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The purpose of this historical study was to ascertain several academic and administrative issues associated with regular faculty who engage in off-campus, paid consulting activities. Using data collected from five, public, higher educational institutions in Virginia, the author examined the academic profiles, motives, and consequences of consulting on the faculty, as well as the institutional policies governing paid consulting.;Thirty-one faculty members and five administrators from the Virginia institutions participated in an instrumented semistructured interview designed to gather information relative to faculty involvement as paid consultants in a centralized training and development program during the decade of the 1970's. The data were analyzed according to the motivation and degree of involvement of faculty, the type of faculty who were involved, the professional consequences and importance of faculty participation, and the attitudes toward institutional policies which governed faculty consulting engagements.;It was found that (1) more established faculty of professional school affiliation were involved as paid consultants, (2) recognition, personal development, and community service were key motivators for consulting and remuneration and/or reward system recognition were important, (3) consulting faculty maintained and enhanced their academic responsibilities in research, on-campus service, and teaching, and (4) institutional consulting policies were preferred at the departmental level, where prior approval agreements and time limitations could be monitored by the faculty.;It was concluded that paid faculty consulting is a legitimate professional activity for academics, that benefits faculty members, students, and the institution. Also, rewards for consulting need to exist either in the form of personal remuneration or institutional reward system recognition, or both. Finally, the most effective administration of regulations governing paid consulting is that which can be linked with the professional responsibilities of the faculty to monitor their own behaviors and ethical obligations.;Further study is needed to evaluate the specific and measurable effects of consulting on research and teaching. In addition, administrative studies to develop models that will involve a broader range of faculty disciplines in consulting are needed.

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The purpose of this study was to examine the relationship between changes in the administrative organizational structure in community colleges and the workload of division chairmen. Changes in administrative organizational structures were characterized by structural complexity variables, primarily horizontal and vertical differentiation. Division chairman workload was analyzed, and division chairmen were described by demographic characteristics and employment patterns.;The division chairman has been identified in the literature to be a critical middle management position whose increasing workload is an issue. Reflecting a time of change in higher education in general, organizational changes have been taking place in community colleges in Virginia, particularly in the direction of consolidation, that were hypothesized to impact on this crucial position. The three year period from 1981-82 to 1984-85 was identified for study. The entire population of division chairmen in Virginia's Community College System was surveyed by a mail questionnaire in January 1985 to determine what changes in administrative organizational structures they perceived contributed to change in their workload.;Using non-parametric statistical tests to analyze the data, it was concluded that changes in community colleges in Virginia had occurred which decreased complexity in the college organizational structure but increased complexity at the divisional level. In examining the division chairman cohort in Virginia's community colleges over a ten year period, it was found that the division chairmen were stable in the position and tended toward increasing education and academic rank as well as prior experience in the two-year college.;There are implications from the study to suggest a further look at the nature of the division chairman position, particularly in Virginia, and preservice training for an applicant pool that is increasingly drawn from within the teaching faculty, with special attention to the female and minority representation. The level of involvement of division chairmen in the decision making process when changes in administrative organizational structure are made is an issue also raised by this study.;Finally, the question of whether the division chairman is primarily a faculty role, "first among peers," or is an administrative role continues to be an issue in collective bargaining. (Abstract shortened with permission of author.).

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The purpose of this study was to trace the development of the relationship between the William and Mary College identity and its environment during the period 1865 to 1919. The pivotal point in the work was 1888, at which time the College experienced a revolutionary change in mission from liberal arts education to teacher training. The particular focus was on the effect of the change in mission on the set of historical traditions that constituted a major proportion of the institutional image and endowed the College with a distinctive identity.;The early achievements of the College in educating Thomas Jefferson and other Virginia statesmen furnished the school with a set of distinctive traditions that were based on outstanding institutional performance and a high level of public recognition. Between 1776 and 1861, however, William and Mary experienced modest budgets and was in many respects similar to the hundreds of other small colleges in the nation. The burning of the College and the destruction of most of its endownment during the Civil War nearly destroyed the institution. Because of the inability of the school to recover from the Civil War as a liberal arts college, the Board adopted a revolutionary change in curriculum in 1888. The school was converted into a teacher-training institution in order to secure an appropriation from the Virginia legislature that would preserve the institution.;In the thesis of the study, it was proposed that the officers of the College placed great emphasis on the historical traditions of the the adoption of the teacher-training mission. at that time, the aristocratic leaders of the Commonwealth opposed the development and expansion of the public schools and normal schooling. But many of the most notable Virginia leaders expressed great admiration for heroic pre-Civil War traditions such as those possessed by William and Mary.;By establishing a public identity based largely on its ante bellum traditions, the leaders of the College attempted to endow the school with an image that would (1) attract generous public benevolence and (2) inspire the students to develop high-minded and productive lives.;It was found that the unique ethos established by the College tradition was partly successful in achieving the desired goals. Legislators, wealthy individuals, and foundation officials for the most part were not inspired by the institutional tradition. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI.

