The problem with which this study is concerned is to determine the status of academic program evaluation in Texas' senior colleges and universities. The purpose of the study is to determine current procedures, timelines, participants, and use of results of academic program evaluation in the surveyed institutions. The presidents of the seventy-three senior colleges and universities in Texas were contacted for permission to conduct the study. Fifty-four presidents gave their permission and supplied designated contact individuals, forty-six of whom responded for a 62 per cent response rate. The twentyitem survey instrument, which was designed to fulfill the purpose of the study, was evaluated by experts in the field of academic program evaluation at the senior institutional level. All data are reported by frequency, percentage, and rank ordering because these data indicate frequency of use and degree of importance.

This study examined changes in funding and expenditures for the forty-seven public community college districts in Texas from 1974 through 1983. Expenditures data were subdivided into three parts: state reimbursable operating costs, nonreimbursable operating costs, and the cost of bonded indebtedness. Data on income for operations were aggregated in four parts: state appropriations, tuition and fees, local property taxes, and miscellaneous funds. For the purpose of determining differences in expenditure and income trends by institutional size, each of the forty-seven public community college districts was categorized as small, medium, or large in size. The findings indicate that for the period of the study some changes occurred in both expenditures and funding. In the area of expenditures, nonreimbursable operating costs increased as a proportion of total expenditures while the proportionate cost of bonded indebtedness declined. Small colleges experienced the largest increase in nonreimbursable costs, diminishing the dollars available for instructional costs.

The persistent paucity of endowment monies and other funds and an attempt to minimize operating costs have led to a series of interinstitutional cooperative efforts between many historically black colleges in Texas and other institutions of higher learning. The Texas Association of Developing Colleges (TADC) is a multi-service consortium composed of Huston-Tillotson College, Jarvis Christian College, Paul Quinn College, Texas College, and Wiley College which are privately supported and church-related liberal arts colleges. The primary focus of the TADC is interinstitutional cooperation. Some general and specific problems and weaknesses endemic to many small private colleges, especially to small black private colleges, have been identified through analyses, interpretations, and inferences from a variety of data sources. The potential opportunity and success for strengthening these colleges and for solving some of their problems through self-effort, through additional support from external, nongovernmental sources, and through meaningful forms of interinstitutional cooperation are discussed and appear to be encouraging. Interinstitutional cooperation is already acceptable and functional among these five colleges through their participation in the Texas Association of Developing Colleges, and it is apparent that these five colleges, individually and collectively, have had commendable successes in meeting many of their goals and objectives through such arrangements. Basically, the recommendations made in this study call for significant forms and types of interinstitutional cooperation among these colleges in a formalized manner under the aegis of the Texas Association of Developing Colleges.

The purposes of this study were (1) to identify the major goals of independent senior colleges and universities in Texas, (2) to survey the opinions of persons in positions of leadership in independent senior colleges and universities in Texas with respect to existing and preferred goals, (2) to determine if there are significant differences of opinion among these persons, and (4) to develop projections of the probably priorities for goals of independent senior colleges and universities in Texas, based upon the expressed opinions of these persons in positions of leadership. According to the opinions of institutional leaders, the major goals pertain to quality faculty and academic freedom, to areas which are directly related to the personal, social, and intellectual development of students, and to the continuance of quality academic programs. Based on the opinions of these groups, plans and decisions in independent higher education in Texas over the next decade will be influenced more by financial matters than by any other factor. Other goals which will be important include continued development of strong academic programs, spiritual and moral growth of students, stabilization of enrollment, and development and retention of quality faculty.

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The purpose of this study was to analyze data from different sizes and types of higher education institutions in order to identify differences and similarities that may exist between the perceptions of top executives relative to idea generation and strategy implementation activities in the administration of higher education in Texas. In order to carry out the purpose of this study, two hypotheses were tested concerning the perceptions of top executives (presidents and vice presidents) relative to idea generation and strategy implementation activities in institutions of higher education in Texas. Type and size of the institution are the primary factors involved with these two hypotheses.

The problem of this study concerned the marketing strategies utilized by public community colleges, public and private colleges and universities for the nontraditional student in Texas. Subjects of this study consisted of 101, or 78.9 percent of the original population of 128 regionally accredited colleges and universities in Texas as listed in the Educational Directory, Colleges & Universities, 1980-81. Out of original subpopulations of 56 public community colleges, 48, or 85.7 percent; 26, or 76.5 percent of the 34 public colleges and universities; and, 27, or 71.1 percent, of the 38 private colleges and universities surveyed participated in the study. Contact persons for the study were primarily public relations officers.

The purposes of the historical study are to describe Methodist education in Texas from 1840 to 1900; to find the reasons behind the proliferation of Methodist institutions after the Civil War and the problems involved in this development; to analyze centralization efforts after 1900 as a pattern of Methodist educational institutions emerged; to describe the evolution of Southern Methodist University as a regional college West of the Mississippi; to give brief descriptive overviews of the other six Methodist institutions in Texas; to describe the current status of Methodist higher education in Texas; to discuss Methodist higher education in Texas at the present and to project the possible future development of Methodist higher education in Texas.

The problem of the study was to develop and investigate selected management functions in the role of division chairpersons in multi-campus community colleges. The researcher collected data concerning the role of division chairperson from presidents, academic deans or vice presidents, and division chairpersons within the Dallas County Community College District, Texas, and the Tarrant County Junior College, Texas. Purposes of the study included determining how much formal management education the division chairpersons had completed; and determining amounts of experience in their current roles, and in educational and non—educational organizations. Further purposes were to determine perceptions of all participants concerning both the importance of and the frequency of occurrence of 158 management activities in the role of division chairperson.

The purpose of this study was to determine how deans of colleges within the state-supported, four-year universities in Texas use accounting information to allocate and control resources dedicated to faculty salaries, departmental operating expense, and instructional administration expense. Conclusions: 1. Communication is better between deans and financial officers at small universities than at large universities. 2. The relationship between line and staff appears to be misunderstood at several large universities. 3. Ten per cent of the deans at large universities and 2 per cent at small universities do not receive financial reports. 4. The financial reports, if comparative, usually compare year-to-date actual amounts with annual planned amounts. 5. Some of the deans keep their own set of financial records. 6. Deans are cost conscious and aware of the state formulas used in the state appropriation. 7. Many deans are frustrated and angry. 8. Most deans participate extensively in budgeting faculty salaries and departmental operating expense but 20 per cent do not participate in planning of instructional administration expense.