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The purpose of this study was to describe the psychological types of student leaders and non-leaders at a private liberal arts college. The aim of this study was to determine whether there were statistically significant differences in the frequency of types for leaders and non-leaders, for leaders and subgroup leaders, and for male leaders and female leaders. The theoretical rationale for this investigation is based upon the psychological type theories of Carl Jung (1933, 1971) and Isabel Briggs Myers (1962, 1980).;The Myers-Briggs Type Indicator (MBTI) was given to freshmen at Franklin and Marshall College during freshmen orientation from 1976 through 1982. These subjects were identified as leaders or non-leaders on the basis of leadership involvement in one or more of six leader subgroups. These leader subgroups included intercollegiate varsity athletes, communications leaders, fraternity and sorority leaders, academic and senior honor students, Resident Assistants, and student government leaders.;Three hypotheses were formulated to address the purpose and aim of this study. Hypothesis #1 investigated the difference in the frequency of types for the leader and non-leader populations. Hypothesis #2 investigated the differences between the leader subgroups and the rest of the leader population. Hypothesis #3 investigated the differences in the frequency of types for the male leader population and the female leader population. Expected frequencies and chi-square analysis were used to determine statistical differences and statistical differences and statistical significances for the data.;The results of the study suggest that there are statistically significant differences in the frequency of types for the leader and non-leader populations, for the leader population and the leader subgroup populations, and for the male leader population and the female leader population.

In the United States, despite the large number and a seeming variety in types of colleges and universities, most people hold an image of the typical college, and most innovative institutions are variations on that theme. A truly different institution, however, challenges our assumptions about numerous aspects of higher education.;A tribal college without a tribe, a "university" offering only two-year degrees, an institution that values a Celestial Wheel as much as a biology laboratory: D-Q University is unique. This study attempts to answer basic descriptive questions about this institution, through analysis of documents, observation of the facilities and classes, and interviews with administrators, faculty, and students. The study also attempts to analyze how an institution so different from the norm must operate in order to survive.

The purpose of this study was to determine if a statutory higher education consortium possesses the attributes generally associated with effective voluntary higher education consortia. Also, the research attempted to discover if there are other attributes which would contribute to the effectiveness of statutory higher education consortia.;A review of the literature on voluntary consortia revealed that voluntary higher education consortia regarded as effective generally (1) have clear, concise goals; (2) have an open, two-way communication system; (3) are supported by the presidents of the member institutions; (4) engage in incremental planning; (5) have an effective administrator/director; and (6) are perceived as useful by the members.;Using case study methodology, one Virginia Consortium for Continuing Higher Education was examined to determine if the effectiveness attributes of voluntary consortia were present in this statutory higher education consortium and to determine if other attributes might also be essential for statutory consortium effectiveness. Interviews were held with the key people associated with the consortium under study. Consortium documents located at each interview site were examined. The data were evaluated through triangulation techniques.;This statutory consortium did have a clear, concise mission and did have an open, two-way communication system. Presidential support was found to be limited and the consortium's usefulness to its members are restricted to secondary factors. The consortium leadership was viewed as effective although within a more narrow conception of leadership than that generally found in an effective voluntary consortium. Finally, evidence indicated that the consortium had no incremental planning process.;This research suggests that, to encourage the effectiveness of a statutory higher education consortium, the establishing agency should insure that several criteria are satisfied: (1) institutions must want to cooperate, (2) the reasons for cooperation must be clear, (3) incentives for cooperation must be provided, (4) all members must share equitably in the cooperative endeavor, (5) communication must be open and two-way, (6) the member institution presidents must support the consortium, (7) a planning process must be put in place, (8) the consortium administrator must be an effective leader, and (9) the external population the consortium plans to serve must be encouraged to use the consortium's services.

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No description available.

This historical case study of Eastern Mennonite University faculty between 1965 and 2000 explored the shifts in social bonds, examined through the concept of ritual (Collins, 2004), concurrent with cultural, social, environmental, and professional forces that impacted the institution. Employing the concepts of cohesion (as the specific other) and solidarity (as the general other) (Mead, 1934) provided a distinction between individual relational networks and the shared ideological commitments that bound faculty together.;Results of the study demonstrated the significance of intrinsic motivators on faculty hiring, persistence, and perceptions of institutional purpose and employment desirability. Physical space (as the place of assembly) and metaphysical space (as the sense of relational or conceptual connection) emerged as significant frames to understand social bond change. Physical faculty dispersal due to campus sprawl contributed to a reduced sense of relational closeness, making opportunities for cross-disciplinary social and task interaction increasingly important.;The terms of social bonds changed concurrent with the shift from strong to weak ties (Granovetter, 1973; Lindenberg, 1998). The strongly-tied religious, educational, and ethnic Mennonite community of the 1960s contained many mutually-reinforcing rituals. The shift toward weak ties was brought on by the professionalization and diversification of faculty, the reinterpretation of Mennonite values and beliefs, and other internal and external forces. The effect was a de-emphasis on ethnic Mennonite rituals as the source of cohesion, and an increased emphasis on educational task rituals. However, social connections established despite difference provided significant new bases for solidarity and cohesion in a professionalized religious community.

