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A Qualitative Study of the Use and Value of Financial Performance Indicators in Selected Community Colleges in the State of Texas as Perceived by their Chief Executive Officers
Throughout the United States, colleges and universities are faced with an increasing need for financial funding, while at the same time resources continue to diminish. With the limitations of available funds, community colleges must exhibit efficiencies in the operations of their institutions. External interests, such as governing boards and legislatures, require demonstration of efficient financial management. This evidence is then used to make decisions concerning future financial support for the community college. This study determined if community college chief executive officers use financial performance indicators as provided by the State Auditor's Office and if the chief executive officers of the community colleges value the compilation and the distribution of the financial performance indicators. In the selected colleges, many of the chief executive officers depend on their chief financial officer for understanding and application of financial performance indicators. The performance indicators distributed by the Auditor's Office captured only a snapshot of the college's performance, and failed to fully describe the whole college performance or specific financial events captured by the indicators. Though the indicators had flaws, either through incorrect data or lack of explanation, the CEOs did value their compilation because they provided a means for ‘getting the community college story' to decision makers external to the college.The State Auditor's performance indicators were developed using a university model. Because of the distinct difference in mission between the community college and the university, several of the indicators were not applicable to the community colleges. The CEOs suggested that another set of indicators be developed, using community college input, that would better capture the financial performance of the colleges. The new set of indicators should be simplified and measure only those areas, such as revenues and expenditures, that are truly comparable from one institution to another.
Marital and Social Changes in the Lives of Women who Complete the Ph.D. Degree at Midlife
The percentage of women who receive doctorates has increased by over 300 percent during the past three decades. The consequences of pursuing the Ph.D. degree have always been far reaching and profound, serving as an impetus and springboard for the reconfiguration of one's beliefs, values, and professional life. The purposes of this national study were to ascertain and describe marital and social changes that occurred in the lives of women who were awarded the Ph.D. degree at midlife. A questionnaire was distributed to a sample of three-hundred women who hold the Ph.D. degree and were employed in institutions of higher education in the United States. The study sought to identify the effects of the Ph.D. experience upon the marital relationships, friendships, and social activities of women who completed the degree between the ages of thirty-five and forty-five. Demographic data were collected which were related to their marital status before, during, and after the Ph.D. experience. Both closed and open-ended questions were posed which solicited information pertaining to their post Ph.D. experience. This research reports both quantitative and qualitative findings. The majority of women who complete the Ph.D. experience at midlife undergo and initiate changes in their lives which impact their relationships and activities. Many of these changes are the result of employment which follows the award rather than the degree itself. While some women experience negative effects in some areas of their lives, overall, the findings of this study suggest that changes are perceived positively by the majority of women who receive the Ph.D. at midlife.
The History of the Bill J. Priest Institute for Economic Development of the Dallas County Community College District
The Bill J. Priest Institute for Economic Development is an entity created in the Dallas County Community College District to serve the community in workforce and economic development. The history of the Priest Institute over the last ten years parallels and illustrates the commitment of community colleges nationally to workforce and economic development. The history also reflects similar goals and trends within the state of Texas and, particularly, in the city of Dallas. The Priest Institute is made up of three distinct entities. One entity is the Edmund J. Kahn Job Training Center; another is the Business and Professional Institute, which provides consulting and training services to business clients. The final service area is the complex made up of the regional North Texas Small Business Development Center and its several related local service operations. This study provides an analytical history of each of these components and the process by which they came together in a model facility in Dallas. This study also describes perceptions of persons within the Institute regarding its present mission and purposes and the efficacy of the current organizational structure both internally and within the district operation as an appropriate structure enabling the Institute to meet its goals.
Life-Style Themes of Women Who Emerge as Leaders in Small Group Settings
This study investigated the effects of personality characteristics on emergent leadership in small group settings. Two instruments were used to assess personality factors: The BASIS-A and the California Personality Inventory (CPI). A sociometric tool was developed to elicit leader ranking of female group members. The BASIS-A, was used to test for Taking Charge and Wanting Recognition lifestyles in women who emerged as leaders. The CPI was used to assess female emergent leaders for Dominance and Leadership Potential. The two instruments and a sociometric form were distributed to 115 female graduate counselor-in-training students the last week of their group counseling experience. This survey resulted in 55 respondents (N=55) from eleven discussion groups. It was expected that women who had the highest averaged leader rank would demonstrate higher test scores in Dominance, Leadership Potential, Taking Charge, and Wanting Recognition than women who received a lower averaged leader rank. It was also thought that these four test factors would be highly related. If so, a case would be made to use the BASIS-A as an emergent leader assessment tool because it is consistently based in one psychological theory. No significant effect was found between the highest leader rank and three of the test measures: Dominance, Leadership Potential, and Taking Charge. Using four one-way ANOVAs, a significant effect was found between highest leader rank and Wanting Recognition. This demonstrated that individuals high in interpersonal caution, empathy, and with a need to succeed emerged as leaders. Possible explanations for this finding were discussed. Significant relationships were found using the Pearson-r correlation statistic between three of the four test variables. From the CPI, the Dominance and Leadership Potential scales were highly correlated to the BASIS-A Taking Charge life-style. The BASIS-A Wanting Recognition lifestyle was not related to either Dominance or Leadership Potential. Unexpectedly, a significant relationship …
An Historical Study of the Contributions of Bill J. Priest to the Community College Movement
This study chronicles the contributions of Bill J. Priest under the headings of Board of Trustees governance model, multi-college district, quality first: facilities and staff, curriculum, counseling, public relations, telecourses and the Bill J. Priest Institute for Economic Development. Data were gathered from personal interviews, primary sources and secondary sources. The study includes an overview of the emergence and evolution of the junior college with specific focus on the conceptual beginnings of the Dallas County Community College District and the selection of its founding president, Bill Priest. Professional and personal profiles of Priest are documented as background for the study. Conclusions are that Bill Priest established the Dallas County Community College District as a national model of a multi-college district, was instrumental in affecting the change from junior college to comprehensive community college as the standard for two-year higher education institutions, played a significant role in setting the national agenda for the community college movement through his long-term participation in a leadership capacity in the American Association of Junior and Community Colleges and through the establishment and selection of leadership of the League for Innovation, was instrumental in the creation of the Associate Degree of Nursing, was a national leader in the establishment and development of telecourses as an instructional delivery system, was the forerunner in utilizing public relations and establishing it as a credible tool for institutions of higher learning, and brought the concept of counseling and advising as a vital part of student success to the two-year colleges in Texas.
