The purpose of this research was the development of an explicit methodology for determining whether or not an individual Virginia community college accounting program is congruent with community needs, as reflected by the perceptions of program graduates and local employers. Thomas Nelson Community College and its service area were chosen as the site for testing the instruments and the evaluation processes developed.;Based upon the data collected in the test area, it was concluded that: (1) The Model, as revised based upon a metaevaluation, might serve as a process for the collection and evaluation of appropriate data. However, the limitations associated with the use of mailed questionnaires tend to vitiate its usefulness; (2) A Curriculum Competency Selection Paradigm, developed for this study, may prove useful in selecting competencies for inclusion in a vocationally-oriented curriculum; (3) The accounting-related competency data collected in this survey, along with the data collected in similar previous studies, may provide a useful set of criteria for determining accounting curriculum content; (4) Accounting program participants possess marketable skills, obtained through training in the community college program, as evidenced by their employment in a wide variety of positions and organizations. General accounting tasks are the function most frequently performed; (5) The accounting program content need not be differentiated for either type or size of organization; (6) A cooperative (internship) program should be considered as an integral part of the accounting program; (7) A relatively large number of accounting program graduates pursue continuing education; and (8) The Virginia Peninsula Vocational Education Council should be used to the fullest extent as a medium for the exchange of vocationally oriented information.;Further study of the following topics as related to the community college accounting curriculum may be appropriate: (1) investigation to determine any changes in accounting program requirements; (2) the effect of the microprocessor on the requirements associated with accounting positions: (3) the extent bookkeeping machines (other than EDP equipment) are used by graduates; (4) the most effective proportion of the accounting curriculum to be devoted to electives; (5) the reasons for the relatively high proportion of graduates participating in continuing education; and (6) an assessment of the VCCS program evaluation objectives.

The purpose of this study was two-fold: to design, implement, and evaluate a program for training faculty advisors, and to analyze in conjunction with the training program whether certain variables were having any impact upon the subject institution's advising system.;An Advisor Training Program was developed and given to a randomly selected group of faculty advisors. The effects of the program were measured by objective post-tests given to both experimental and control group of advisors. The participants also completed a free-response questionnaire on the program. The effects of the program along with those of the other independent variables of advisee's curriculum group, status (full- or part-time), attendance (day or night), length of advising sessions, and advisor load were measured by administering the Advising Satisfaction Questionnaire to advisees. The effects that the variables of curriculum group and attendance were having upon advisees' visiting patterns to assigned advisors were also examined.;The research led to the following findings: the Advisor Training Program increased the knowledge of the trainees, and was rated successful by them; however, advisees of these trained advisors were subsequently no more satisfied with their advisement than were students advised by the untrained advisors; the longer the advising sessions were, the more satisfied the students; advisee satisfaction was affected by the varying patterns of teacher-student contact characteristic of different curricula; full-time and part-timea students were equally satisfied with their advisement; combined, the variables examined accounted for only 16% of the variance in the scores measuring student satisfaction; the variables of both time of attendance and curriculum affected the patterns in which advisees visited their assigned advisors; students advised by a counselor or administrator were less satisfied than were those advised by the faculty.;It was concluded that the Advisor Training Program should be repeated as necessary and be evaluated by not only surveying student satisfaction but also by using other dependent measures such as grade-point averages and retention rates, that there appears to be a problem in certain curricula with both the quality of advising and the availability of advisors, and that there is also a problem with having students advised by counselors or administrators rather than by their assigned faculty advisors.

The purpose of this study was to determine whether a change in the student-faculty ratio used in Virginia's budgetary formula for its public institutions had any impact on (1) the level of instructional costs per student unit as well as any predictors that explained its variance, (2) the level of institutional complexity, and (3) the level of financial stability. It was designed to determine if two educational sectors differed in their responses to revenue distress conditions.;HEGIS financial and salary data were compiled for all public institutions in the Commonwealth of Virginia. They were analyzed together as well as by two sectors: (1) senior-level institutions and (2) community colleges. Pooled time-series cross-sectional multiple regression analysis was used to examine dependent variables' changes after the budgetary adjustments. Stepwise multiple regression was chosen to identify significant predictors of per unit costs. Institutional financial stability levels by year were assessed from a composite score based upon a series of financial and nonfinancial indicators.;No significant difference in per unit costs was found after the budgetary adjustment. The significant predictors of this dependent variable for all institutions were: (1) the instructional expenditure proportion, (2) the staffing ratio, (3) the level of institutional complexity, (4) the amount of educational and general revenues, (5) the number of programs, (6) the interaction of time and sector, and (7) the interaction of time and complexity. In addition, four predictors interacted with time in the senior-level institutions sector. These institutions did not immediately reduce their complexity levels but most were able to preserve their stability despite the type of response to revenue distress.;It was concluded that institutions could not immediately reduce their per unit costs after a budget formula adjustment. Fixed costs and institutional inertia delayed effective responses. Much of the decrease in per unit costs was achieved through salary distress rather than a reallocation of resources among programs which could lead to impaired educational quality.;Further study is needed to evaluate the long-range effect on institutional financial stability and on the achievement of valued objectives from institutions' responses to revenue distress before developing other policy changes.

This study analyzed the impact the Upward Bound program at Virginia Union University had on students' freshman year performance. The population selected for the study were those students who participated in Virginia Union University's Upward Bound program during the academic years 1984-85 through 1993-94 and entered Virginia Union University after completing the program.;The Upward Bound participants were compared to a comparable control group of non-Upward Bound students. The two groups were measured on the following variables: need for remedial math, need for remedial English, placement on academic probation, drop-out rate, average freshman GPA, average (for credit) math grade, and average (for credit) English grade.;The findings were mixed. Upward Bound had a statistically significant positive effect on students' English (for credit) performance. Conversely, a statistically significant negative effect was found regarding Upward Bound's effect on participants need for remedial math and freshman (for credit) math performance. The findings on the variables remedial English, academic probation, drop-out rates, and freshman GPA were not statistically significant.

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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.