The purpose of this dissertation was to examine the collegiate way of living; how it began, how it developed and changed, and why institutions have adhered to it. Communal dining was emphasized in an attempt to determine why colleges have believed it to be important enough to require it of differing student populations, under widely varying circumstances, over a period of at least four hundred years.;The College of William and Mary in Virginia was selected as a case study for this project. One of America's earliest colleges, William and Mary was founded on the British (Oxbridge) model, and has required its students to live collegially throughout its history.;official rationale for an emphasis on collegial living is contrasted with the available evidence (or non-official rationale). An attempt was made to learn how or if the rationale changed with the evolution of society in general and higher education in particular.;It was concluded that while official rationale has evolved somewhat, it consistently has emphasized the development of the whole person. That official rationale is accompanied, however, by unofficial supporting evidence suggesting that collegial living was financially attractive and that viable alternatives often were limited.;Additional institutional case studies would be useful, as would studies which concentrate on different components of collegial living. Examination of commuter versus residential college experience also would be of value in considering this topic.

Most institutions of higher education are interested in enrollment projections because they are closely related to institutional goals and missions and, are, therefore, essential to financial and program planning at every level. This study was undertaken to determine if relevant factors could be identified and used in a statistical forecasting model to project enrollments in a multidimensional urban community college within the accuracy limitations imposed by a state such as Virginia (who requires State institutions of higher education) to project their enrollment within (+OR-) 1 percent.;Two general types of statistical forecasting models, causal and extrapolation models were explored for use in forecasting fall and summer headcount, and total FTE enrollments within the prescribed accuracy limits. The relevant factors for possible inclusion in the models were identified from previous studies and a student flow model for the institution. The relevant factors used in the final models were selected on the basis of simple correlation coefficients, the mean square error, and average error as variables were added and removed from the models.;The optimum fall and summer headcount forecasts were produced by a combination time-series and multiple regression model. The independent variables used in fall and summer headcount forecasts were a seasonal factor, a time-trend factor, and national economic indicators. In the optimum total FTE forecast, produced by a multiple regression model, the relevant factors were full-time enrollment shifted forward three years and national economic indicator shifted forward three years. The basis for acceptance or rejection of the models was made in context with the fiscal system of the Commonwealth of Virginia for the distribution of public funds to the state colleges and universities. The fiscal system was established primarily to provide a basis for financial planning. Forecasting models were produced for 1 year for fall headcount enrollment and for 2 years for summer headcount and total FTE enrollment within (+OR-) 1 percent.;On the basis of this study certain general conclusions were reached: the large variations between national enrollment projections resulted from different assumptions; enrollment projections have been too generalized for institutions with diverse goals and objectives; present data bases are inadequate to produce accurate enrollment projections; and most projections are not sufficiently reliable for planning purposes. More specific conclusions reached were: state data bases are inadequate for multidimensional institutions; removing quarterly seasonal variations permits the identification of relevant factors; traditional projection models such as the cohort survival and Markov are not applicable in multidimensional institutions such as community colleges; models such as time-series and multiple regression can be developed to accurately project enrollments for less than two years; the current limits of accuracy for Virginia multidimensional institutions are unrealistic; verification of the accuracy of prediction models is valuable for evaluating forecasting models; and models for multidimensional institutions must be revised periodically because relevant factors are constantly in flux.

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