The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations
Members of the Instructional Teleconference Consortium (ITC) were mailed a survey instrument. A total list of 375 teleconference coordinators generated 137 usable responses. The purposes of this study of faculty and staff development presentations by teleconferencing were to determine the amount of usage; which subject areas are utilized; what delivery methods (live, interactive, prerecorded, multimedia, etc.) are utilized; barriers (size or location of college, size of teleconference or travel budget, etc.) to implementing teleconferences; and the sources of presentations utilized in teleconferences. Larger community colleges are the greater users of teleconferencing and even produce some for distribution to other community colleges, whereas smaller community colleges have just begun to receive equipment that enables them to receive telecasts for this purpose. No clear subject area has yet been defined that dominates these teleconferences, and the trend is toward two-way audio and one-way video as the delivery media as communication costs decline. Barriers of money for staff, equipment, and programming appear to be the principal objections to the use of teleconferencing for faculty and staff development presentations. There appear to be few sources of presentations except for the Public Broadcasting System (PBS).
Mandatory Continuing Education in Nursing: a Texas Perspective
This study investigated Texas nurses' attitudes toward mandatory continuing education, and their perceptions of skill improvement, knowledge enrichment and improvement of health care to the public as a result of participation in twenty contact hours of continuing education programs as required by the Board of Nurse Examiners for the State of Texas. This sample of Texas nurses felt that the goals set forth by the Board of Nurse Examiners for the State of Texas had been met by participation in mandatory continuing education. However, given the small return rate, the attitudes of these nurses may not represent the attitudes of the majority of Texas nurses.
Design, Development, and Implementation of a Computer-Based Graphics Presentation for the Undergraduate Teaching of Functions and Graphing
The problems with which this study was concerned were threefold: (a) to design a computer-based graphics presentation on the topics of functions and graphing, (b) to develop the presentation, and (c) to determine the instructional effectiveness of this computer-based graphics instruction. The computerized presentation was written in Authorware for the Macintosh computer. The population of this study consisted of three intermediate algebra classes at Collin County Community College (n = 51). A standardized examination, the Descriptive Tests of Mathematics Skills for Functions and Graphs, was used for pretest and posttest purposes. Means were calculated on these scores and compared using a t-test for correlated means. The level of significance was set at .01. The results of the data analysis indicated: 1. There was a significant difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. 2. There was no significant gender difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. 3. There was no significant difference between the pretest and posttest performance of the traditional and nontraditional age students after exposure to the computer-based graphics presentation. Females had a lower posttest score than the mean male posttest score, but an analysis of the differences showed no significance. Traditional age students had a higher posttest performance score than the mean traditional age student posttest score, but their pretest performance scores were higher as well. An analysis of the differences showed no significance. In summary, this computer-based graphics presentation was an effective teaching technique for increasing mathematics performance.
Adjustment of Kindergarten Children through Play Sessions Facilitated by Fifth Grade Students Trained in Child-Centered Play Therapy Procedures and Skills
This research study investigated the effectiveness of the application of child-centered play therapy procedures and skills by trained fifth grade students in play sessions with kindergarten children who had adjustment difficulties. Specifically, this research determined if play sessions with trained fifth grade students facilitated change in kindergarten children's self concept, internalizing behavior, and externalizing behavior and their parents' stress level.
An Analysis of the Use of Gift Annuity Agreements at Selected United States Colleges and Universities for the Period 1988-93
The objective of this research was to describe the extent to which Gift Annuity Agreements were used by United States higher education institutions in raising private philanthropic support during the period 1988-93.
A Partial Analysis of Adult Students in the Public Four Year Institutions in Oklahoma
The primary purpose of this study was to identify and secure perceptions of what personal and institutional factors influenced and attracted adult students to enroll in four year institutions in Oklahoma. The secondary purpose was to compare student responses by institution. The more notable findings include: (1) dominant personal factors as to why adult students in this study returned to college were reportedly to improve/advance themselves, especially as it relates to their career; (2) flexible class scheduling was reported to be the most important institutional function for recruiting adult students, with academic quality and institutional costs of education next in importance; (3) almost 90% of respondents reported being under 45 years of age; (4) almost 85% reported commuting fewer than 50 miles to class; (5) approximately 90% reported enrolling each fall and spring (6) approximately twice as many respondents who returned to college reported they did so because it was more important to them to complete an unfinished degree than to begin a degree. Conclusions drawn from this study are as follows: (1) adult students appear to be unlikely to enroll in classes meeting more than three times a week; (2) adult students in Oklahoma may no longer be described as part time and/or night students; (3) these students appear to be returning to college as full-time students, absorbing it into their daily lives and continuing their careers; (4) adult students in Oklahoma are homogeneous in that they tend to be relatively young, white, well educated and employed; (5) institutional officials should exercise caution about using the information given by these students as tools for recruiting adult students to their institutions.
A Study of Factors Influencing Job Satisfaction Among Faculty Members at Selected Historically Black Colleges and Universities in Texas
The purpose of this study was to investigate the level of job satisfaction among full-time faculty members at historically black colleges and universities in Texas with respect to gender, age, marital status, salary, academic rank, level of education, teaching experience, institution of employment, and race/ethnic origin. The investigation was based on the six variables of job satisfaction: work on present job, present pay, supervision, co-workers, promotion, and job in general.
The Relationship between Work-Family Role Strain and Parenting Styles in Mothers of Young Children
The relationship between work-family role strain and parenting styles (permissive, authoritarian, and authoritative) was examined. Questionnaires were completed by 45 mothers whose children (ages newborn to three years) were enrolled in early childhood centers in the Dallas-Fort Worth-Denton, Texas, area. Participants were primarily Caucasian, high-income mothers who had attended college. Results indicated no significant relationship between role strain and parenting styles. Open-ended questions revealed insights into mothers' reported role strain. This research may provide employers and professionals who work with families with information to assist mothers in reducing role strain. They may also recognize that parenting style may be independent of a successful balance of work and family.
