This study determined whether basic business teachers at Florida Junior College at Jacksonville, having certain leadership styles, had any effect on the academic achievement of their students having certain learning style preferences. All basic Introduction to Management classes taught at Florida Junior College at Jacksonville, for the Fall school term, 1979 were included in this study. / The learning style of the student was determined by administering The Learning Style Inventory copyrighted by David Kolb. These styles are called Accommodator, Diverger, Assimilator and Converger. The leadership style of the teacher was determined by the results obtained on the Leader Effectiveness and Adaptability Description Questionnaire. These styles are called S-1, S-2, S-3 and S-4. / Student achievement was measured by giving the students the CLEP test for Introduction to Management (FORM SCT 1) at the beginning of the course, and post-test (FORM SCT 2) was given. Student achievement was then classified as the test score difference between the pre and post test. The Otis Lennon Mental Ability Intelligence test was given to all students to determine if the level of intelligence affected student achievement. / Since the primary purpose of this study was to determine if student achievement was affected by the match or mismatch of the teacher's leadership style and the students learning style, the following findings emerged: (1) It was determined that students whose learning style was identified as Accommodator, Diverger, Assimilator and Converger achieved at approximately the same rate. (2) Students who were placed in categories high, medium and low I.Q., achieved at approximately the same rate. (3) The match of the Converger and Assimilator student learning style with the S-1 leadership style showed a significant effect on student achievement. (4) There was a significant effect on student achievement within all four learning styles when taught by the S-2 leader. (5) The mismatched student learning styles (Converger and Assimilator) had a significant effect on student achievement when taught by the S-3 leader. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0955. / Thesis (Ph.D.)--The Florida State University, 1980.

Employing a descriptive survey, this study assessed the nature, incidence, and consequence of the perceptions of selected academic women concerning their experiences with sexual harassment in the higher education work setting. The research identified those interactions which could be considered sexually harassing in the workplace, their dynamics, and the career effects of such experiences on the professional lives of selected women employed in a State University System. The sample of 500 women was chosen from women educators employed in the State University System of Florida during the 1979-80 academic year and listed on the Authorized Position File. / The mail questionnaire was constructed to address seven research objectives: (1) What interactions are perceived as sexual harassment by women in the nine Florida universities? (2) What is the incidence of sexual harassment of women in the nine Florida universities? (3) Is the relative organizational position of the initiator a factor in sexual harassment of women? (4) What differences, if any, regarding sexual harassment are found in the perceptions of women in the various types of professional positions? (5) Is there a relationship between the age of the recipient of sexual harassment and its occurence? (6) Is there a relationship between the marital status of the recipient of sexual harassment and its occurrence? (7) What are the career consequences of sexual harassment of the respondents? Are there positive career consequences? Are there negative consequences? Are there no consequences? / The analysis of the data, assisted by the use of a Chi Square test for research objective number four, was conducted through the examination of frequency distribution tabulations between the variables appropriate for each objective. Results indicated that all interactions listed on the questionnaire were considered sexually harassing by a majority of the women surveyed. Amongst the organizational groupings of the women sampled, no differences in perception were found regarding what constitutes sexual harassment. While a quarter of the respondents reported they had sometimes experienced the majority of the interactions in question, a majority of the respondents indicated never having experiences any of the fourteen listed interactions. Respondents reported that the initiators of sexual harassment which did occur were primarily their colleagues, followed closely by their superordinates. While some forms of sexual harassment appeared to be positively correlated with age, the data suggested that the majority of the interactions have occurred at all age levels. A women's marital status appeared to be related to the occurrence of sexually harassing interactions; such interactions occurred most frequently to single or divorced women and least to the widowed women surveyed. Results indicated that the majority of women queried had experienced neither highly positive, moderately positive, nor highly negative career consequences. However, moderately negative career consequences were reported by a moderate proportion of the respondents. Each respondent's view of the consequence of each interaction appeared to be positively related to that person's evaluation of the offensiveness or non-offensiveness of such interaction. / Based upon the analysis of the perceptions and observations, recommendations for future study include the following: (1) to examine the relationship between the perception of sexual harassment and the effects of potentially sexually harassing behavior; (2) to examine male perceptions regarding the behaviors listed by women in the study as being sexually harassing; (3) to examine the relationship between an individual's cultural background and that individual's perception of an interaction's offensiveness or non-offensiveness. / Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4308. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of this study was to determine the kind of education programs the USAF should provide to prepare career service personnel for retirement. Two populations were surveyed. A randomly selected sample of 86 USAF active duty and 105 retired personnel were presented a questionnaire designed for securing data for the study. The return rate for the active duty personnel was 66% and for the retired personnel 79%. The responses to items on the questionnaire were recorded in a format that facilitated computer analysis. The Mann-Whitney U Test and the Wilcoxon Matched-Pairs Signed-Ranks Test were used to determine whether or not there were perceptional differences between the two populations, as well as within each population. The level of significance was pre-set at .01. / Major findings were: (1) Supervisors and retirees were in agreement as to the need for planning retirement and as to what plans should be made (p > .01). There was a significant difference in the perceptions of each group concerning what plans for retirement are made and what plans should be made (p .01). In each group, there was a significant difference in perceptions concerning who conducts the programs and who should conduct them (p .01). There was a significant difference in the perceptions of each group concerning who provides input and who should provide input in the programs (p .01). On the other hand, in each group, there was a significant difference in their perceptions of what is, and what should be, the content of the programs (p < .01). / It was concluded that many important changes should be made so that the retirement education programs will more nearly meet the retirement needs of USAF personnel. / Source: Dissertation Abstracts International, Volume: 42-01, Section: A, page: 0105. / Thesis (Educat.D.)--The Florida State University, 1981.

