The purpose of this study was to identify the principal characteristics of history department chairpersons and the office, and to describe the administrative/leadership role of history department chairpersons in relationship to a variety of structural variables. The administrative/leadership role was measured by the chairpersons' self-perception of their influence in a number of functional areas, self-perceived roles, allocation of time among selected responsibilities, and job satisfaction. Chairpersons of 384 departments of history in the United States were contacted and 84% responded. / History department chairpersons exercise their greatest influence in areas commonly associated with administration: budgeting, scheduling, committee assignments, and hiring, firing, and evaluating personnel. They exercise less influence in areas where authority is traditionally shared with faculty: curriculum development, academic standards, and promotion and tenure. / The administrative/leadership role for history department chairpersons was found to be related to department size, method of selection, term of office, institutional control, current conditions, and the level of degree offered. Collective bargaining and the formality of the decision making process bore no relationship to the chairperson's administrative/leadership role. Their leadership role was strongly oriented toward the department and the faculty. / A majority of history department chairpersons believe training is important for the position and most receive little or no training at all. Training should be provided in budgeting, performance evaluation, and basic management and communication skills. / Most history department chairpersons report favorable conditions for their departments, and enrollment and staffing patterns appear to be relatively strong and stable. / History department chairpersons accept the job because of the opportunity it provides to strengthen and influence the department, they appreciate the opportunity it provides to help colleagues and students, and they enjoy the job. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0082. / Thesis (Ph.D.)--The Florida State University, 1984.

The purpose of this study was to determine consensus between two-year and four-year educators concerning recommended standards for transfer Associate Degree programs in Recreation/Leisure Services. This study was based on the concept and philosophy underlying the Society of Park and Recreation Educator's continual attempt to develop standards and evaluative criteria to serve as guidelines for accreditation of two-year schools and articulation of the Associate Degree graduate in Recreation/Leisure Services. / The study focused on the SPRE Two-year Four-year Issue Committee Report submitted to the National Council on Accreditation to be adopted as Official Guidelines for Associate Degree Programs. As of September 1984, the proposal was not officially adopted. / A study using the Delphi Technique was conducted on 42 of the proposed standards. Areas researched were faculty, professional education, students, philosophy and purpose, and the administration of Associate Degree Programs. An additional 6 items concerning articulation were included. The population was a panel of 30 educators from two-year and four-year institutions. These educators had been identified by members of the original SPRE Issue Committee. / Analysis of data at the end of two rounds of the study revealed consensus had been reached on 38 of the 42 proposed standards and evaluative criteria. Panelists rejected all items concerning articulation. On the basis of the information gathered, Recreation/Leisure Service educators should accept and utilize standards for items where consensus was reached. Written guidelines concerning articulation should be established. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0085. / Thesis (Ph.D.)--The Florida State University, 1984.

This study examined the accounting curricula of professional schools of accountancy and departments of accounting within colleges of business in an effort to determine the nature and extent of curriculum differences, if any. Differences in the various curricula were identified through an examination not only of course content, but also the related aspects of continuity, sequence, and integration provided by each curriculum. Accreditation status of the programs was analyzed to determine its association with curricular differences. / A content analysis was completed of accounting courses required by four professional school of accountancy programs and two traditional department of accounting programs. Matrices were then developed showing similarities and differences in subject matter for the several content areas of each program. Based on the content analysis, modal patterns or models were developed showing common course content for nonaccredited traditional or departmental programs, both nonaccredited and accredited professional schools of accountancy, all professional schools of accountancy, and all programs studied. The five models were then compared to determine similarities and differences. The continuity, sequence, and integration apparent in each curriculum was also analyzed. / Professional schools of accountancy offer curricula that are different from those of traditional programs, although the curricula are not consistent among these professional schools. Because the content and sequence of courses varies, the extent to which the curriculum of each professional school of accountancy facilitates continuity and integration also varies. Status as a professional school of accountancy does not appear to have a profound effect on curriculum, whereas program accreditation by the American Assembly of Collegiate Schools of Business is associated with differences in emphasis given to financial accounting and cost accounting. Nothing in this research indicates that professional schools of accountancy possess curricula that are not also attainable by traditional programs. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0104. / Thesis (Educat.D.)--The Florida State University, 1985.