Filial Therapy with Incarcerated Mothers
This study was designed to determine the effectiveness of filial therapy with incarcerated mothers as a method of increasing empathic behaviors with their children, increasing attitudes of acceptance toward their children, and reducing stress related to parenting. Filial therapy, a method of training parents to respond and interact therapeutically with their children, focuses on enhancing the parent-child relationship. The sample population of 22 volunteer subjects was drawn from a pool of incarcerated mothers in the Denton County Jail who had children between three and ten years of age. The experimental group parents, consisting of 12 incarcerated mothers, received 2-hour filial therapy training sessions biweekly for five weeks and participated in biweekly 30-minute play sessions with one of their children. The control group parents, consisting of 10 incarcerated mothers, received no treatment during the five weeks. The three written self-report instruments completed for pretesting and posttesting purposes by both groups were The Porter Parental Acceptance Scale, The Parenting Stress Index, and The Filial Problem Checklist. The parents were also videotaped in play sessions with their child before and after training as a means of measuring change in empathic behavior. Analysis of Covariance revealed that incarcerated mothers in the experimental group had significant change in 9 of 13 hypotheses, including (a) a significant increase in their level of empathic interactions with their children, (b) a significant increase in their attitude of acceptance toward their children, and (c) a significant reduction in the number of reported problems with their children's behavior. This study supports filial therapy as an effective intervention for enhancing the parent-child relationship with incarcerated mothers and their children. Utilizing instruction and practical application of positive therapeutic methods, filial therapy training empowers parents by increasing their parenting knowledge and skills, and indirectly empowers children who experience the parent-child relationship with an …
Hardiness, Coping Style, and Burnout: Relationships in Female Hospital Nurses
This study investigated relationships among and between psychological hardiness, coping style, and burnout in 101 female hospital nurses. The third generation (50-item) hardiness scale, scored by the revised scoring procedure, was used to measure hardiness and its components. The Maslach Burnout Inventory was used as the measurement for burnout. Coping style was assessed by the COPE Inventory. The components of hardiness, commitment, control, and challenge, were hypothesized to be negative predictors of emotional exhaustion and depersonalization and positive predictors of personal accomplishment. In addition, hardiness and its components were postulated to be positively related to adaptive coping styles and negatively related to maladaptive coping styles. Emotional exhaustion and depersonalization were thought to be related positively to maladaptive coping styles and negatively related to adaptive coping styles. Personal accomplishment was thought to be positively related to adaptive coping style and negatively related to maladaptive coping style. Simple and multiple regressions were used.
The Impact of a Mentoring Program on the Self-Esteem of College-Age Women
The fact that girls and women suffer a loss of self-esteem disproportionate to boys and men is without argument. There are an increasing number of books, magazine articles, and resource kits being made available to begin to comprehensively address the issue with young girls. However, less effort is being directed toward the older adolescent, the college-age woman. The problem with which this study was concerned was that of determining the impact of a mentoring program on the self-esteem of college-age women. The Multidimensional Self-Esteem Inventory (MSEI) was administered as a pre- and posttest, to 40 sophomore women, 20 of whom were in a control group and 20 who participated in the structured mentoring program. Using the MSEI, it was possible to gain statistically significant data which indicated that the self-esteem of the women could be positively impacted as a result of the mentoring experience. In addition to the instrument, the participants kept journals about their mentoring experience. Therefore, this research was able to report both qualitative and quantitative findings. The findings regarding the control group were not statistically significant for any of the 11 characteristics on the inventory. The findings from the mentored group however, were determined to be statistically significant for 5 characteristics: global self-esteem, competence, lovability, body appearance, and identity integration. From the statistical findings, as well as, from the journal entries it appeared that mentoring is a valuable experience. Also it was determined that there was a pattern to a positive mentoring experience. The women felt that their mentors were individuals in whom they could place their trust, the women felt the mentors could be helpful to them because of the wisdom that comes from life experience.
Implementation Characteristics of Effective Continuous Quality Improvement Training as Perceived by Selected Individuals at Two- and Four-Year Colleges in the United States
Within the last decade, continuous quality improvement (CQI) has been embraced by higher education management. An important component of the quality philosophy is to institute training for everyone: faculty, administrators, staff and students—in order to achieve a cultural transformation. The purpose of this study was to identify and describe the implementation characteristics of CQI training programs and to determine whether or not and to what degree relationships exist between these characteristics and training program effectiveness, as perceived by selected individuals at two- and four-year colleges in the United States. A survey instrument was designed to elicit the perceptions of both the chief administrators and those quality professionals who are charged with the training process as they relate to specific implementation characteristics such as training content needed to convey the appropriate philosophy, program implementation processes, and the perceived effectiveness of the respondents' quality training program. A 21-item questionnaire was used to gather the data from a sample of 524 individuals at two- and four-year colleges in the United States. The dependent variables in the study related to items addressing program effectiveness based on four types of program evaluation, and the independent variables related to specific implementation characteristics. Spearman correlation matrices were executed to test the relationships between and among implementation characteristics and between the four levels of evaluation. Multiple regression analyses were computed to determine which and to what extent implementation characteristics accounted for variation in each of the four measures of effectiveness. Analyses revealed that using a variety of philosophies, tools and content segments, providing training in quality awareness, team leadership, management and leadership, and assessment, using internal trainers, and the extent of staff and faculty support accounted for the largest proportions of variance. The statistical results for the two hypotheses which were derived from the research questions were also …
The Status of the Implementation of International Education in Texas Four-Year Colleges and Universities: a Comprehensive Study
This study examined international education programs in Texas 4-year colleges and universities to determine how they compare to models found in the literature. A second purpose of the study was to compare Texas 4-year colleges and universities with out-of state benchmark institutions with a history of international education programs for over a decade. Areas examined in the study were: (a) administration of international education; (b) instructional activities of international education; (c) international student support services; and (d) outreach both in the community and abroad.
Online Student Services in American Higher Education: Contemporary Issues and Future Implications
This study examined the way in which the top 100 "most wired" colleges and universities provide online student services. Named by a national publication in May 1998, these colleges and universities were chosen because of their technological infrastructure, courses offered online, public computers on campus, and online student services, among other aspects.
