Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Gerald Ponder; submitted to the School of Education. Includes bibliographical references (p. 116-120).

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Kintzer’s (1972) The President’s Wife: A Handbook for Wives of New Community College Presidents was the first publication that provided insight into the world of the community college president’s spouse. Written for female spouses, when community colleges were growing at a rate of one new college a week, this timely and relevant “how to guide” outlined in detail the do’s and don’ts to being a successful community college presidential spouse. Forty years later, women have transitioned from the spousal role to leading the college. Today women represent nearly 30% of all community college presidents. Research regarding the female president and her pathway to the presidency continues to emerge, but little attention has been focused on the president’s husband and his role as a presidential spouse. Understanding and investigating the role of the male spouse is significant as more women continue their pathway to the presidency, and there is anecdotal evidence that the spouse of a community college president can be influential, albeit the college does not employ the spouse. ix This qualitative study examined the role of the female community college president’s spouse. Utilizing Vaughan (1987) and Smith’s (2001) studies regarding the role of the community college spouse as a framework, this study posed the following research questions: 1. How do male spouses describe their roles? 2. How do female community college presidents describe their spouse’s roles? 3. How do members of the boards of trustees describe the roles of male spouses? Fifteen participants, including five female college presidents, five male spouses, and five trustees were interviewed for this study. Participants reside throughout the Southeast, Southwest, and Northwest regions of the United States, representing rural and suburban community colleges at both single and multi-campus institutions. Findings suggest the male spouse plays an important role in his wife’s pathway presidency and supporting her throughout the entire presidency. The male spouse also has a public life role and a private life role. Ultimately, the role of the male spouse is to support his wife so she can be a successful community college leader. / text

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The problem with which this study is concerned is to compare the backgrounds, performance functions, and perceptions of men and women presidents of postsecondary educational institutions in the United States. Based on the comparisons stated in the problem, a three-part survey instrument was devised and sent to the 181 women presidents of postsecondary educational institutions and to a comparable number of men presidents of institutions having the same locus of control (Roman Catholic, independent, public, Presbyterian, and profit) and similar enrollments; 131 matched pairs of presidents responded, which represents a 72 per cent response rate. Because there were five groups and twelve subgroups of the population to statistically treat in relation to 130 variables, the data findings are numerous. Based on data analyses, the following conclusions appear to be warranted.

This study is an analysis of the development of junior colleges in South Korea from 1963 to 1991 based on a survey of junior college presidents. It also identifies current problems facing junior colleges and future plans of junior college presidents. Chapter I states the problems and the purposes of the study. A brief background, the significance of the study, and methodology are also contained in this chapter. Chapter II contains a review of the literature. Sources related to the background of this study are somewhat limited. However, several studies are reviewed in this chapter. Chapter III describes the evolution of higher education, including modern education, Japanese colonial education, education after the liberation from Japan, effects of the Korean War, higher education reform under the military revolutionary government, 2-year colleges, 5-year higher vocational schools, professional schools and junior colleges. Chapter IV explores political, economic, and social factors influencing the establishment of the junior colleges, as well as societal obstacles to the development of junior colleges. Chapter V explores the problems facing junior colleges. Current academic facilities, including laboratories, gymnasiums, classrooms, computers, library materials, and teaching machines, are evaluated in this chapter. Chapter VI describes the junior college presidents' efforts to solve the problems. The future plans of junior college presidents are explored in this chapter. Chapter VII contains the summary, presentation of findings, conclusions, and recommendations. Recommendations for the future development of junior college education are also included.

The purpose of this study was to identify the strategies and tactics community college presidents used to influence state legislators. Selected State Board for Community and Technical Colleges staff and legislative staff members were asked to independently name 3-5 presidents whom they perceived to be most influential with legislators. Ten names were nominated; however, only five presidents were invited to participate in the study. The research identified five strategies and supporting tactics presidents used to influence state legislators. The strategies and tactics were: Strategy One: Build and Maintain a Relationship with Legislators and the tactics were: cultivate the relationship, make the interactions worthwhile, make personal contact, and invite legislators to campus; Strategy Two: Know the Players and the Process and the tactics were: contact legislative staff, know the legislative structure and protocol, and know legislators' issues. Strategy Three: Become a Resource for Legislators and the tactics were: be factual and knowledgeable, be broader than the college, be an advisor, and be accessible. Strategy Four: Broaden your "Sphere of Influence" and the tactics were: involve the community and staff, work with other legislators, and be bipartisan. Strategy Five: Communicate and Frame the Issue and the tactics were: use State Board staff expertise, ask for legislators' support, make the message meaningful, and testify at hearings. The findings suggest that successful community college presidents must develop personal and professional relationships with legislators based on honesty, trust, respect, care, and genuineness. Presidents should devote time to learning the legislative process to determine when and how decisions are made and by which political leaders. Because political work is time consuming, presidents must involve others, such as community leaders, faculty and staff, in the college's legislative activity. All the presidents in this study exhibited similar viewpoints on particular issues that the researcher contributes to these presidents' ability to influence. The presidents shared common viewpoints related to how they viewed legislators, themselves, the college, and the community. Community college presidents must be actively involved in influencing public policy decisions that affect the mission, finances, curriculum, support services, facilities, and overall operations of the college. / Graduation date: 2002

