social policy groundbreaking as the original GI Bill.;The purpose of this research was to conduct a study and evaluate the data regarding the use of the benefits of the Post-9/11 GI Bill by veterans and active duty military college students. The overarching research question was: What are the Tidewater Community College (TCC) veteran and current active-duty military member/reservist perceptions of the Post-9/11 GI Bill and does their usage of benefits align with the federal policy goals of recruitment, retention, and rewarding our military members for their service?;An analysis of the results of the online survey showed that of the three federal policy goals, retention of quality personnel and the feeling of reward for military service were being met through the perception of TCC student veterans. While the Post-9/11 GI Bill benefits were not a primary recruitment reason for the majority of respondents, most felt that the Act would aid in future military recruitment. This research also found that Post-9/11 GI Bill users were using their benefits primarily for degree attainment and increased job opportunities. Military students appeared to be positively using educational swirl in order to alleviate the 36-month time limits and to continue receiving their living stipend. Specifically, they were attending more than one institution concurrently and/or in series because they were driven to complete their degree as efficiently as possible.;Dissatisfaction exists, mainly with the implementation of the policy, time limitations on usage, and changes to the living stipend payments. This dissatisfaction may be the main reasons those eligible are not using the Post-9/11 GI Bill. Other reasons for current non-use that should be explored further include the possibilities that students are waiting to use their Post-9/11 benefits after other federal monies have been used, and they may have already depleted their GI Bill benefits. Modifications to alleviate students' perceived issues could ultimately increase the attainment of the Post-9/11 federal policy goals of recruitment, retention, and rewarding military members for their service.