A descriptive study of emergency management planning at public senior institutions of higher education with enrollments of 5,000 or more was carried out within the framework of four planning elements: (a)objectives, (b)strategies, policies and plans, (c)organization, and (d)review and evaluation. Institutional size and proportion of students who live in campus housing (residency) were used as variables in analysis of the data. / An Emergency Management Planning Survey instrument was developed by the investigator to collect information from staff members selected by presidents of the 312 institutions in the target population. Response from 166 institutions (53.2 percent) were analyzed. / The findings indicated that emergency management planning at colleges and universities had increased overall within the past ten years. Administrators at nearly one-third of the institutions considered emergency management planning of major importance. Most institutions were active in planning, even though they utilized various approaches. / Responsibility for emergency management planning was assigned to a wide variety of institutional offices or agencies. Most commonly, supervisory responsibility rested with vice presidents for administration, operations, business, or finance. Direct responsibility most frequently was assigned to Directors of Security, Safety, or Environmental Health. / Analysis revealed significant differences at the .10 level within each of the four planning elements according to size and residency. Neither of the variables, however, was seen to have a persistent effect throughout the planning process. / The investigator concluded that (a)institutions in the target population recognize the importance of emergency management planning, (b)they have the necessary abilities and resources to plan, (c)they are involved in emergency management planning, and (d)such planning is less centralized and more diverse than in other types of communities. Recommendations included expanded study of emergency management planning at colleges and universities and greater sharing of information among institutions. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1024. / Thesis (Ph.D.)--The Florida State University, 1981.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4914. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4910. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4916. / Thesis (Ph.D.)--The Florida State University, 1979.

The purposes of this investigation were to identify and analyze the status, role and functions commonly associated with the controller's position in the institutions of public higher education in order to contrast these findings with those reported in the literature for public higher education controllers as well as controllers in public administration and in private enterprise. / The research methodology entailed a comprehensive literature review combined with detailed surveys and selected interviews. The basic hypothesis was that knowledge had to be gathered and digested from four distinct areas in order to adequately describe the controllership. These four areas consisted of: (1) the competencies, characteristics, and attributes of persons performing as public higher education controllers; (2) the relative position, status, and working relationships accorded the controllers; (3) the functions, duties, responsibilities, and authority assigned to the controllers; and (4) the institutional philosophy, policies and processes for financial management effecting the controllership. / The controllers surveyed were employed in the "large doctoral granting institutions" which held membership in the Southern Regional Education Board for 1977-78. Interviews were held with selected controller respondents. / The findings revealed that controller incumbents are seasoned college administrators who are mature and well trained for their positions. The controllers exhibit stability in their career orientation and plans. They plan on remaining in their current positions for several years, but generally aspire to the position of vice president for administration or finance as their ultimate career goal. / Despite the misleading portrayal in the higher education literature, controllers are usually middle management staff specialists lodged in the third level of organization. Controllers are a fairly well compensated group of professional, untenured administrators. Although they are often termed senior administrators, they are not usually members of key policy making/governing committees of their college or university. They are also not usually designated as the institution's chief financial officer, and their financial administration colleagues in budgeting and institutional research seem to enjoy a more advantageous organizational reporting relationship. / A fairly consistent set of primary controllership functions was identified. The emphasis on fiduciary accounting and lack of management accounting constrained the controllers' ability to participate in central administration resource management activities. The preoccupation with detailed regulation by the controller coupled with his organizational placement limits his authority/responsibility. The findings suggest that public higher education controllers are more similar in their role and functions to their public administration counterparts than they are to controllers in private business. / The institutional financial management philosophy, policies and processes reported by the respondents reflect a less than favorable climate for a sound financial management/accountability program. The institutional accounting systems and, in deed, almost all other institutional information management systems essential to effective and efficient decision making seemed to be less than adequately structured and managed. The lack of proper organization structure and central administration priority on modern resource management have impaired the role and functioning of the public higher education controller. Perhaps the increasing public awareness and emphasis on accountability in higher education will positively alter this situation in the future. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0125. / Thesis (Ph.D.)--The Florida State University, 1979.