This study sought to analyze the perceptions of Venezuelan graduate students concerning goals, objectives, and problems while studying at U.S. universities under the Gran Mariscal de Ayacucho program. It also examined whether these students were satisfied with their educational experiences at U.S. universities, and whether they perceived the U.S. education as relevant to their professional future in Venezuela and related to Fundayacucho purposes. The population consisted of 620 Fundayacucho graduate students enrolled at U.S. universities in 1985. The data were collected through a survey instrument entitled, "Venezuelan Graduate Students Goals/Objectives/Problems Inventory"--1985, developed in relation to Fundayacucho purposes. Items relevant to this study included a modified version of Okwudishu's 1983 Nigerian Students Goals/Objectives/Problems Inventory (NSGOPI) and Porter's 1977 Michigan International Student Problem inventory (MISPI). The instrument was divided into three parts: (1) Demographic data; (2) Goals/Objectives Inventory; and (3) Problem Inventory, which included four open-ended questions. / The main findings of the study were as follows: the respondents indicated their most important goals as: personal, to receive a rounded specialized education; national, to be prepared to serve the home country; and academic, to obtain a degree of Ph.D. or M.S. They accorded the greatest important for the professional objectives category. Major problems were related to the financial area, followed by academic, orientation, and English proficiency areas. A majority of the respondents perceived their U.S. education as very relevant to Venezuela's needs and problems. Despite their dissatisfaction with some factors, such as the competitive grading system, little social interaction with U.S. students, and irrelevant courses as requirements, they were generally satisfied with the U.S. higher educational system. The study revealed that the students' U.S. education related significantly to their work in Venezuela and to Fundayacucho's purposes. Students' goals, objectives, and problems were consistent with Fundayacucho goals to prepare human resources for national development and to promote the transference of technologies to Venezuela. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0096. / Thesis (Ph.D.)--The Florida State University, 1986.

This study consisted of a two-phase sequential investigation: a review of the development of legal rights for the American college student through an investigation of the evolution of the student-institution legal relationship, and the analysis and synthesis of both the volume and nature of litigation that addresses a contractual relationship between students and their institutions. The judicial decisions examined covered the period 1970-1985 and focused on controversies involving: tuition, fees, and scholarships; student discipline; academic programs; and academic standards. Judicial decisions in these categories were summarized to identify major points of law and analyzed to extrapolate operational guidelines for campus administrators. / Case law analysis substantiated the following key conclusions: (1) In modern higher education litigation, courts have interpreted contractual terms with considerable flexibility and have generally avoided the interpretation and enforcement of rigid commercial contract principles. Courts have allowed considerable latitude and discretion to institutions in interpreting their own regulations and procedures. (2) Contractual terms of the student-institution relationship are most often implied from the written representations of the institution. Courts have held that express, written statements become binding on the institution when a student has reasonably relied upon those representations. (3) Courts have also held that oral representations made by a campus official who has apparent or delegated authority concerning programs, policies or procedures can be contractually binding on the institution. (4) Courts have rejected a broad interpretation of a comprehensive education contract, but will recognize a specific breach of a contractual commitment for a specific institutional program or procedure. If a court determines that contractual rights were arbitrarily denied, or the student was treated radically different from other students, as when the institution fails to follow established procedures or apply them uniformly, the court may grant relief based upon the terms of an express or implied agreement. (5) Students, operating as consumers of educational services, will continue to challenge academic programs and services that do not coincide with expressed or implied commitments made by the institution or its designated representatives. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2915. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to examine the degree to which college student athletes at the Florida State University had achieved three developmental tasks--to develop autonomy, purpose, and mature interpersonal relationships--as assessed by the Student Developmental Task Inventory (SDTI-2). The college student athletes' scores were compared with national norms established in 1984 by Student Development Associates. Sex, race, class standing, and specific sports participation were studied to determine their relationship with the student athletes' development. / All male and female student athletes (340) attending Florida State University during the fall semester of 1985 served as the research sample. Of these 302 (88.8%) completed the study instrument. Among the participants, 66.2% were males and 37.8% were females; 73.8% were white and 26.2% were non-white. Respondents were distributed among four class standings: 31.4% freshman, 25.2% sophomores, 24.5% juniors, and 18.9% seniors. / Except for the freshmen, the student athletes were at a significantly lower level than the national sample in developing autonomy, purpose, and mature interpersonal relationships. For all three developmental tasks, female student athletes scored significantly higher than male student athletes, white student athletes scored significantly higher than non-white student athletes, and freshman student athletes outperformed sophomores, juniors, and seniors. In relation to specific sports, females participating in track and volleyball scored highest on the three developmental tasks, and the male football and baseball players scored the lowest. / The findings of this study seem to indicate that the student athletes at the Florida State University are in a state of "suspended maturation." The results of this study, combined with findings by Blann (1984) and Sowa and Gressard (1983), seem to indicate that participation in athletics tends to retard students' development of autonomy, purpose, and mature interpersonal relationships as the students proceed through their university experience. This finding should be of major concern to university administrators. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3678. / Thesis (Ph.D.)--The Florida State University, 1986.