The purpose of this study was to portray full-time community college faculty with doctorates and to identify differences and/or similarities between two-and four-year full-time faculty with doctoral degrees. The author also hoped to explore why community college faculty with doctorates decided either to enter or remain in the community college sector of higher education.;This study used a mixed design to answer the research questions. The National Study of Postsecondary Faculty (NSOPF-93) database was used to answer the first two questions. Chi-square analysis identified statistical differences between the two- and four-year faculty. Interviews with 21 faculty in three community colleges in the mid-Atlantic region of the United States were used to answer the third question.;Findings indicate that the two- and four-year full-time faculty with doctorates are similar. The pattern of differences between the two groups revolves around the community college faculty commitment to and engagement in teaching and the four-year faculty commitment to and engagement in research.;Thematic analyses revealed personal and professional motivators for selecting and staying in the community college. Personal motivators included feelings of self-satisfaction and intrinsic reward in addition to "fit" with personal and family needs. Professional motivators included enjoyment of teaching along with the existing challenges of teaching in the community college.

Colleges and universities have historically found that their projected image, character, prestige, and reputation is highly significant to success, even though these illusive indicators of quality may be little more than emotional responses to what people believe, rather than reality. These over-simplifications are based on filtered messages and perceptions, and when they occur, a Gestalt view results that relates to the institution as a whole. One avenue often utilized by institutions of higher education to achieve this institutional image or character is through the president or major spokesman.;One important historic case of the spokesman's role in higher education is that of Philip B. Lindsley, educator and Presbyterian clergyman, who served as president of the University of Nashville from 1825 to 1850. He is, in effect, the nineteenth century precursor of the twentieth century university president. While involved in all aspects of his small and struggling institution, he devoted much of his time and energy addressing the external affairs of the university. He solicited monetary support both from individual citizens of Nashville and from the State of Tennessee for his private nonsectarian institution. He was keenly aware of the power of the press in influencing public policy just as he understood that higher education is not an isolated entity, but instead, one that must fit within the overall needs of society--economically, socially, educationally (at all levels of lower public education), and morally.;The Lindsley of nineteenth century Nashville stood in dramatic relief to most college presidents of the time. But his legacy was not to be in his own university, which closed shortly after his resignation in 1850. Instead, the significance of Philip Lindsley would be in the themes he addressed, through public speeches and published papers, regarding the direction of higher education in Tennessee and beyond.;In this frontier environment, where the impossible was thought only slightly less attainable than the difficult, Philip Lindsley confused the visionary with the real and turned his dreams into illusions. Herein lies his importance as a "type" and "role" for the American college president.;His professional inscription stands separate from the University of Nashville. He became a symbol of educational leadership through the celebration of his philosophies and creeds. After a while and with his repeated oratory, Philip Lindsley's reputation gained increased acceptance merely because of his recognition. Image and institution ceased to be one.

The purpose of this study was to analyze the existing literature to determine how the line-staff structure may influence academic managers and their institutions. The study focused on identifying behavior-linked line-staff distinguishing variables on which academic line and staff managers may differ. Emphasis was placed on using information in the literature to generate new research propositions.;Forty-four documents which compared line and staff managers on one or more position, personal, and psychological variables were reviewed using a structured content analysis procedure. Twenty-one behavior-linked line-staff distinguishing variables were identified. The strength of each variable as a candidate for future research in higher education was measured by weighting each variable for breadth and frequency of documentation, consistency in reported findings, and continuity of interest. Dominant difference, impact, and behavior patterns for each variable were determined by calculating the percentage of agreement among documents on (1) how managers were reported to differ on a candidate variable; (2) how managers were reported to be impacted, i.e., advantaged or disadvantaged, by difference on a variable; and (3) what organizationally relevant behaviors were reported to be associated with difference on a variable.;It was concluded that the literature indicates that the line-staff structure shapes twenty-one variables differently for line and staff managers and that differences on these variables can lead to behaviors which disrupt organizational functioning. Further, the line-staff structure appears to influence academic managers in much the same way as it does their counterparts in other organizations. It was also concluded that some of the variables are stronger candidates for study in higher education than others, and that levels of agreement among documents on differences, impacts, and behaviors were sufficiently high to support using these data to formulate new research propositions about the line-staff structure and its influence on academic managers.;Specific conclusions for each candidate variable were expressed as new research hypotheses about expected differences, impacts, and behaviors. Overall, these hypotheses indicated that academic line managers may be favored by the line-staff structure while staff managers may be disadvantaged.