This research was undertaken to gain a knowledge about the undergraduate transfer students who came from other universities in The State University System. The University did not have the information about the transfer student's background, circumstances, or self-expressed needs. This information may be useful in providing a basis for strengthening the services offered by the Office of Student Affairs through a better understanding of the transfer student community. Conceptually this study focused on the opportunity to strengthen the development of the transfer student as a whole person. / Early studies on the transfer student were on the problems and achievements with later studies citing the reasons for transfer, attitudes, levels of achievement and the problems encountered by the transfer student in his/her new environment. This study emphasized the transfer student and the characteristics of background, circumstances, and self-expressed needs. / There were 94 transfer students who responded to the questionnaire used in this study. The responses were tabulated and accounted for using the raw data scores and the percentage of transfer students who answered each item. / The undergraduate transfer students at The Florida State University were found to come from middle-class families that were stable in their community. The total average family income exceeded $20,000 per year. The transfer student lived at home with both parents and a brother and sister before entering college. The typical transfer student was employed on a part-time basis while attending school and was not a veteran. The typical transfer student was single, between the ages of 20 and 23, female, Caucasian or other (not Black, Hispanic or Oriental), lived off-campus, did not receive financial aid, and did not have any physical handicaps that would require the use of special facilities. / The typical transfer student was found to need financial assistance, but otherwise able to depend on his/her own resourcefulness. The main reason cited for transferring to The Florida State University was a high regard for the major program of study. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0125. / Thesis (Ph.D.)--The Florida State University, 1980.

The state has traditionally accepted the responsibility for higher education within its boundaries. With the advent of "1202 commissions," the state has garnered even more responsibility for planning policy measures which directly involve the independent sector of higher education. The history and traditions of each state shape its policies toward higher education as much as current conditions and future considerations. The unique characteristics of each state require the states individually to study, design and implement policies of state support for their independent sectors. The purpose of this study, therefore, was to demonstrate the perceptions held by Florida's independent college and university presidents and legislators toward various types and forms of state support which may be made available to Florida's independent sector in relation to acceptable and anticipated demands of accountability commensurate with this support. / A survey instrument was developed which contained ninety-six statements. Each statement was a combination of a selected state support program and a selected accountability measure. The statements were grouped into twelve areas with each area containing a specific state support program combined with each of eight accountability measures. The respondents were presented with four possible degrees of opinion on a Likert scale, consisting from strongly disagree to strongly agree. The survey was mailed to a study population consisting of all 160 members of the 1979 Florida Legislature, and 38 presidents of independent higher education institutions located in Florida. Responses were received from 48.1 percent of the legislators and 52.6 percent of the presidents. In comparing the legislative and presidential replies, twelve null hypotheses were tested. Each null hypothesis stated that there existed no statistically significant difference between the perceptions of legislators and presidents regarding a particular state support program and the associated accountability measures. The statistical comparisons were performed by a Multiple Discriminant Analysis computer program. / The findings of the analysis revealed that there were significant differences between the perceptions of legislators and presidents regarding all twelve of the state support programs and the associated accountability measures. The data also revealed that both a majority of legislators and of independent sector presidents favored the concepts of state support for the independent sector, with the presidents indicating a more favorable perception. Certain statements exhibited less discriminating ability than others in differentiating between presidents and legislators. The statements which contain the accountability measure of student aid, accreditation, interinstitutional cooperation, or student certification are the statements which, when combined, account for 31% or less of the perceptual difference between legislators and presidents. A high correlation exists between the legislators' and presidents' ranking order of accountability measures within the state student loans, general scholarships, tuition equalization grants, purchase of services from consortia, service contracts, enrollment-driven standard grants, increased enrollment grant and trailer grant programs. The presidents tend to rank the accountability measures similarly regardless of the state support program. / Source: Dissertation Abstracts International, Volume: 41-12, Section: A, page: 4999. / Thesis (Ph.D.)--The Florida State University, 1980.