Self-Efficacy and Selected Variables as Predictors of Persistence for First Quarter Students at a Proprietary Institution
Proprietary colleges are uniquely different from two or four year colleges due to the emphasis on the student establishing a definite career path prior to enrollment. Because of this career track emphasis, Bandura's (1977) postulation that self-efficacy is a significant variable influencing task completion may offer insight into the challenge of student retention at a proprietary college. The study's purpose was to determine if career self-efficacy, demographic factors, and academic preparedness measures in first quarter students could predict student persistence, class attendance, and academic performance. The statistical technique of multinomial logistic regression was applied to data files of 725 first quarter students who attended The Art Institute of Dallas from Summer 1996 through Winter 1997. The predictor variables included a measure of career self-efficacy, ASSET scores (American College Testing Program, 1994), ethnicity, age, gender, full-time/part-time attendance, high school grade point average, parents' educational level, socioeconomic status, and developmental course placement. Criterion variables were completion, class attendance, and cumulative grade point average.
A Comparison of Academic Stress Experienced by Students at an Urban Community College and an Urban University
The present study compared the academic stress levels of 450 college sophomore students at a public university and a public two-year college. This investigation also explored the levels of academic stress by institutional type, age, gender, and ethnicity. Data were obtained from having the subjects complete the Academic Stress Scale, a questionnaire which lists thirty five stress items found in the college classroom. Analysis of variance and t-tests were used to analyze the data. There were 225 subjects each in the community college group and the university group. The university group had a statistically significant higher mean stress score than the community college group. 294 traditional age (23 and younger) and 156 nontraditional age (24 and over) subjects stress levels were compared. It was found that the traditional age college student group experienced a statistically significant higher academic stress level in both academic settings. Group means were compared between the stress scores of 245 female and 205 male subjects. At both the community college and university levels, the female group had a statistically significant higher level of academic stress. The academic stress levels were also compared according to ethnicity. The minority group consisted of 104 subjects and 346 subjects comprised the non-minority group. At the community college, the minority group had a statistically significant higher level of academic stress. However, at the university level, there was no statistically significant difference by ethnicity. Examinations, final grades, term papers, homework, and studying for examinations were ranked as being stressful by the largest percentage of all the subjects. It was found in this study that levels of academic stress differ significantly by institutional type, age, gender, and ethnicity. Implications for college students, instructors, and administrators , based on this study's conclusions, are offered.
Adult Discouragement: Parents of Children with Craniofacial Anomaly
The Discouragement Scale for Adults (DSA) was developed to assess for the Adlerian construct of discouragement in adults age 18 years and over. Data were collected from three samples: norm (n=586), presumed discouraged (n=47), and parents of children with craniofacial anomaly (n=105). Five subscales corresponding to life tasks identified in Adlerian literature as work, love, society, self-significance, and spirituality underlie the 60 item DSA. Item selection was based on ratings by five notable Adlerians and item correlations with scale scores. Gender, age, and ethnicity norms were established for the norm, presumed discouraged, and craniofacial samples. Across three samples, no significant ethnic differences were found. Normative findings indicated females are less discouraged than males on the Total DSA, the society and spirituality subscales. Age findings indicated the 18-34 year old sample is more discouraged than other ages on the Total DSA, the work, society, and spirituality subscales. Presumed discouraged findings indicated females are less discouraged than males on the society subscale. Craniofacial findings indicated females are less discouraged on the society subscale, but more discouraged on the self-significance subscale than males. Age findings indicated the 18-34 year old sample is more discouraged than other ages on the self subscale. Research on CPA parents' relationship status, CPA child's birth order, parental role of adult to CFA child, length of time the parent has cared for CFA child, the CFA child's age, CFA parent's education level, and CFA child's craniofacial anomaly diagnosis was conducted. Findings indicated birthmothers are less discouraged than birthfathers on the society subscale, but more discouraged on the self-significance subscale. Internal consistency ratings of the DSA were .9392, .9496, and .9365 for three samples. Correlations to measures of social interest were negative and significant, reflecting an inverse relationship between discouragement and social interest. Factor analysis and interscale correlations are presented. …
HIV and Duty to Protect: a Survey of Licensed Professional Counselors and Physicians
This study was designed to investigate what course of action therapists and physicians report they would take in reconciling their conflicting duties to maintain confidentiality and protect third parties from harm in HIV-related situations. The physicians surveyed were licensed to practice medicine in Texas and board certified in Internal Medicine. The therapists surveyed were licensed professional counselors in Texas and members of one of three selected divisions within the Texas Counseling Association. A survey instrument developed by the researcher was mailed to 200 subjects randomly selected from each group.
Career Paths of Board-Certified Clinical Specialists in Geriatric Physical Therapy with Implications for Higher Education
Geriatric board-certified specialists (GCSs) address health care needs of the growing geriatric population. The study's purposes were to: examine career paths of GCSs, identify influencing factors, and explore implications for higher education. Twelve of 14 original 1992 GCSs participated. Data included document collection and interviews. Using a qualitative methodology, commonalities were sought among individuals and HyperRESEARCH software was used for data management. The participants were adventurous, valued education, and were enthusiastic about physical therapy (PT), geriatrics, and specialization. Their career path began with choosing PT as a career, professional education, and their first job. One GCS moved directly into geriatrics. Others went to different settings before geriatrics. As participants recognized they "fit" in geriatrics, they pursued postprofessional education to increase knowledge before choosing board certification. In choosing PT, volunteer experience and personal research were common influences. In choosing to work with elders, influences throughout life gradually built a social context supporting the decision. GCSs chose specialist certification to assist in professionalization of geriatric PT, because they were highly skilled, for career advancement, and for self professionalization. Specialist certification had few financial consequences. Participants gained friends and professional networks. They experienced improved patient care, increased educational opportunities, and/or increased professional service. GCSs' vision was for a better society and health care system. This vision included successful aging - that it is possible and would benefit society. To bring about global change, GCSs perceived they had to influence older individuals, legislators, PT students, peers, and other professionals. Implications for higher education are as follows. Professional schools should not base admission on expressed intentions to work with elders. Curricula and clinical experiences should be such that a nonageist generalist is produced. Higher education's role postprofessionally can be through continuing education, formal degrees, and geriatric residency programs. Gerontology programs also could meet educational needs. …
Development of an Intercultural Sensitizer for Cross-Cultural Training of American and Japanese Business Professionals
Increasing globalization and transnational trends in business have resulted in greater contact with people from different cultures. However, in any cross-cultural encounter, miscommunication and misunderstandings are likely to occur. In a workplace setting, these can seriously undermine job performance and employee relations. The Intercultural Sensitizer is a cross-cultural training tool that is designed to increase the likelihood that trained individuals will make accurate interpretations concerning behavior observed in individuals from other cultural groups (Albert, 1983) . The purpose of this study was two-fold: (1) to identify cultural differences between Americans and Japanese that can lead to misunderstandings in the workplace and hinder communication, and (2) to construct an intercultural sensitizer that will enable the two cultural groups to interact more effectively with each other. The study's five-phase research design was based on Albert's (1983) delineation of the construction of an intercultural sensitizer. Twenty-four episodes were constructed and statistically analyzed to determine if there was a difference in the way the two cultural groups responded to a given situation. Nine episodes yielded critical values significant at the .05 level. The study concluded that there while there are differences in the cultural perspectives of American and Japanese business professionals, the two groups also share common cultural assumptions. The study's findings have numerous implications for cross-cultural corporate training and higher education.
