Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 22, 2005. Dissertation Committee: John R. McCarthy (chair), Vernon A. Adams, Patricia H. Klass, Raymond A. Pietak, Daniel La Vista. Includes bibliographical references (leaves 88-92) and abstract. Also available in print.

The purpose of this study was to examine to what extent community college trustees understand student success and the processes they used to prioritize student success practices at their institutions. This study used qualitative and quantitative methods that included several analyses. / text

The problem of this study was to analyze faculty perceptions of the performance of current institutional governing boards in academic affairs, and the alternate patterns of faculty participation in governance in Texas senior colleges and universities. The purposes of the study were (1) to determine the current faculty perceptions of the importance and effectiveness of governing boards in academic boards in academic affairs, (2) to discover the level of satisfaction and knowledge of faculty of governing boards in their handling of academic affairs, and (3) to determine the faculty perceptions of the potential alternative patterns of governance in academic affairs.

The focus of this study is a search for the voice of African American community college trustees as they work to impact the changes community colleges must make over the next quarter century. It examined the lived experiences and perceptions that selected African American community college trustees have of their roles as trustees and the impact they think they are having on the setting of priorities in the governance of their respective colleges. This topic is significant since, arguably, community colleges are the quintessential democratic institutions in society; their doors are open to everyone. In various ways, community colleges are dynamically responding to the demographic changes that are occurring in American society. Among those changes are an increasing number of African American students entering college, especially community colleges, and an increasing number of African Americans becoming community college trustees. This study found that the elected African American community college trustees who participated in this study are fully integrated into the governance processes of their colleges, but do not think of themselves a being assimilated into the culture of their boards. They believe that they bring a double consciousness to their roles as trustees and that it allows them to perceive governance issues from the perspectives of insiders who are comfortable with the status quo and from the perspective of outsiders who have been traditionally removed from the locus of institutional power. Participants see themselves as representatives of the interests of their colleges as well as representatives of the interests of groups and individuals who have little or no voice in the affairs of their colleges. Participants are long-time community leaders whose influence extends beyond their colleges into their communities; they see themselves as servant leaders dedicated to working for change in society. / Graduation date: 2005

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Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed May 2, 2006. Dissertation Committee: Patricia Klass (chair), Edward Hines, David Strand, Susan Winchip. Includes bibliographical references (leaves 78-82) and abstract. Also available in print.

In 1977 the Association of Governing Boards of Universities and Colleges developed a Board-Mentor Program to assist college and university trustees to enhance the organization and performance of their governing boards. This study evaluated through survey research this program utilizing presidents and trustees who participated in the program over a three-year period. The data were analyzed to determine changes that occurred as a result of participation in the program and if the program met the purposes and goals for which it was established. Twenty-one institutions, public and private, located in thirteen different states participated in this evaluation. Presidents and trustees agreed that the goals of the program were important and participation in the program was perceived helpful in the realization of the program goals. A positive correlation existed between the importance of the goals of the program and the helpfulness of the program in the realization of the program goals. Presidents and trustees identified several areas where change occurred as a result of program participation, and suggestions for program refinarent and change were identified by respondents. The study concluded with six recommendations including the need for additional study of trustee development programs. / Ed. D.

This treatise is a historical policy study, empirical in nature, evaluating how Texas community college governance boards' roles have changed over the last 4 decades. Texas was chosen because trustees are elected; as the second largest state in the nation, demographic shifts are rapidly changing and trustees represent a very different constituency from 40 years ago; and, Austin Community College District was the case study evaluated. Community college trustees are lay members of boards who oversee governance of 50 districts in Texas. The long time consensus has been that boards are "rubber stamps" of a CEO's directional design, and trustees have been historically White, wealthy, businessmen, who have little educational knowledge regarding community colleges or the students served. Success for community colleges in Texas, and funding, has always been based on enrollment, never before on student achievement or graduations. Research questions addressed how trustees roles have changed in 40 years and if student success initiatives had impacted those responsibilities. The answers are interesting. Trustees duties, as prescribed by the Texas Education Code have not changed at all, but trustees are spending more time in only a few of those duties on a regular basis. Demographic attributes have also changed very little in 40 years. Yet, trustees of the 21st century have become more attuned to the financial deficits that exist and will escalate if student success is not made a priority. Utilizing research from the Texas Education Code, the Texas Higher Education Coordinating Board, The Texas Association of Community Colleges, the Community College Association of Texas Trustees, and researchers who have documented trustees' roles and responsibilities since the early 1970s, and including a case study that evaluated one college's minutes from board meetings over a 40 year span to determine how trustees utilize their time, this study shows that boards are evolving, but need additional and continual training. Because some trustees still micromanage, what results from this study as a benefit to society is a final guide that addresses the humanistic roles that trustees should have that intertwine with the legal duties defined by the State. / text