The purpose of this study was to determine the use of the computer in higher education at state-supported senior colleges and universities in the United States. The following findings and conclusions are based on the information gained from the study. 1. The average number of years computers have been used by institutions of higher education is ten. The length of time increases with both the level of offering and the enrollment of the institution. 2. A greater emphasis is placed on administrative use of the computer than on other uses. 3. A majority of the institutions have one centralized computer center that provides services to all users. Also, the majority of the individual computer users are provided the services without explicit charges or are only charged for a part of the services. 4. Policies pertaining to the use of the computer are most frequently formulated by the director of the computer center and a computer usage committee. 5. The amount of money spent for each of the different categories for expenditures (administrative, academic, and research) increases with the level of offering of the institutions. 6. Sixty-eight per cent of the institutions now offer an academic program in computer science and …

The purposes were (1) to examine the relationship of four motivational characteristics, as measured by the Merritt College Motivation Inventory (MCMI), to final introductory psychology grades in the two methods of instruction, and (2) to determine the usefulness of the MCMI as a tool for guiding students into open circuit television and on-campus traditional introductory psychology courses. The following research questions were formulated: (1) Can a prediction model using four motivational scales (Intrinsic, Self-Enhancement, Per son-Orientation, and Goal-Deficiency as measured by the MCMI) be developed which will adequately predict achievement in open-circuit television and on-campus traditional introductory psychology courses? (2) Can a prediction model using three of less of the four MCMI scales be developed which will adequately predict achievement in open-circuit television and on-campus traditional introductory psychology courses? (3) Of the four MCMI scales, which one or combination will be applicable in counseling students into open circuit television and on-campus traditional introductory psychology courses? All four hypotheses were confirmed. However, the four motivational characteristics as measured by the MCMI may not adequately predict achievement for the on-campus or telecourse students, The prediction efficiency of the Full and Restricted Models for both groups left significant proportions (81.41 per cent or …

The main purpose of this study was to identify basic characteristics of managing higher education by objectives (HEBO). Six interrelated and interdependent research questions , which reflected other purposes of the study, were established. A sixty-two-statement questionnaire, from the review of MBO literature, was developed to use in the study. Statements were categorized into (1) philosophy of the educational enterprise, (2) identification of institutional goals, (3) specification of objectives, (4) definition of role responsibility, (5) the implementation process, (6) evaluation of organization, and HEBO limitations and requirements. Participants were requested to respond to each statement on a three point Likert scale consisting of "Agree," "Disagree," and "Modifications." Conelusions--(1) Experts and authors approved the characteristics of managing higher education by objectives (HEBO) as proposed in the study. (2) In order to be efficient and effective, an HEBO program should contain a mission statement, clear goals and objectives, well-defined role responsibilities, and also evaluation. (3) The HEBO implementation process requires more than a mere decision to institute such a program; it requires strong leadership, orientation programs , and MBO consultants. (4) Any HEBO model should have as its major purpose the securing of higher performance accountability. (5) In the policy- and decision-making …

The subject of this study was the development of a computer-based system for the modeling of costing assumptions in an academic department. Initially, costing assumptions were defined as those assumptions made in the selection of costing sources and apportioning procedures in cost studies. The major theme of this study was that the system should allow for multiple sets of costing assumptions to be modeled, and it should allow for a very low level of cost disaggregation. This modeling system allows costs to be attached to individual course enrollments, and it also allows multiple departmental cost studies to be performed simultaneously so that any two may be compared for sensitivity analysis.

The primary problem with which this investigation is concerned was the assessment of the perceptions of lower-level administrators as to leadership styles they see to be in effect in their respective colleges and universities in Texas. The purposes of this investigation were to 1) identify the administrative leadership styles in effect, 2) determine the prevailing leadership styles among presidents and lower-level officers, 3) test the assumption that lower-level officers select leadership styles similar to those styles perceived to be descriptive of chief officers and other administrators, 4) determine if the type of institution (public/ private) is a factor in the choice of leadership styles, 5) determine if institutional size is a factor in the choice of leadership styles, 6) ascertain if age is a factor in the choice of leadership styles, 7) determine if educational level is a factor in the choice of leadership styles, 8) determine if institutional level is a factor in the choice of leadership styles, 9) ascertain if tenure in an administrative position is a factor in the choice of leadership styles, 10) determine if administrative position is a factor in the choice of leadership styles. Analysis of the findings revealed the most popular styles of …

The problem with which this investigation was concerned was an evaluation of community college learning resources programs as reflected by client opinion and use of services and conformity to the published guidelines. The purposes of the study were to ascertain the extent to which learning resources programs of selected metropolitan community colleges conformed to the recommendations published in "Guidelines for Two-Year College Learning Resources Programs," and to compare the guidelines scores rendered with faculty and student opinion and use of learning resources services on the campuses. No significant differences were noted in comparisons of opinion and utilization of learning resources services among either students or faculty on the campuses with the highest guidelines scores and the same groups on the campuses with the lowest guidelines scores. Based on the findings, the following conclusions were formulated: 1) the instruments utilized were not sensitive enough to distinguish subtle differences, if any, between the learning resources programs on the various campuses, 2) the learning resources programs included in the study were similar in nature, and 3) more differences exist between groups based on demographic variables than exist between the learning resources programs.