The Relationship of Community College Student Demographic and Pre-Enrollment Background Variables with Persistence and Retention
Student retention is one of the most important issues facing higher education. The demand for accountability of higher education has pushed the issue of student retention to the forefront of its agenda. Increasingly, state legislatures are tying funding to institutional effectiveness, using graduation rates as measures of academic quality. Though there is an abundance of literature of studies conducted at the four year institution, few studies have examined the community college student. This study attempted to identify 4 specific pre-enrollment variables, (1) parent's education, (2) high school senior grade point average, (3) educational goals and (4) racial origin, as predictors of persistence and retention. The sample included 312 entering freshmen at North Lake College in Irving, Texas who were administered the College Student Inventory (CSI) in the fall semesters of 1995 and 1996. The 1995 cohort consisted of 201 entries, 103 (51.2%) female and 98 (48.8) male. The 1996 cohort consisted of 111 entries, 65 (58.5%) female and 46 (41.5%) male. A data base was constructed by extracting selected data elements from the completed inventory. Each student was tracked for one year following the semester they completed the survey. The Pearson Chi-Square Test of Independence with .05 level of significance as the criterion level of rejection was performed to identify significant variables tied to student persistence. The research found that 3 factors, high school senior GPA, parent's education level and family origin were significant predictors of attrition at the .05 level. These factors represent information that is typically available from the student's prior to entry into the college. All too often an at-risk student is identified once he/she is placed on academic probation prompting the student to leave the college. Institutions need to implement an early warning system to identify students who are at-risk before the problem becomes intractable. The …
Use of Stufflebeam's CIPP Model to Assess a Change Effort in a Division of a University Library
Reorganization efforts within colleges and universities are increasingly considered as institutions look for ways to streamline operations for financial cost savings or competitive advantage. The purpose of this study was to assess a particular change effort in a university library which took place between August, 1996 and July, 1997. A team was formed to manage the change effort, and an outside consultant was hired to facilitate the process and guide the team. Stufflebeam's evaluation model was used as a conceptual framework to evaluate the entire process which included a particular change management model brought in by the consultant. The entire change effort was described by the author as a participating member of the team and assessed by gathering feedback from team members, library staff members affected by the effort, and members of the library administration.
The Interrelationships of Leisure Satisfaction, Job Satisfaction, and Life Satisfaction among Selected Therapeutic Recreation Faculty in Higher Education Institutions
The purpose of this study was to determine the relationship of leisure satisfaction, job satisfaction, and life satisfaction among selected faculty in higher education institutions whose specialty teaching subject area was therapeutic recreation. This study also investigated the relationship of specific demographic variables to leisure satisfaction, job satisfaction, and life satisfaction. The variables included age, gender, education, income level, health, tenure, marital status, type of institution where employed, and participation in therapeutic recreation organizations. The population for this study consisted of 162 faculty whose specialty teaching subject area was therapeutic recreation. Subjects were selected from colleges and universities of the United States listed in the curriculum catalog published by the Recreation and Park Association, Society of Park and Recreation Education for the year 1993-1994.
A Case Study of Faculty and Student Perceptions of a Campuswide Computer Network at a Small Liberal Arts College
This study was an examination of faculty and student perceptions of a campus-wide computer network at Cedarville College in Cedarville, Ohio. The most important conclusion of this study is that the computer network at Cedarville College has significantly impacted interactions between faculty and peers and faculty and students. It is recommended that a longitudinal study be conducted to explore the possibilities of the computer network and its importance to and impact on the teaching/learning process. It is also recommended that an evaluation program be set up to monitor the usefulness of the computer network to the teaching/learning process.
Litigation Subsequent to a Mandated Psycho-Educational Seminar for Divorcing Parents
This study was designed to assess the difference in litigation between two courts: one mandating For Kids' Sake, a psycho-educational seminar for divorcing parents, and the other not so mandating. The level of difficulty of children's adjustment to divorce has been positively correlated with parental hostility. More hostile parents would have more contested cases, interim motions, and relitigations. This research compared final dispositions, interim motions, and relitigation between parents in two courts in Collin County, Texas. The treatment group was from the 219th District Court which mandated all divorcing parents with minor children to attend the For Kids' Sake Seminar and the control group was from the 199th District Court which did not so mandate. Archival data was collected from a computer generated list for the Total group data to assess final dispositions and directly from District Clerk files for the In-Depth group data to assess interim motions and relitigation. The Total group was comprised of 679 research subjects with 330 cases in the treatment group and 349 cases in the control group. The In-Depth group consisted of 182 cases from both courts with 84 cases in the treatment group and 98 cases in the control group. Chi square analysis of the total group revealed significantly more parents in the treatment group who non suited the divorce suit and remained married (p. < .05), a significantly lower number of cases in the treatment group with interim motions (p. < .10), and a significantly lower amount of relitigation in the treatment group (p. < .05). The results showed that the court that mandated For Kids' Sake evidenced a reduction in subsequent litigation which not only benefits the legal system but also hopefully reflects lower parental hostility and higher parental cooperation, thereby benefiting the children of divorce.
