This was a study to determine if any of the differences in the areas of faculty governance and administration, salaries, job security and attitudes, which had been predicted in the literature, were observable in Florida community/junior colleges with and without collective bargaining. Five colleges with collective bargaining were matched on the basis of enrollment with five colleges without collective bargaining. Data were obtained from faculty handbooks and other documents provided by the colleges, the reports of the Florida Department of Education, and a survey of attitudes of faculty members at the institution. / An elective faculty council was found at four out of five of the non-collective bargaining colleges but only one of the collective bargaining colleges had an elective faculty council. At the collective bargaining colleges the union assumed all responsibilities in the area of faculty compensation. No generalizations regarding number and specificity of rules and regulations affecting faculty could be made. / Institutions without collective bargaining made greater gains in average salary and maximum salary in the period 1974-75 to 1978-79 than institutions with collective bargaining. Institutions without collective bargaining paid higher average and maximum salaries than did collective bargaining institutions; differences in minimum salaries were not statistically significant. No difference in average percentage of the budget spent on faculty salaries at the two groups of institutions was found. / Institutions with collective bargaining had more elaborate retrenchment plans in which individual rights were more clearly delineated than institutions without collective bargaining. All collective bargaining institutions had incorporated third party binding arbitration into their grievance procedures while none of the institutions without collective bargaining had done so. There appeared to be no real difference in rights of non-tenured faculty nor in utilization of part-time faculty at the two groups of institutions. / Faculty at collective bargaining schools reported a statistically significant lower measure of trust in the administration, lower rating of job satisfaction, lower rating of administrative openness and lower rating of the level of cooperation experienced now as compared to the past than did faculty at non-collective bargaining schools. No statistically significant differences between the two groups were found in expressed willingness to cooperate with the administration, nor in professionalism as measured by participation in professional societies and publications. / Recommendations for further study included a balanced assessment of differences among institutions with and without collective bargaining including areas outside the more narrow faculty concerns of the study and development of a model which could account for the variations in predicted differences compared to those observed. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2458. / Thesis (Educat.D.)--The Florida State University, 1981.

Text and accompanying data tables in this study compare Anchorage Community College (ACC) with selected California community colleges as studied. Cohen and Brawer (1981) identified three major shifts which were identified by a California study by Hunter and Sheldon (1979-1980). A total of 351 student records were randomly elected from the three study years, 1960, 1970 and 1980. Variables included, sex, age, GPA, years in college, credit hours earned in communications, humanities, math/science, social science, applied science/elective, remedial. ACC was found to have a pattern similar to the California community colleges and the three major shifts were identified to exist at ACC: (1) an inversion of collegiate (transfer) and career (vocational) education; (2) enrollment patterns have become more laterial than linear; and (3) there has been an acceleration in trends towards less-than-college-level instruction. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0056. / Thesis (Ph.D.)--The Florida State University, 1984.

The procedures used to identify, assess, and place LEP students at Florida community/junior colleges were examined. A review of the current literature indicated that procedural guidelines had been established for international (F-1) students, but that no such guidelines existed for immigrants, refugees, entrants, or U.S. citizens whose dominant language is other than English. Data were obtained from the 28 public community colleges in Florida by the LEP Procedural Survey. The analysis indicated that there is no standard procedure among the state colleges to identify, assess, and place LEP students. Board of Trustees and Admissions Officers were primarily responsible for determining the identification procedures for LEP students. Different criteria and methods were used for the admission of international and IREC (immigrants, refugees, entrants, and U.S. citizens whose dominant language is other than English) students. English language proficiency scores are required more often for international students than IREC students. The majority of the colleges accepted a Test of English as a Foreign Language (TOEFL) score of 500. Transcripts of transferring students were reviewed to determine whether English language proficiency scores were required for admission. Guidance counselors and ESL personnel often determined the criteria for placement of LEP students. The same skill areas were assessed for international and IREC students; the most frequently mentioned skill areas assessed included reading, writing, and structure. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0880. / Thesis (Ph.D.)--The Florida State University, 1985.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3075. / Thesis (Educat.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4085. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4086. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2506. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 36-02, Section: A, page: 0676. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 38-04, Section: A, page: 1840. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-12, Section: A, page: 7099. / Thesis (Ph.D.)--The Florida State University, 1977.