The purpose of this study was to identify and compare the perceived professional development needs of men and women senior-level administrators employed at regionally accredited public and private institutions of higher education and branches in the United States granting at a minimum the baccalaureate degree. In 1979-1980, there were 7,664 senior-level administrators (6,808 men and 856 women) employed at institutions eligible for inclusion in this study. A survey instrument was designed by the investigator, pretested, and mailed to a nationwide sample of 626 (363 men and 263 women) senior-level administrators. Responses were received from 523 (282 men and 241 women) individuals or 83.5 percent of the sample. / Written communication skills, developing positive working relationships, personnel selection, staff motivation, and delegation of authority were selected by the men respondents as the most important administrative and personal skills and areas of knowledge in terms of their present positions. The women respondents selected written communication skills, developing positive working relationships, time management, conflict resolution, and delegation of authority as most important. / Both the men and women respondents identified budget development, administration, and control; financial management; utilization of computers in administration; long-range planning; and legal aspects of higher education as their top five perceived professional development needs. / Few significant differences were found between the perceived professional development needs of the men and women respondents. Personal variables such as sex, length of time in higher education administration, length of time in the present position, highest academic degree earned, and institutional variables such as type of control were not associated with significant differences in the perceived professional development needs of the respondents. The perceived professional development needs of the men and women respondents were found to be different when associated with institutional variables such as the type and size of the institution. / The professional development activities most preferred by the respondents to address their professional development needs were discussions with colleagues, workshops, sabbaticals, and reading. The professional development activities most often employed by the respondents were discussions with colleagues, reading, and conferences. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1027. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74443 |
| Contributors | OWENS, LINDA HARRIMAN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 198 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0014 seconds