The major problem of this study was to develop a broad gauge model to measure the financial viability of community colleges which would reliably predict the onset of undesirable financial conditions. / The objectives of the study were: (1) to analyze and evaluate existing model(s) in order to determine whether such model(s) or certain of their components can be adopted, modified, and/or perfected to measure the overall financial viability of community colleges; (2) to develop a more reliable and comprehensive eclectic model which can measure financial viability and predict financial difficulty; and (3) to demonstrate the applicability of the developed eclectic model by testing it on selected Florida community colleges. / This study was conducted in four major phases. Phase one involved the analysis and critique of the existing models. A critical review was made of five financial models found in the literature as having been used or cited by researchers and practitioners in the past decade to measure the financial health of postsecondary institutions. Phase two involved the development of the eclectic model. The eclectic model was developed based upon features and components of the five models critiqued. Phases three and four involved testing the developed eclectic model on selected Florida community colleges. / The major conclusions of the study were: (1) The model provides a broad gauge from which the relative financial viability of a community college can be determined. (2) The model is a useful vehicle which can reliably predict the onset of undesirable financial conditions. (3) The model can serve as a general but effective management tool. (4) The model is simple, yet comprehensive, easy to use, and easily adapted to a variety of community colleges. (5) The model provides a more comprehensive approach toward determining the financial viability of a community college than models critiqued in study. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2918. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to examine the academic history of students enrolled in a representative state university during the period 1979 to 1985 to determine (a) the relationship between student characteristics (i.e., demographic academic variables) and retention status, and (b) the effect student characteristics have on semester retention rate. / All information for this study came from (a) the Office of the Registrar's permanent file of students' records, and (b) the Office of the Louisiana Board of Regents. Subjects for this study were the 1,828 students (U.S. citizens) who entered as first-time freshmen in the fall 1979 semester at the University of Southwestern Louisiana and who had ACT scores recorded on their permanent academic records. / Student data by semester were obtained through the use of a computer read process. The statistical analysis used was Retention Analysis, an amended form of Survival Analysis, part of the Statistical Package for the Social Sciences (SPSS), by Hull and Nie, 1981. / Analysis of the data produced the following findings: (a) the most critical years of enrollment are the first two years; (b) white students had a higher retention rate and a higher graduation rate than did black students; (c) regular admission students had a higher retention rate and a higher graduation rate than did development education students; (d) retention and graduation rates of black and white students parallel each other when considered by admission status; (e) 220 (38.7%) of all students to graduate were classified as developmental education students at admission; (f) students required to enroll in developmental English and math had a lower retention rate and graduation rate than did any other subgroup of students. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0574. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this study was to determine what inconsistencies, if any, exist (1) between the values of student personnel administrators and the values of college freshmen, and (2) between the values of college students as perceived by student personnel administrators and the self-reported values of college freshmen as reported by the Cooperative Institutional Research Program (CIRP). / A random sample of 400 student personnel administrators was chosen to receive a survey instrument developed by the researcher. Responses were received by 310 (77.5%) individuals. The survey instrument was composed of three sections: Section I measured the personal values of the respondents; Section II measured the respondents' perceptions of students' values; and Section III requested demographic data. / The data collected was analyzed through three sets of comparisons. The first comparison was made between the administrators' personal values and the national normative data for freshmen reported by CIRP using a one-sample z-test. This comparison revealed that eleven of eighteen value statements differed significantly at the .05 confidence level. Extreme differences were found in items reflecting materialism (students more materialistic) and altruism (administrators more altruistic). / A second comparison was made between the administrators perceptions of student values and the national normative data for freshmen. Again, the one-sample z-test was employed. This comparison revealed that the administrators perceived the students to be more materialistic and less altruistic than the students reported. Nine of eighteen value statements were found to be significantly different at the .05 level of confidence. / A final comparison using the two-sample t-test matched the values of student personnel administrators with the perceived values of students. This comparison revealed that ten of the eighteen items differed significantly at the .05 confidence level. / Implications for values education on the college campus were drawn and recommendations for improving values programming were made. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0314. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this study was to determine what changes occurred in student procedural due process rights in four-year colleges and universities in the Southeastern United States since 1975. Changes in the composition and structure of campus judicial hearing boards were also examined. / Data for this study was collected through the mailing of a survey questionnaire to 328 four-year colleges and universities in the Southeastern United States. A total of 220 questionnaires were returned representing a 67% response rate. / Results indicated that since 1975, nine changes occurred in procedural due process rights afforded students, and six changes occurred in the composition and structure of campus judicial hearing boards. A smaller percentage of institutions in the 1986 study: (1) provided students the right to be interviewed by an appropriate institutional official; (2) permitted students the right to be accompanied at a hearing by a legal counsel; (3) permitted students the right to be accompanied at a hearing by an advisor (student, staff, faculty member, etc.); (4) allowed students the opportunity to ask questions of witnesses during the adjudication of student misconduct cases; (5) permitted students the right to appeal a decision made by an administrative officer; and (6) granted students an appeal automatically upon request. By contrast, a larger percentage of institutions in the 1986 study: (1) placed restrictions on students while action on conduct violations were pending; (2) conducted private hearings; and (3) provided students with written notification of the judicial board's final decision. / The following changes occurred in the composition and structure of campus judicial hearing boards: (1) a smaller percentage of institutions in the 1986 study utilized more than one type of campus judicial hearing board; (2) a smaller percentage of institutions in the 1986 study had an appeal board; (3) a larger percentage of institutions in the 1986 study implemented a common set of procedural due process guidelines in the adjudication of student misconduct cases; (4) the structure (type) of campus judicial hearing boards changed substantially; (5) the selection of students serving on campus judicial hearing boards changed; and (6) the committee structure of campus judicial hearing boards (considered to be either an ad hoc committee or a standing committee) changed. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0571. / Thesis (Ph.D.)--The Florida State University, 1987.