The purposes of this study were (1) to describe through the technique of content analysis the board of trustees meeting in Texas public junior colleges, (2) to determine relationships which might exist between aspects of the board of trustees meeting and various characteristics of public junior colleges, and (3) to measure differences which might exist between board proceedings of junior colleges.

This study has been undertaken to investigate the impact of group discussion upon sociometric status, selfactualization, and number of stated problems with respect to student nurses. The purposes of this study were (1) to determine whether group discussion will enhance sociometric status of student nurses, (2) to determine whether group discussion will positively affect self-actualization of student nurses, (3) to determine whether group discussion will lessen the number of stated problems of student nurses, and (4) to examine the group process and interaction of the group discussion sessions.

The problem with which this investigation is concerned is that of determining the existing and ideal perceived roles of college financial aid directors in Texas, the preparation of financial aid directors, the scope of their work, status, degree of job satisfaction, and attitudes toward selected financial aid concepts. A self-report questionnaire, which had been validated by a selected panel of financial aid directors, and for which reliability had been established by the test re-test method, provided the necessary data for the research report. Replies were received from more than seventy-five per cent of the financial aid directors in the colleges of Texas. Chapter I, Introduction, includes the subject of the study, purposes, research questions, background and significance, definition of terms, basic assumptions, instruments, and procedures for analysis of data. Chapter II is the review of related research. Chapter III gives procedures for collection and treatment of data. Chapter IV contains the report of the responses to the questionnaire, and Chapter V contains a summary of the findings, the conclusions reached, recommendations, and implications for further study.

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 problem with which this study was concerned was that of determining some of the ways and to what extent Texas upper-level universities in their academic units and the individual university as a whole have uniquely met the needs of public higher education in Texas. It was concluded that upper-level universities are fulfilling their roles in innovative/experimental programs. However, as a group upper-level universities are not advancing any more rapidly toward meeting their initial goals and purposes than the four-year universities.

The purposes of this investigation were to examine the students' perceptions concerning the student services available at North Texas State University (NTSU HAS) and the need for student services (NTSU NEEDS). Other purposes were to determine which group of students had the greatest perceived need for services and to provide data that would aid various departments in the Student Service Division in program planning. Recommendations are included which suggest that more effort be made in publicizing those services available to students. Each department should establish procedures for assessing student needs as an indicator of changes in student perceptions. The Vice President for Student Affairs should support and encourage the gathering of data in each department. Research should be conducted to determine the differences between married and unmarried commuter students, married and unmarried in-town students, and commuter and non-commuter married students. The survey instrument should be individualized for each department. Data on student perceptions and characteristics should be utilized as input in formulating the mission and goal statements of the departments.

The problem of this study was to determine the nature of the perceptions of leadership behavior held by deans and directors of student development/student personnel services in Texas community/junior colleges. The directors were further identified as directors of counseling and guidance, student activities, admissions and records, financial aid, job placement, and health services. Deans and directors from all Texas community/junior colleges constituted the population for this group and were selected from college catalogs and a professional directory. Ranking and correlation techniques were used in the statistical analysis of data. Results indicated that leadership behaviors exist which are common to the field of student development/student personnel services, and that jurors generally agreed with deans and directors on those leadership behaviors which they perceived to be the most and least important to leadership. In addition, deans and directors agreed on those behaviors which they perceived to be the most and least important to leadership in their position and area of responsibility. Data revealed that deans and directors placed a high priority on collaborative-interactive type behaviors and a low priority on administrative-related behaviors.

The problem of this study was a comparison of female administrators' self-perceived leadership styles to those of their superordinates' perceptions in five major junior/community college districts in Texas. The population included 59 female administrators submitting biographical information with 53 of the 59 submitting information on their leadership styles. The leadership data were paired with 53 superordinates for comparison of the perceptions of each group. In conclusion both groups agreed on the leadership style exhibited most often by female administrators as being high relationship-low task. Even though the female administrators exhibited this dominant style, the majority of the women and their superiors agreed they could span the other styles in an effective manner.

