The primary purpose of this investigation was to identify and describe the current role of the executive vice president in higher education. The subpurposes of the study were to determine (1) the duties of the executive vice president, (2) the decision-making responsibilities associated with the position, (3) the degree of agreement between presidents, executive vice presidents, and written documents regarding the duties of the office, and (4) the extent of numerical increase or decrease of the position. An analysis of the findings led to the following conclusions that (1) there is close agreement between presidents and executive vice presidents regarding the duties and requirements of the position of executive vice president; (2) there is little agreement between presidents of differing types and sizes of institutions and between vice presidents of such differing institutions; (3) a majority of institutions have written job descriptions for the position but few of these documents actually describe the position with detail; (4) this study also generated a composite job description; and (5) finally, demonstrates that the position of executive vice president has grown at a significant rate over the past decade.

The primary purposes of this study were (1) to investigate the current and preferred extent of non-supervisory classified staff employees' participation in university decision-making in Nigeria, as viewed by Nigerian higher level university administrators; (2) to investigate their current level of satisfaction with participation, and (3) to investigate the future trend of their participation in university decision-making. A three-part questionnaire developed by Allen L. Christian at North Texas State University in 1980 was slightly modified and used in this study. The respondents were 19 higher level university administrators at six Nigerian universities. The data were analyzed using frequency, t-test for related samples, one-way analysis of variance and the Scheffe' procedure used to test all possible comparisons among the means of the independent variables.

This study describes the status of zero-based budgeting in institutions of higher education in the United States. Purposes were to determine (a) knowledgeability of the chief financial officers about concept and techniques of ZBB, (b) Institutions' use of ZBB and other widely-used budgeting techniques such as Incremental, Formula, Planning, Programming and Line-item budgeting system, and (c) the chief financial officer's perceptions of ZBB. A questionnaire constructed from literature was mailed to two hundred randomly-selected institutions of higher education in the forty-eight contiguous states and authorized to offer at least a one-year program of college level studies toward a degree. The 136 returned useable responses were tabulated according to institution type, size, and amount of budget.

This study investigated job satisfaction/ dissatisfaction among business administration faculty at selected public Iranian universities. It also examined the relationship between faculty job satisfaction/ dissatisfaction and selected demographic and professional activity variables. Finally, the extrinsic and intrinsic factors associated with faculty job satisfaction were analyzed. It was also concluded that, despite a positive correlation of the intrinsic and the extrinsic factors, Herzberg's two-factor theory is a useful model in a faculty job satisfaction research. Furthermore, Hill's FJS was found to be reliable and valid for use in faculty job satisfaction studies in the colleges and universities in Iran.

The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.

This study was a comparison of the perceptions of administrators and faculty members regarding the actual and expected role of selected components of a faculty development plan at Srinakharinwirot University-Phitsanulok, Thailand. The study also investigated whether the demographic classifications of administrators and faculty members were related to their perceptions regarding the actual and expected role of selected components of a faculty development plan. Forty-one administrators and sixty full-time faculty members completed the survey instrument. Statistical tests used to summarize and analyze the data included mean, standard deviation, t test, chi-square, and correlation ratio. The results and findings of this study showed that (a) there were no major differences between administrators and faculty members related to their perceptions of a faculty development plan; (b) faculty members perceptions of the actual and expected role of selected components of a faculty development plan were consistent to a greater degree than were the perceptions of administrators; (c) significant differences between the perceptions of administrators regarding the actual and expected role of selected components of a faculty development plan were found for only one item: study leaves; (d) there were significant differences between the perceptions of administrators and faculty members regarding the actual role of the following components of a faculty development plan: the Center for Faculty Development, upgrading faculty members, motivation, planning implementation and evaluation, informal enrichment program, and team teaching; (e) there were significant differences between the perceptions of administrators and faculty members regarding the expected role of the following components of a faculty development plan: the Center for Faculty Development, faculty morale, and academic exchange programs in cooperation with foreign organizations. Finally, significant differences among administrators' and faculty members' perceptions were correlated with demographic classifications of gender, age, experience at Phitsanulok campus, experience in other institutions, highest degree earned, faculty affiliation, personal goal in terms of an advanced degree, academic rank, place of attainment of highest degree, familiarity with the faculty development plan, previous experience using the faculty development plan, and level of satisfaction with position, salary, and teaching loads at Phitsanulok campus.

