The primary purpose of this study was to identify and analyze the perceptions of college and university auditors concerning the importance of selected factors associated with operational auditing. The secondary purpose was to determine whether the perceptions of certified auditors differ significantly from those of noncertified auditors. Selected factors associated with operational auditing for colleges and universities were categorized in three attribute groups—organizational, personal, and environmental. The identification of organizational and personal attributes was based mainly on concepts set forth in the Standard for the Professional Practice of Internal Auditing published by the Institute of Internal Auditors (1978). Identification of environmental attributes was based on a review of the relevant literature, as well as on discussions with selected college and university auditors. Each attribute, whether categorized as organizational, personal, or environmental, was used as a basis for the identification of detailed factors associated with operational auditing. The findings of this study reveal that factors dealing with organizational attributes were perceived as considerably more favorable than were factors dealing with personal or environmental attributes. With regard to the secondary purpose of this research, a total of 14 hypotheses were developed and subjected to t-tests to determine whether the perceptions of certified …

The R. Jan LeCroy Center for Educational Telecommunications of the Dallas County Community College District is a leading producer of telecourses for credit at the college level. In addition, the center is becoming involved with other kinds of electronic communication for educational purposes, including the Community College Satellite Network (CCSN), the State of Texas Academic Resources Link (STARLINK), and Instructional Television Fixed Service (ITFS). This study chronicles the DCCCD's progress in electronic distance learning from the time of its first telecourse in 1972 to the present time. This study also describes the center's purposes, the reasons for its growth, the problems that have been encountered, the people who provided its leadership, and the telecourses that have been offered and produced by the DCCCD.

The debates among historians regarding the "crisis in history" have been directed to various problems. The fragmentation of historical scholarship and writing embodied in the "new history," the alleged overspecialization of historical scholarship, and recent challenges to the objectivity of historical fact and interpretation receive attention. Successive chapters attend to a general background study and description of postmodernism, the association between postmodernistic trends and historical scholarship as seen in poststructuralism and deconstruction, and the implications of postmodernistic criticism for post-secondary history instruction. Deconstruction, or the hermeneutical challenge of poetics, is a criticism of historical epistemological presuppositions and practices. Deconstruction yields insights that are useful to judge historical knowing. However, deconstruction does not present a compelling alternative to accepted standards of historical scholarship and practice