The purpose of this study was to describe graduate courses and programs of professional education at selected institutions which emphasized the preparation of educators to work with Blacks, Indians, and Spanish American (EISA). Information from a survey of college and university graduate catalogs and the review of literature was used to select three institutions for an in-depth study. The institutions selected for study were East Texas State University (ETSU) at Commerce, the University of Texas at Austin (UT/Austin), and the University of Texas at San Antonio (UTSA). Although only three institutions were selected for in-depth study, there seems to be evidence to support the following conclusions: (1) there seem to be more courses and programs with emphases on preparing educators to work with BISAs when outside funding is available, (2) continuation of courses and programs to prepare educators to work with BISAs seems to be directly influenced by the interest and involvement of individual instructors, (3) the instructors who were the most interested in preparing educators to work with multicultural groups seem to have larger classes, (4) the ethnic background of the instructor also seems to influence the effectiveness of a course, (5) a nonthreatening learning atmosphere seems to influence …

The purpose of this study was to determine whether College of Education graduates who sought and secured employment as teachers differed on the academic variables of grade point average, student teaching evaluation, and professional recommendations from those who were not successful at securing such employment. A comprehensive review of related literature was conducted, focusing on three aspects of the employment situation: (1) teacher supply and demand, (2) the selection process, and (3) the role played by academic criteria in the selection process. A study was conducted in which students who were successful in finding teaching positions were compared with those who were not successful, on the academic variables of grade point average, student teaching evaluation, and professional recommendations. Demographic data were also collected and analyzed. The subjects were sixty-three randomly selected students from the May 19 80 graduating class of the College of Education, North Texas State University, Denton, Texas. For purposes of statistical analysis, the students were divided into the following three groups: Group A (those who successfully sought employment as teachers), Group B (those who sought such employment but were not successful), and Group C (those who did not seek employment as teachers).

The problem with which this investigation is concerned is the design of a model for student follow-up procedures. This model is based on an analysis of the opinions of community junior college experts on the language and characteristics of a student follow-up system. This study has a twofold purpose. The first is to determine a consensus from the responses of experts on public community junior colleges regarding the important definitions, terminology, and characteristics of a student follow-up system. The second is to develop a model that can be implemented for student follow-up investigations.

The problem with which this study is concerned is to analyze the impact of the local cooperative teacher education centers on teacher education programs at institutions of higher education in Texas. A survey instrument was designed around seven research questions; after the instrument was evaluated by a panel of experts, it was sent to 142 individuals who are involved with the Texas teacher centers, 111 of whom responded.

Doctoral students and graduates of the program in Higher Education, Division of Higher Education, North Texas State University, enrolled during the summer semester of 1980 were selected as the sample for the study. The purpose of the study was to determine the effectiveness of the doctoral program by (1) determining doctoral students' and graduates' experiences and reactions to the program, (2) measuring the extent that perceptions about the program by students differ from or are similar to those of graduates, (3) comparing these findings to an earlier study by Brice (19 74), (4) presenting conclusions and recommendations based on the findings of the study which could aid in the administration of the doctoral program, and (5) providing information for planning new program policies or supporting those already in existence.

The problem with which this study is concerned is to compare the backgrounds, performance functions, and perceptions of men and women presidents of postsecondary educational institutions in the United States. Based on the comparisons stated in the problem, a three-part survey instrument was devised and sent to the 181 women presidents of postsecondary educational institutions and to a comparable number of men presidents of institutions having the same locus of control (Roman Catholic, independent, public, Presbyterian, and profit) and similar enrollments; 131 matched pairs of presidents responded, which represents a 72 per cent response rate. Because there were five groups and twelve subgroups of the population to statistically treat in relation to 130 variables, the data findings are numerous. Based on data analyses, the following conclusions appear to be warranted.

An exploratory study was undertaken to develop an organizational profile of forty nursing schools in the midwest and southern regions and to provide useful data for planning decisions. Data were obtained through mailed questionnaires and telephone interviews. The dependent variable is success rate on the licensure examination; the independent variables are ten organizational characteristics of nursing schools. The data were examined by descriptive statistics, Pearson correlations, and multiple regression analysis, using a .05 level of significance.

The problem with which this study is concerned is determining the degree of faculty participation in the decision-making process within six small private black colleges in Texas. The decision areas investigated are faculty personnel (which includes appointments, promotions, tenure, and merit pay increases), curriculum, and administration. Respondents to this study include 189 administrators and faculty members from six small private black colleges in Texas. A continuum designed by a task force of the American Association of Higher Education (1967), which is composed of administrative dominance, administrative primacy, shared authority, faculty primacy, and faculty dominance, was used in the survey. Data from responses are presented by number, percentage, and mean.

The problem of this study was to determine the academic, personal, social, and financial level of satisfaction of the international students at North Texas State University. The subjects were 351 international students representing fifty-four different countries. These students were enrolled full time during the fall semester of 1981. The instrument used to gather the data was a questionnaire. The questionnaire was validated by a panel of experts and pretested on a small sample of international students.

The problem with which this study is concerned is that of the influence of local- and state-level external forces on the actions of the Texas legislature with respect to financing public higher education at senior institutions in Texas during the period from 1965 through 1983 as perceived by high ranking academic administrators. The specially designed survey instrument elicited respondents' perceptions of the degree of influence of specified local— and state-level external forces on institutional funding and the amount and usefulness of contacts made by respondents with such forces in an effort to exert influence for the purpose of increasing state funding for their institutions.