The purpose of this interpretive, multiple case qualitative study was to explore factors associated with presidential derailments in community colleges. The case studies involved interviews, document analysis, and observation. The population consisted of four community colleges in the United States. These distinctly different institutions produced the data for the investigation. The findings revealed five derailment themes among the four cases. These were: problems with interpersonal relationships, failure of the president to adapt to the institutional culture, difficulty working with key constituencies, failure to communicate, and a flawed search process. Two of the five themes from community colleges related directly to Leslie and Van Velsor’s (1996) derailment themes from the corporate sector. These were: problems with interpersonal relationships, and the inability to change or adapt to the culture of an organization during a transition (failure to adapt to the institutional culture). Finally, implications for preventing presidential derailments and for improvement in the presidential selection process are also presented.

The purpose of the study was to determine the nature and extent of differences in expectations and perceptions reported by presidents, members of boards of trustees, and administrative staff members relative to Christian college presidential leadership behavior. Study participants included fourteen presidents, ninety-three members of boards of trustees, and one hundred and two administrative staff members from fourteen charter member colleges of the Christian College Coalition.Each participant completed the Leader Behavior Description Questionnaire - Ideal in order to report expectations relative to ideal presidential leader behaviors. Each participant also completed the Leader Behavior Description Questionnaire - 1957 in order to report perceptions relative to actual presidential leadership behaviors. The Leader Behavior Description Questionnaires measure perceptions and expectations relative to two dimensions of leadership behaviors, Initiating Structure and Consideration.- Initiating Structure refers to leadership behaviors which define and establish patterns of organization, channels of communication, and methods of procedure. Consideration refers to leadership behaviors which encourage friendship, mutual trust, respect, and warmth between the leader and his subordinates:Four different scores were generated from responses provided by each participant. The four scores related to ideal presidential Initiating Structure behaviors, ideal presidential Consideration behaviors, actual presidential Initiating Structure behaviors, and actual presidential Consideration behaviors. Mean scores were, calculated for responses from each of the three reference groups relative to each of the four dimensions of leadership.Seven null hypotheses were developed in order to facilitate the determination of differences in expectations and perceptions relative to presidential leadership behaviors as reported by the three reference groups. The .05 level was established as the critical probability level for rejection of hypotheses, and significant findings were reported at both the .05 and .01 levels.Group mean scores were treated by means of the analysis of variance statistical technique in order to determine the statistical significance of differences between scores.Ten major findings resulted from the analysis of data:1. Presidents and staff members reported similar expectations relative to ideal Christian college presidential Initiating Structure behaviors.2. Reported expectations of trustees relative to ideal Christian college presidential Initiating Structure behaviors were statistically significantly higher than the expectations relative to ideal Christian college presidential Initiating Structure behaviors reported by either presidents of staff members.3. Presidents, trustees, and staff members reported virtually the same level of expectations relative to ideal Christian college presidential Consideration behaviors.4. Reported expectations of presidents relative to ideal Christian college presidential Consideration behaviors were statistically significantly higher than the expectations reported relative to ideal Christian college presidential Iniating Structure behaviors.5. Trustees reported virtually the same level of expectations relative to both ideal Christian college presidential Consideration behaviors and ideal Christian college presidential Initiating Structure behaviors.6. Reported expectations of staff members relative to ideal Christian college presidential Consideration behaviors were statistically significantly higher than the expectations reported relative to ideal Christian college presidential Initiating Structure behaviors.7. Presidents and staff members reported similar perceptions relative to actual Christian college presidential Initiating Structure behaviors.8. Reported perceptions of trustees relative to actual Christian college presidential Initiating Structure behaviors were statistically significantly higher than perceptions relative to actual Christian college presidential Initiating Structure behaviors reported by either presidents or staff members.9. Presidents and trustees reported similar perceptions relative to actual Christian college presidential Consideration behaviors.10. Reported perceptions of staff members relative to actual Christian college presidential Consideration behaviors were statistically lower than perceptions relative to actual Christian college presidential Consideration behaviors reported by either presidents or trustees.Three general conclusions were drawn:1. Christian colleges are unique educational communities with common religious ties which tend to produce a family-like atmosphere among members of the college community. The atmosphere appears to influence community member perceptions relative to the leadership role of Christian college presidents.2. The leadership role of Christian college presidents is perceived differently by members of boards of trustees and administrative staff members in spite of religious homogeneity among community members.3. Christian college presidents interact in different communication patterns and organizational settings with members of boards of trustees than with administrative staff members.