The central purpose of this study was to determine various views of the professional competencies required by community college student financial aid administrators. Respondents in the study included a student financial aid recipient, a student financial aid administrator and a president from forty-five selected community colleges. The major tasks were: the construction and validation of a questionnaire with which to collect the desired data for the study; the analysis of the data to determine if there were differences of perceptions of needed competencies either between the different types of personnel involved in the study or because of differences in the size of colleges; and the formulation of implications to be considered in standardizing the profession and developing training programs for it. The construction and validation of the questionnaire was accomplished through a review of the literature, an evaluation by a jury of experts, and a field test. A mail survey questionnaire containing 121 professional competencies together with a five-point Likert-type scale was used to gather data. The dependent variable was the score judgmentally assigned by respondents to denote the degree of importance they determined as necessary for each of the 121 competencies. The population that was studied utilized the community colleges of California which were considered to represent a good cross section of all community colleges as to urban, suburban and rural and as to size. A random sample of forty-five colleges provided data source for the study. The F statistic, or analysis of variance, was used to point up differences between the mean scores for each competency with the .05 level of significance being used to determine differences existing between both personnel classifications and sizes of colleges. A test of Least Significant Difference was used to determine where specific differences existed between the ratings by different personnel types which were rejected in the two-way analysis of variance tests. The analysis of variance tests indicated that the ratings of the three personnel types, in their responses to the competencies in the questionnaire, were alike in 97 out of the 121 items. The same seemed to be true when the ratings were viewed according to size of college -- large, medium, or small -- where 120 out of the 121 items received responses that were in agreement. Respondents indicated that 62 of the 121. professional competencies required a high level of proficiency in the performance of the job as community college student financial aid administrator. Whenever community college presidents were in disagreement with financial aid administrators and students, they always showed a perceived lower level of importance than the other personnal classifications. Aid administrators, when they differed, showed a perception of higher importance. Students, who varied most often, believed some items to be more important, some less important than did members of the other personnel classifications. / Graduation date: 1972

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No description available.

No description available.

The purpose of the study was to determine how, and to what extent, operation under a Management-by-Objectives (MBO) system has affected administrative units and individual participants in public two-year community colleges.The research was planned to answer the following questions:1. How often were goal-setting meetings and progress evaluation meetings held?2. What were the effects of a Management-by-Objectives system on formal contacts-between subordinates and superiors as perceived by public community college administrators?3. What were the effects of goal-setting conferences between subordinates and superiors as perceived by public community college administrators?4. How does the Management-by-Objectives program effect participation of community college administrators in decision-making?5. What were the effects of MBO on communication within the organization?6. How did the Management-by-Objectives program affect individual and organizational performance?7. What factors might be responsible for both the negative and positive attitudes toward a Management-by-Objectives system as perceived by public community college administrators?8. What was the scope and intensity of management training needed to implement a Management-byObjectives program as perceived by public community college administrators?9. Which variables (on the questionnaire given) were found" to be statistically significant predictors of administrative attitudes toward a Management-by-Objectives program?Administrators from a total of 32 public two-year community colleges that were operating under a Management-by-Objectives system indicated a willingness to participate in the study. Chief administrators of the 32 colleges aggregately supplied the names of 283 administrators to be surveyed through confidential questionnaires. The instruments were coded to identify the various administrative units: code one represented the Administrative Affairs Unit; code two the Community Services Unit; code three the Instructional Affairs Unit; code four the Student Services Unit, code five the Research and Development Unit, and code six represented Community College Presidents. A total of 200 instruments (71 percent) were returned.Tables were formulated to summarize responses to individual items according to the administrative units. Total responses, percent of totals, and average response for each administrative unit were reported in each table. An average response figure was calculated in order to provide a measure of the relative strength of responses in each administrative unit.Statistical processing of the data consisted of the Pearson product-moment coefficient of correlation to determine whether relationships existed between selected variables. Also, a stepwise multiple-regression analysis employing the attitude of the administrator toward the MBO system as a dependent variable was utilized to identify which, if any, among the 25 independent variables selected served as significant predictors of administrative attitudes toward an MBO program. In both statistical processes an .05 level was established as significant.Major findings permitted the following conclusions to be drawn:1. Attitudes of community college administrators toward the MBO program were favorable.2. Negative reactions toward the MBO program were perceived to be-generated by increased time pressures, increased paperwork, and difficulty in setting educational objectives.3. The variables identified which serve as significant predictors of administrator attitudes toward the MBO program were:a. Effective as a means for planning and organizing work for which an administrator is accountable.b. Effective as a means for evaluating work performance.c. Effective in improving satisfaction with being more a part of decisions.d. Effective in improving the attitudes of the superior toward the Management-by-Objectives program as perceived by subordinates.