The problem with which this study was concerned is the political influence of community/junior college chief executive officers (CEOs) and campus presidents on the state legislature, both directly and indirectly, in the funding of community colleges in Texas. Perceptions of effectiveness were recorded by survey from campus presidents and CEOs as well as from legislators and key legislators. In addition, interviews were conducted with several key legislators and the chief administrators of the two statewide community college organizations. The purpose of the study was to analyze the policy-making process in Texas of which community/junior colleges are a part. The influential relationships and interactions of the sixty-five CEOs and campus presidents of the public community college districts and campuses in Texas were analyzed after a survey instrument was administered. Perceptions of rank—and—file legislators were gathered through use of another survey instrument and perceptions of key legislators were gathered in the same manner but with the addition of a personal interview. Certain questions were asked of them concerning interactions and communication with leaders of community colleges. With the legislators and the presidents certain demographic data was collected and analyzed as a part of the study. Among the findings, campus presidents and CEOs do not have sufficient levels of acquaintance, interaction and communication to heavily influence local people whom they consider powerful in state funding of community colleges. Furthermore, legislators do not receive enough communication from powerful local group members to positively influence their decisions regarding community college funding. Presidents and CEOs from the metropolitan districts communicate most often with their legislators followed by those from rural districts. Board members from the metropolitan districts are most active in communicating with their legislators. Finally, legislators view the community college nearest them as equal to or better than community colleges statewide.

The focus of this study is a comparison of the perceptions and expectations of the leadership role and function of the department chairpersons in the faculty of education by the respective department chairpersons, deans, and all faculty members from each of the six public teacher colleges in Bangkok, Thailand. In conclusion, role conflict between the department chairpersons can be reduced if the department chairpersons concentrate on the expectations of faculty members. The department chairpersons need to reevaluate their leader behavior in relation to both deans and faculty members in order to fulfill the organizational goals and personal needs.

This investigation compared the perceptions of responsibility, authority, and delegation held by department chairpersons and those held by faculty members in Saudi Arabian universities. The three purposes of the study were to determine differences in perceptions between department chairpersons and their faculty members, to determine any significant interaction between the independent variable (position) and each of the eleven clarification variables with respect to respondents' perceptions, and to determine any significant difference in perceptions between respondents in different categories of each of the clarification variables. The findings were as follows. There was a significant difference in perceptions of responsibility between department chairpersons and their faculty members, but no such difference was found for authority or delegation. Significant interactions were found between position and three of the clarification variables with regard to perceptions of responsibility, between position and none of the clarification variables with regard to perceptions of authority, and between position and four of the clarification variables with regard to perceptions of delegation. In addition, significant differences in perceptions were found among categories of six clarification variables with regard to responsibility, of four clarification variables with regard to authority, and of seven clarification variables with regard to delegation.

The purposes of this study were (1) to describe and analyze the organization and content of nonprofit corporate curricula, (2) to describe and analyze the background and status of nonprofit corporate college faculty, and (3) to describe and analyze the demographics, educational background, and employment characteristics of students in nonprofit corporate colleges. Institutional demographics on student enrollment, number of graduates, admission policy, tuition cost, types of financial aid programs, student housing, and schedule of classes were gathered as well. Data were collected from survey instruments returned by 12 nonprofit corporate college administrators. The data were treated to produce frequencies and percentages. The study revealed that the majority of nonprofit corporate colleges are specialized institutions which primarily offer graduate degree programs. Faculty are most likely full-time, non-tenured employees. White males between the ages of 25 and 40 constitute an overwhelming majority of the student population. Two major findings unrelated to the purposes of the study were revealed during this investigation. They are (1) the term corporate college and the definition are sometimes misunderstood and (2) three corporate colleges identified last year have ceased operating as post-secondary degree-granting institutions.