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The purpose of this study was to determine if two-year colleges with faculty unions differ from two-year colleges without unions in terms of selected institutional characteristics. The objectives of the study were to determine the relationship between union and non-union colleges with respect to: 1) the percentage of Education and General (E & G) expenditures allocated to instruction; 2) the percentage of their revenue by source; 3) E & G expenditures per FTE student; 4) the FTE student to full-time faculty ratio; 5) average full-time faculty salary; and 6) the possibility of one or more of the variables serving as a predictor of membership in one of the two groups. The population for the study consisted of 163 institutions with faculty bargaining and 115 institutions without bargaining. Data on the institutions were obtained from the Higher Education General Information Survey CHEGIS) 1979-80 Tapes. The data were classified and summarized by two Statistical Analysis System (SAS) procedures: general descriptive statistics, and cross-tabulation. A Stepwise Regression was used to analyze the relationship between the dependent variable and twelve independent variables. Institutions with faculty collective bargaining, men there was no control for the possible effects of institutional size and state governance, had a significantly higher average faculty salary than institutions without faculty bargaining. Institutions with faculty bargaining received greater mean percentages of their income from tuition and fees and local governmental appropriations, mile institutions without faculty bargaining obtained a greater mean percentage of revenue from state appropriations. When institutions were matched by size (as measured by FTE students and total current fund revenue) and by state, there were no significant differences between the two sets of institutions. / Ed. D.

The purpose of the study was to determine whether effective (high-performing) and less effective (low-performing) foundations differ significantly in their organizational and operational characteristics. As a result of this study, the following questions were answered: (a) What are the organizational and operational characteristics of high- and low-performing foundations? (b) How do high- and low-performing foundations differ in organizational and operational characteristics? A survey was completed of a random sample of 400 presidents of public community, technical, and junior colleges to identify those colleges with affiliated non-profit foundations. Of the 400 colleges surveyed, 374 (93.5%) responded and 290 (77.5%) reported having a nonprofit foundation. Of the 290, 270 usable surveys were used to develop a mailing for the second survey. / Ed. D. / incomplete_metadata

Fundraising in the 21st century is becoming an increasingly important component of rural community colleges' (RCCs) overall funding strategies. Alumni represent a significant population of potential college supporters. The problem facing rural community colleges involves fiscal viability through developing innovative fundraising practices and identifying emerging sources of additional revenue. The purpose of this study is to describe the characteristics and motivations of RCC alumni who are likely to contribute financial support to the institution. The significance of fundraising in RCCs is explored. Rationales, strategies, and key terms are identified from the literature. A review of the literature related to fundraising in RCCs provides context for the topic. A qualitative research design using a case study method was used to answer the research questions. The analysis of data is presented and recommendations for future research are discussed. / Graduation date: 2013 / Access restricted to the OSU Community at author's request from June 26, 2012 - June 26, 2014

This study compared the perceptions of members of the Virginia Senate to those of Virginia community college presidents concerning the importance of state funding of 14 community college goal areas clustered from 31 activity statements. The study sought to determine what differences existed between the two groups concerning these goals and the priorities of the two groups for funding the goals. The study also examined the effects of the urban/rural nature of a respondent’s district or service region, the length of time as a legislator or president, the geographic location of a senator’s district, political affiliation of a senator, and the size of a president’s institution on the degree of importance for funding the goals. The study found that presidents rated all goal areas higher than did senators. Both senators and presidents agreed that 13 of the 14 goal areas were important for funding. Of these 13, however, there were statistically significant differences for 7 goal areas. Senators and presidents both disagreed that the remaining goal area was important for state funding; the difference was statistically significant. Only 2 of the goal areas showed significant differences between urban and rural respondents. Of the 31 activity statements, presidents and senators both agreed that 24 were important for state funding. On 5 of the activities senators disagreed with the importance for state funding while presidents agreed. Both senators and presidents disagreed with the importance of funding two activities. Other variables showed little effect on the responses. The rankings of goal areas and activity statements by senators and presidents showed a high positive correlation indicating congruence between the priorities for funding of the two groups. The study concluded that there is much agreement and congruence between senators and presidents concerning goals for Virginia’s community colleges, with greatest support for occupational/technical, developmental studies, and transfer programs. / Ed. D.