An Assessment of Learning Outcomes of Students Taught a Competency-Based Computer Course in an Electronically-Expanded Classroom
This study sought to determine whether there was a difference in subject matter knowledge as measured by a pretest and posttest, a difference in final course grade as a numeric score, and a difference in attitudes toward computers between students in a competency-based ("hands-on") computer applications course taught in an electronically-expanded classroom compared to students taught in a traditional classroom setting. In addition, students taught in the electronically-expanded classroom completed a questionnaire assessing attitudes toward the presentation method. Another purpose of this study was to evaluate the feasibility of applying distance education techniques to teach what was, in essence, an on-campus course. The vehicle for this investigation was an electronically-expanded classroom. The electronically-expanded classroom utilized distance education technology (video, audio, and computer networking) to connect two classrooms in the one building. Students in these two classrooms were the treatment group. Students taking the course in a traditional setting functioned as the comparison group. A total of 109 participants completed the study. Results of the study revealed no significant difference in scores on the subject matter posttest, the final course grade as a numeric score, and attitudes towards computers posttest between students taught the course in an electronically-expanded classroom and students taught the course in the traditional classroom. Results of the survey to measure satisfaction with the presentation method revealed that students in the receive room were slightly more satisfied than students in the send room with the presentation method, but the difference was not significant. The survey indicated that participants in the study were sensitive to technical problems, especially audio-related difficulties. While participants noted some dissatisfaction with audio quality, it had no apparent effect on learning outcomes and attitudes for this study. The study concluded that students taking a course in an electronically-expanded classroom have learning outcomes and attitudes toward …
The Beginnings of Pedophilia: Lifestyles of Juvenile Perpetrators
This study utilized a qualitative/phenomenological research methodology to study the development of child molestation. Five volunteer male juvenile perpetrators of child molestation and their consenting family members participated in three one-on-one in-depth interviews. The juveniles were referred by juvenile justice departments in Texas. The investigation was pursued along three paths: (1) what factors in the perpetrators' life experiences may have influenced the formation of molesting thought and behavior patterns? (2) how did the perpetrators construe social relationships? (3) in developing sexual preference, what process did the perpetrators utilize to achieve the degree of sexual arousal needed to motivate the act of molestation? During analysis, 16 categories and 9 subcategories were developed from the data; these were evaluated in order to address the lines of inquiry listed above. Factors contributing toward deviancy were identified: these included general environmental factors and relationship issues with both parents and peers. The data also elucidated the perpetrators' characteristic ways of viewing themselves and other people, as well as the strategies that they relied upon to cope with their lives. These same strategies were subsequently used in their molesting. The results revealed that the answers to the investigational questions posed above were synthesized by the individual across the lifespan, with origins in childhood when the concepts of self, others, social convention and interpersonal relationships were forming. It is likely that the typical interest in sexual expression that occurs at the onset of puberty was a catalyst that facilitated molesting behavior. The lack of ability to interact successfully with age mates appeared to influence the perpetrators' selection of children as targets. Recommendations were presented for consideration by the mental health and criminal justice communities based on the findings. Also, preventative measures for the public sector were offered.
Conducting Floristic Studies of Local Plant Populations: The Potential of Two-Year College Students and Faculty
The purpose of this research was to evaluate the ability of two-year college students and faculty in one area of activity and to gain a more adequate understanding of them. A dearth of taxonomic literature on plant populations at the local level prompted this study. It has been observed that amateur botanists have accomplished satisfactory and commendable work in plant taxonomy. Also, it has been observed that a high percentage of students in two year colleges commute considerable distances. These disparate observations led to a potential solution to the botanical dilemma.
Adult Christian Education for Baby Boomers: a Descriptive Case Study of Three American Churches
American churches seeking to assimilate baby boomers are struggling to meet the adult educational needs of this group. To determine what models of church-based adult education are used to meet the educational needs of this group, three large, growing American churches known for attracting boomers were identified as sites for research. A qualitative case study research design was used and results were compared using cross-case analysis. Initial data collection included a three-day visit at each church. Data were collected in three phases: Phase One consisted of personal interviews with staff and lay leaders; Phase Two focused on observation of adult education events which took place during the visitation period; Phase Three involved gathering materials that described adult education programs. To optimize the reliability and accuracy of the findings data were subjected to examination by peers, collection methods were applied consistently in each research phase, follow-up contacts were made with each church to verify observations and findings, and case records were created for each site. Eleven categories were selected and the data were presented by category. Within each category, data were delineated and organized into three areas: trends among the churches, noteworthy comments about individual programs, and comparison to the literature in the adult education field.
The Historical Development of the University of Texas of the Permian Basin, Odessa, Texas
The University of Texas of the Permian Basin (UTPB) is a public university that serves over 4,500 undergraduate and graduate students as a branch of the University of Texas system located in Odessa, Ector County, Texas. The UTPB was established as an upper-division and graduate school on February 4, 1969, and first opened its doors to students in September, 1973. This historical study focuses on the development and progress of the UTPB from its inception until it was elevated from an upper-level institution to a four-year university twenty-two years later. The formation, mission, and curriculum are examined as well as are faculty and student characteristics and support. This study addresses the background history of higher education in the region, the role of community and college leaders in the UTPB's creation and struggle for four-year status, and the UTPB's unique features. The study was conducted by collecting data from available primary and secondary sources. The written data were then subjected to both external and internal criticism to determine the authorship and meaning of the documents. To explain events and put the written documents in context, oral histories, given by participants, were used. The educational opportunities offered by the UTPB have enriched the lives of Ector County citizens as well as the lives of many students from surrounding counties in the region of Texas known as the Permian Basin. Additional research topics related to the UTPB as well as other educational institutions are suggested.