The problem with which this study is concerned is to determine whether or not differences exist in the achievement of student development tasks by college student athletes and non-athletes. The investigation also tested for differences in the achievement of developmental tasks between athletes and non-athletes based on the variables of race (black or white), classification, and interpersonal behavior orientation. The sample was composed of 276 male students (201 non-athletes and 75 athletes) who attend a large private university in Texas. Each participant completed both a student developmental task inventory questionnaire, which measures individual achievement of the tasks of developing autonomy, purpose, and mature interpersonal relationships, and an interpersonal relationship orientation-behavior instrument, which measures an individual's orientation to others on the scales of inclusion, control, and affection.

This study examined changes in funding and expenditures for the forty-seven public community college districts in Texas from 1974 through 1983. Expenditures data were subdivided into three parts: state reimbursable operating costs, nonreimbursable operating costs, and the cost of bonded indebtedness. Data on income for operations were aggregated in four parts: state appropriations, tuition and fees, local property taxes, and miscellaneous funds. For the purpose of determining differences in expenditure and income trends by institutional size, each of the forty-seven public community college districts was categorized as small, medium, or large in size. The findings indicate that for the period of the study some changes occurred in both expenditures and funding. In the area of expenditures, nonreimbursable operating costs increased as a proportion of total expenditures while the proportionate cost of bonded indebtedness declined. Small colleges experienced the largest increase in nonreimbursable costs, diminishing the dollars available for instructional costs.

The problem with which the four-phase descriptive study was concerned is the extent of application of strategic planning by senior colleges and universities in Texas. The purpose was to analyze and describe the status of the planning based on the perceptions of the respondents and a specific set of characteristics validated by twenty experts.

This study concerns the characteristics of fund development directors employed in selected homes for the aged. The first purpose of this study is to develop a profile of job functions, through task analysis, among development directors in charitable homes for the aged. The second purpose of this study is to develop a profile of personal characteristics of development directors of charitable homes for the aged based on the following characteristics: age, sex, educational background, experience outside development, membership in community organizations and amount of specific training in fund development. One instrument was used to gather data for the study. It was distributed to a population of 29 development directors in charitable homes for the aged in Arkansas, Louisiana, Oklahoma, New Mexico, and Texas. This population was predetermined by an initial survey form sent to 193 chief executive officers in the five states mentioned above. Twenty-nine reported formalized programs employing a full-time person with at least a part-time involvement in fund development activities. Of the twenty-nine development directors surveyed, fifteen usable instruments were received (52 percent). A program was used for the survey that included crosstabulation of social characteristics, success in fund raising, length of time in position and educational preparation. …

The purpose of the study was to determine the direct influences of selected environmental, academic, and background factors as well as academic outcomes and expression of intent to leave on persistence or non-persistence of nontraditional students at a comprehensive community college in the Dallas County Community College District. The study applied a conceptual model of nontraditional undergraduate student attrition. Data for this study were collected during the Fall, 1987 semester from 312 first-year nontraditional students using the two-year institution questionnaires from the National Center for Higher Education Management Systems. In addition, follow-up surveys were administered to the 97 students who did not re—enroll for the Spring, 1988 semester. The data were analyzed using discriminant function, chi square, and product-moment correlation. For these nontraditional students, educational goal commitment, cumulative grade point average (GPA) and expression of intent to leave at the end of the semester had significant direct influence on persistence or non-persistence decisions. In contrast, environmental factors such as finances, employment status, and family responsibilities, and background factors such as high school academic performance, enrollment status and parents' education level did not directly influence dropout decisions. Nontraditional students reported receiving moderate to high levels of encouragement to remain in college …

Academic freedom has gone through three distinct eras yet each era overlaps a great deal with the one following it. The first era was the bureaucratic. It was exemplified by the negotiations between administrators and professors in the 1920s. The American Association of University Professors and the American Association of Colleges began cooperating and a hierarchical structure emerged, with the tenured professor at the top of the faculty. The second era was the political era and it was mainly a result of loyalty oaths, which began after the first World War and then escalated again during the 1930s when communism became a major concern. The political era then gave way to the legal era when the first academic freedom cases went to the United States Supreme Court in the 1950s. The first cases were the result of political pressures that became legal pressures. Most of the early court cases were based on communism. The legal era has produced changes. There are now more rights; for students and teachers of all levels, including pre-college levels, are guaranteed some academic freedom rights. However, the First Amendment and academic freedom are not synonymous because a professor usually cannot win a case based solely …