The primary purpose of this study was to determine whether disciplinary counseling is perceived philosophically by chief disciplinary agents as having a role in student development. / The chief disciplinary agents in public four-year universities in Louisiana provided the population and sample. One hundred percent of the designated respondents participated. / The Q-sort process was used to collect the data. Thirty-five Q-sort statements were developed, and were designed to reflect either positive or negative philosophies or neutrality concerning student development. / Based on their philosophical evaluation of each statement, respondents prioritized the statements into five clusters. Each cluster was related to a standard deviation on the normal curve. The number of statements placed in a cluster was determined by the distribution pattern of the normal curve. / A numerical value was assigned to each cluster and the statements therein. That value corresponded to the standard deviation associated with the location of that cluster on the normal curve. The mean cluster value of each statement was determined by use of the formula Mean = (SIGMA)x/n. The mean cluster value of each statement was used to rank order the statements. The final ranking was portrayed in tables. / An analysis of the data indicated the following results: (1)Chief disciplinary agents do perceive disciplinary counseling as having a role in student development. (2)Chief student affairs officers and discipline committee chairpersons do agree on the philosophy that disciplinary counseling plays a role in student development. (3)The chief disciplinary agents preferred student development concepts as opposed to legalistic concerns of student discipline. (4)When organized into respondent groups representing their respective system of governance of higher education, the chief disciplinary agents revealed measurable differences of opinion concerning the role of disciplinary counseling in student development. / The study indicated that in spite of emphasis on legalistic concerns, chief disciplinary agents still regard student development and disciplinary counseling as the key concepts in student discipline. / Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1021. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74416 |
| Contributors | BOSARGE, FREDERICK CHARLES., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 128 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0017 seconds