Student Legal Issues Confronting Metropolitan Institutions of Higher Education
This study examined perceptions of student legal issues confronting metropolitan institutions of higher education. The data for the study were collected using a modified version of Bishop's (1993) legal survey. The sample for the study consisted of 44 chief student affairs officers and 44 chief legal affairs officers employed with the 44 institutions affiliated with the Coalition of Urban and Metropolitan Universities. Frequency counts and percentage distributions were employed to analyze the data. Chief student affairs officers and chief legal affairs officers have very different perception as to the most likely student legal issues to be litigated in the next ten years. Chief student affairs officers found few student legal issues highly likely to be litigated in the next 10 years. Affirmative action, sex/age discrimination, fraternities and sororities, and disabled students were the only student legal issues at least 20 percent of chief student affairs officers believed to be highly likely of litigation in the next ten years. Chief legal affairs officers believed many student legal issues would be litigated in the next 10 years. At least 20 percent of the chief legal affairs officers believed admission criteria, affirmative action, reverse discrimination, sex/age discrimination, athletic tort liability, Title IX, defaulting student loans, defamation, negligence, academic dismissals, academic dishonesty, cyberspace issues, and disabled students to be highly likely of litigation in the next ten years. Chief student affairs officers and chief legal affairs officers prepare very similarly for future student legal issues they may confront in the future. There is a large amount of crossover between professional conferences of chief student affairs officers and chief legal affairs officers. Student affairs and legal affairs officers will attend professional conferences of both groups in order to stay abreast of student legal issues. It appears chief student affairs officers are not prepared to confront …
The Impact of Cultural Values and Perception of the Anglo-Dominant Curriculum on the Achievement of Mexican-American and Anglo-American Junior and Senior High School Students
This study is concerned with the problem of determining whether there is a relationship between achievement and specific ethnic and profile characteristics of Anglo-American and Mexican-American junior and senior high school students who are enrolled in a large metropolitan public school district. The purposes include (a) delineation of demographic data on these students in terms of specific group membership, gender, age, and educational concerns; (b) identification of the attitudes and values of these students; (c) evaluation of the relationships between the demographic data and the degree to which ethnic membership and interpersonal concerns impact participation in the classroom.
A Comparison of Knowledge and Attitudes between Directors of Athletics and Head Trainers in the Southwest and Southland Conferences Regarding HIV-transmission Issues in Athletics
The purpose of this study was to investigate and compare knowledge and attitudes of directors of athletics and head trainers in the Southwest (Division 1A) and the Southland (Division 1AA) Conferences concerning HIV/AIDS issues related to transmission, prevention, and protection within college athletics programs. The results of this qualitative study provided descriptive data from university administrators within the athletics setting who are responsible for providing adequate student athlete health care services from developed and implemented administrative policies that directly or indirectly affect a student athlete's physiological and psychological well-being.
Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan
The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and …
The Influence of an Interdisciplinary Course on Critical Thinking Skills
The effect of an interdisciplinary algebra/science course on students' critical thinking skills was examined. A traditional college algebra course was used as a comparison group. The students in the sample enrolled in college algebra and then half were randomly placed into the interdisciplinary course. A quasi-experimental pretest-posttest comparison group design was used. The Watson-Glaser Critical Thinking Appraisal was used to measure the students' critical thinking skills. This instrument consists of an overall critical thinking score as well as five subscores in the areas of Inference, Recognition of Assumptions, Deduction, Interpretation and Evaluation of Arguments. It was found that the students in the interdisciplinary course made greater gains in the overall critical thinking score as well as in four of the five subscores. However, the differences in the gains made in the two courses were not statistically significant. Disregarding course, other factors that were found to be closely related to critical thinking were Composite ACT, grade received in the course, Math ACT and grade point average. It was also found that students whose majors were in the Schools of Arts and Letters or Science and Technology scored higher on critical thinking than students whose majors were in the Schools of Business or Education. Factors found to have no relationship to critical thinking were ethnicity, gender and classification.
Moving toward the 21st Century: American Association of Colleges of Nursing Guidelines and Baccalaureate Nursing Education
This study investigated current use of American Association of Colleges of Nursing guidelines in preparing the baccalaureate nurse graduate to practice nursing in the community health sector of the healthcare delivery system and use of community based healthcare delivery sites by baccalaureate programs located in non-urbanized and urbanized areas. The extent of guidelines adoption, plans by colleges not currently using them to do so in the future, and impact of accreditation visits on the adoption of the guidelines were also explored. A qualitative survey design was used to describe the use of AACN guidelines in the development of baccalaureate nursing education.
The Condition of the Southern Baptist Professoriate : A Comparison with the Carnegie Foundations 1989 National Survey of Faculty
Southern Baptist-Related college faculty attitudes and opinions on areas of higher education most important to the professoriate as identified by the Carnegie Foundation in its 1989 National Survey of Faculty are described in this study and compared with the data from the survey reported by the Carnegie Foundation in The Condition of the Professoriate: Attitudes and Trends, 1989 and Scholarship Reconsidered: Priorities of the Professoriate. The data were compared in the eight areas: goals of collegiate education, academic standards, attitudes about student life, teaching, research, and service, status of the profession, views of the institution, participation in decision-making, and general observations of higher education.
Non-Academic Institutional Variables Related to Degree Completion of Non-Traditional Age Undergraduate Students
A study was conducted at The University of Texas at Arlington to obtain measurements of non-traditional age undergraduate students using the Mattering Scales for Adult Students in Higher Education (MHE). The MHE is designed to assess the perceptions of adult students on how much they matter to the institution they are attending. The study also sought to determine if "mattering" and other selected nonacademic variables associated with the university environment are perceived by nontraditional age students to effect their likelihood of completing their baccalaureate degree. Of the five subscales surveyed by the MHE, significant statistical differences were found to exist in the Administration, Interaction With Peers, Multiple Roles, and Faculty subscales denoting an interaction between gender and minority status. Significant statistical differences were also found by gender on the Advising subscale and by minority status on the Faculty subscale.