This national descriptive study describes the profile characteristics, role functions, leader behaviors, and leadership effectiveness of Chief Business Officers (CBOs) in American public community colleges. The study focuses on the following problematic issues of contemporary CBOs: (a) Who are they? (b) What role functions do they consider most important and what are their responsibilities regarding these role functions? (c) How do they perform their leadership roles? and (d) How well do they perform their leadership roles? Also, these dimensions were related to governance, locus of financial support, and institutional size. The study was implemented through a mail questionnaire based on a modification of Dillman' s TDM methodology, including standardized instrument sections, and was adminstered nationally through a stratified random sample. Questionnaires were mailed to CBOs and their immediate supervisors. Major findings of this study include: 1. The overwhelming majority of CBOs are middle-aged, white males. The majority of the CBOs entered their first CBO position with an earned graduate degree. 2. The CBOs average 16 years prior experience, primarily in education, followed by business and the military. Also, the CBOs average over 8 years experience in their current CBO role, and most entered this role from employment outside their present institutions. 3. Most CBOs work directly under college presidents and are assigned substantial supervisory responsibilities, and in general, the larger the institution, the more subordinates. 4. Fiscal and financial duties were judged the more important functions and were most often personally performed or delegated, not shared. 5. CBOs reported high scores on both task-oriented and person-oriented leader behaviors, and these behaviors did not significantly differ from those behaviors reported by their immediate supervisors. 6. Almost all of the CBOs were described by their immediate supervisors as performing at a composite leadership effectiveness categorical level of at least above average effectivness. They were evaluated most effective in technical ability, and least effective in professionally developing their subordinate staffs. 7. Although most CBOs reported that local fund appropriations were required for their college's operations, the majority of CBOs reported the State as their institution's primary and legally constituted governance authority. / Ed. D.

The effective administration of tribally chartered community colleges is critical to the achievement of American Indian goals for self determination. American Indian administrators of community college programs were surveyed to identify their backgrounds, role perceptions as administrators and their concerns related to role conflicts. The study was conducted in 14 of the 16 institutions within the American Higher Education Consortium. Two institutions had no American Indian administrators. Of 75 potential respondents 47 participated in the study. The respondents had the characteristics of being Indian, of speaking an Indian language, of being committed to the integration of an Indian philosophy into college experiences, of being educated in reservation public schools, of having more than three years of experience as an administrator, and of having come into the position from another institution. The two roles perceived by these administrators as important to their institutions were "advisor to non-Indians" and "human relations expert." Roles perceived as being most important to the Indian communities were as provider for educational leadership and intermediary between Indian and non-Indian people. The American Indian administrators also identified their personal roles as catalysts for change, facilitators of institutional excellence, human relations specialists and mediators for Indian and non-Indian relations. These roles form the core features of identity common to the participating American Indian administrators. Participating were asked to determine possible role conflicts. From a list of 20 statements three were perceived as conflicts. Having a simultaneous commitment to the Indian community and to the institution was one source of conflict. Another was allowing conflict to become the basis for institutional change. A third conflict resulted from attempts to be a successful role model for other American Indian people while effectively administering the college programs. Reviewing their own experiences, administrators identified the greatest problems they face as being a successful role model, the expectations of Indians and non-Indians that they should perform at a higher level than their Anglo counterparts, the use of conflict in their own institutions as a condition for improvement, pressures on them to serve as Indian spokesmen, and being torn between the Indian community and their college duties. The findings of this study underscore the importance of staffing American Indian colleges with competent and strong Indian administrators. The problems experienced by American Indian administrators are in many cases the same as non-Indian administrators. In order to provide the very best American Indian administrators for the American Indian community colleges advanced degree training must be emphasized.

This study was conducted to determine the administrative functions that community college academic administrators perform with microcomputers; to identify demographic characteristics that distinguish administrators who rate their overall use of the microcomputer higher than others; to ascertain whether the importance placed on (1) microcomputer uses, (2) computer training, and (3) non-training conditions affecting computer use differed from the perceived current uses, training, and adequacy of conditions. Data for this study were collected through a survey instrument that was devised and evaluated for use in the study. The survey instrument was delivered during the fall, 1984 semester to the forty—two division chairs serving at the seven colleges that comprise the Dallas County Community College District. Thirty five division chairs responded to the survey for an 83.33 per cent return rate, and thirty-four of the survey forms returned were useable for analysis.

Action theory provides a theoretical framework for examining administrative behavior in a higher educational system. The specific problem with which this study is concerned is the relationship between parental identification, a selected aspect of early acculturation, and the managerial roles of community college administrators. The purposes of this investigation are twofold. The first is to determine the relationships between perceived parental identification and Theory X and Theory Y action frames of reference of administrators in a selected community college district. The second purpose is to determine Theory X and Theory Y action frames of reference based on (a) age, (b) sex, (c) method of succession, (d) type of administrative position, and (e) length of time in present position.

The purpose of this study was to examine time on tasks and priority setting for Maryland community college continuing education administrators. The Delphi technique was used to compile a list of 75 tasks. A combination of survey research, card sort, face-to-face interviews, and on-site data collection was used to gather the data. Data were collected on the performance or delegation of the tasks and amount of time spent on them. The subjects reported spending the most time (456.44 hours per year) on supervising and providing leadership to all continuing education staff. The least amount of time (1.13 hours per year) was reported on guiding instructors' orders of textbooks. The researcher concluded from the data that most of the subjects did not have to concern themselves with routine tasks as they had sufficient staff to delegate those tasks to. The investigator developed a demographic survey and found the average continuing education administrator in Maryland to be Caucasian, 43 years old, and holding a master's degree. Fifty percent of the sample were female. The variables from the demographic survey were crosstabulated and correlated with time on tasks. A correlation coefficient of .59, t = 2.733, p. < .01, was found between time on tasks and the number of noncredit FTEs produced by the institution. The correlation coefficient for time on tasks and size of college was .62, t = 2.956, p. < .01. The generation of FTEs at the possible expense of quality was an issue of great concern to the Maryland continuing education administrators. Study findings showed that in setting priorities, small- and medium-sized institutions considered the same factors influential, but that large colleges perceived a different set of factors as being significant. / Ed. D.