A Study of the Influence of Kenneth Cooper's Work on the Teaching of Wellness and Fitness in Physical Education Programs in 2-Year Community Colleges in the United States
Kenneth H. Cooper is considered to be a noted scholar in the field of wellness and fitness. This study explored his contributions to the preventive medicine and wellness movement in community college physical education programs in the United States. It examined Cooper's influence on the development of preventive medicine and wellness from its inception and growth to its impact on changes and factors affecting curriculum in community college programs. A random sample of436 physical education division directors from the nation's 1,400 community colleges yielded a 62% survey response. For purposes of comparison, the sample was stratified into two regions taken fromeast and west of the Mississippi River. Chi-square analysis at the .01 level of significance found no difference between variables due to geographic region. The findings of this study indicate that Kenneth Cooper's contributions to preventive medicine and wellness in community college physical education curriculum are overshadowed by state and local governing bodies that are the force behind curricular development in the nation's 2-year community colleges. However, as an individual contributor, Cooper ranks highly in influencing the wellness and physical education curriculum primarily in the areas of aerobic exercise, physical fitness, and cardiovascular disease. The extent of Cooper's impact on community college physical education programs is recognized by the wide utilization of the 1.5 mile run test and 12-minute run test developed by Cooper. Two areas of Cooper's research—antioxidants and spiritual fitness—are not priorities in physical education programming. Changes in physical education programs in the past 10 years show an increased emphasis and popularity in aerobic fitness courses. It was also found that 40% of the community colleges responding to the present study indicated no physical education programming and that credit hours for physical education are decreasing.
Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics
This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course.
The Effects of Child-Centered Play Therapy Training on Trainees
This study was designed to determine the effects of child-centered play therapy as a play therapy training model for beginning play therapy students. The purpose of this study was to determine the effects of child-centered play therapy training on play therapy trainees in (a) improving positive attitudes and beliefs toward children; (b) improving knowledge of child-centered play therapy; (c) improving confidence in applying child-centered play therapy skills; (d) reducing dominance tendencies in trainees' personality as measured by the California Psychological Inventory; and (e) increasing tolerance levels in trainees' personality as measured by the CPI. The experimental group, consisting of 37 counseling graduate students with a specialty in child counseling, received 45 clock hours of introduction to play therapy graduate course training at the University of North Texas, Denton. The control group, consisting of 29 counseling graduate students with a specialty in child counseling, received other counseling graduate courses training but no play therapy training at the time of their participation in this study at the University of North Texas. Both experimental and control group students completed the pretest and the posttest on the Play Therapy Attitude Knowledge Skills Survey and the California Psychological Inventory at the beginning and the end of the semester terms of Fall 1995, Spring 1996, and Summer 1996. Analyses of covariance revealed that students in the experimental group demonstrated (a) a significant improvement in their positive attitudes and beliefs toward children; (b) a significant improvement in their child-centered play therapy knowledge; (c) a significant improvement in their confidence in applying child-centered play therapy skills; and (d) a significant reduction in their dominance tendency. An insignificant result was found in their tolerance level. This study suggests that child-centered play therapy training is a viable training model for prospective and beginning play therapists.
Adult Discouragement: Traditonal College Students
This study resulted in the development of the Discouragement Scale for Adults (DSA), an assessment instrument for the Adlerian construct of discouragement in adults more than 18 years of age. The DSA is a 60-item instrument that contains five sub-scales corresponding to five life tasks identified in Adlerian literature as work, love, society, self, and spirituality. Age, gender, and ethnicity norms were established for the DSA using a diverse sample (N=586). Additional normative data was developed with a presumed discouraged sample (N=47), and a special sample of traditional college students aged 18-27 years (N=531). Findings on the norm sample indicated that females are less discouraged than males on the Total DSA and on society and spirituality sub-scales. The 18-34 year old group was more discouraged than other age groups on the Total DSA and on work, society, and spirituality sub-scales. Presumed discouraged sample findings indicated that females were less discouraged than males on the society sub-scale. College student findings indicated that females were less discouraged than males on the Total DSA and sub-scales of love, society, spirituality, and work. A significant difference was found among ethnic groups in self sub-scales. Students with no absences per week were less discouraged than students with two absences per week. Students with lower grade point averages (GPA) were more discouraged on the Total DSA and work sub-scales. DSA internal consistency coefficients were .9392, .9496, and .9327 for norm, presumed discouraged, and college student samples respectively. Correlations between DSA and two social interest surveys reflect an inverse relationship between discouragement and social interest. Results indicate that the DSA is a useful assessment instrument for research and counseling purposes with college students. Further research should include greater geographical and ethnic diversity as well as validation among diverse college samples and non-traditional students. Additionally, a standard range …
The Role of Contract Training by Academic Institutions in Corporate Education and Training Programs
This study explored the role of contract training provided by North Texas higher education institutions in the education and training programs administered by area businesses employing more than 100 people. A survey instrument was mailed to corporate trainers that were members of the Dallas Chapter of the American Society of Training and Development in businesses employing more than 100 people. A total list of 292 trainers generated 71 usable responses. The purposes of this study were to: (a) determine the extent to which corporations use academic institutions for contract training, (b) determine the academic institutions in North Texas that training managers in the Dallas area believe are suitable contract training partners, (c) identify what subject areas are perceived as top educational priorities by training managers and are perceived to be suitable for contract training by academic institutions, (d) determine educational and training subjects for which corporations would be willing or prefer to utilize contract training by academic institutions, and (e) identify the subjects in which corporations currently use contract training by academic institutions.
Culture and Anxiety: a Cross-Cultural Study
By measuring interactions among and between anxiety and the independent variables of country of origin, gender, level of education, and age, this study attempted to gain insight into how students from different countries experience anxiety on a U.S. college campus. Results of the Multivariate Analysis of Variance (MANOVA) and the univariate test(ANOVA) indicated that the gender and level of education of the subjects made no significant difference. However, when it came to country of origin, there were significant differences between two of the cultural groups and respective anxiety level. Findings also support a positive correlation between age and anxiety levels, with the youngest participants having the lowest anxiety levels.
Participation in Student Financial Aid Programs during the Freshman Year and Persistence in a Private University
The study determined the overall persistence rate of first-time full-time entrants into a mid-sized private university during the fall semesters 1989 to 1991 to the 2nd year (1990 to 1992). The study compared the retention rate of recipients and nonrecipients of a variety of financial aid programs. Included is a comparison of groups receiving various types of financial assistance and whether or not there are differences between the groups with respect to types of assistance, gender, ethnicity (African American, Hispanic, Anglo), high school grade point average, and national test scores (SAT, ACT). The types of assistance studied were categorized by academic scholarships, university-operated student employment, need-based grants, activity awards, entitlements, and loans. The question of whether renewal, elimination, or reduction in assistance relates to retention was also studied.
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