Bryan, Valerie

The changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a questionnaire implemented in Round Two and Round Three of the Delphi study. The ASDDCs interviewed in Round One, serving as the expert panel in Two and Three, were asked, "How are the listed roles and responsibilities changing?" Sixty-seven, or 63.21 percent of the identified list of roles and responsibilities of the ASDDC reached consensus of change. Fifteen, or 14.50 percent of the roles and responsibilities were identified as "changing rapidly" or "change is tremendous." Nine categories of responsibilities emerged from the identified 123 roles and responsibilities of the ASDDC. Ranked highest to lowest in consensus of change were: Technology, programs, community college, students, professions, hiring/supervising, leadership, clerical and last, training. Statistical significance was found between the subgroups of "high tech" ASDDCs and "high touch" ASDDCs in three categories: program, community college, and hiring/supervising. Themes emerging from the study indicated the Associate in Science Degree department chairs are fulfilling Gmelch and Miskin's earlier identified department chair roles of manager, leader, and scholar with the faculty developer role just emerging; the future holds time-consuming clerical work; the chairs are proud of their technology and physical working space; community colleges are changing; Associate in Science Degree department chairs see themselves as leaders in their professions by teaching and developing curriculum, and ambiguity and lack of clarity exits in the roles and responsibilities of the Associate in Science Degree department chair which echoes Dymmel's earlier findings in North Carolina community colleges. Recommendations resulting from the study include: Restructuring the position of Associate in Science Degree department chair, examining the ambiguity of the position, and creating partnerships to provide training for the position.

This study explored the question, "What is the experience of being a leader during participation in a ropes course program and at work?" The ropes course as a training medium provides opportunities for people to engage in challenging activities to improve interpersonal skills. From ten ropes course programs and 130 participants, the researcher purposefully selected thirteen co-researchers who exhibited pre-determined leadership behaviors. Dialogue with each co-researcher provided rich descriptions and metaphors about the experience of being a leader. Using heuristic research methods, the researcher analyzed the data and uncovered redundant themes to better understand the phenomenon of being a leader. While each experience was unique, the composite encompassed the principles of several leadership theories. The significant meaning revealed was that being a leader was a big responsibility and it provided opportunities to transform and be transformed, which was enjoyable, rewarding and sometimes frustrating. Six major findings emerged from the inquiry. The first related to the concept of leaderless groups and emergent leaders. A leader emerged from each of the leaderless groups that started on the ropes course. The second finding was that the experiences of leading on the ropes course and at work closely mirrored each other. The third finding represented the major difference between being a leader on the ropes course and being a leader at work. The ropes course provided a setting for participants to experience being transformational leaders, without the ramifications of office politics, transactions and economic pressures. The fourth finding was that managing followers was the single most frustrating aspect of the experience of being a leader. All of the frustrations occurred when the values and principles espoused by leaders and followers were not aligned. The fifth finding was that the experience of being a leader was holistic because it encompassed who the individuals were, how they performed in two different settings, what feelings this evoked and what significance it held for them. The sixth finding revealed that trait, style, situational, transformational and visionary leadership theories are not mutually exclusive. The study findings serve as a guide for practitioners to design more meaningful leadership development programs.

Intrapreneurialism, a strategy adopted by an organization to exploit ideas and turn them into profitable realities, is a relatively recent phenomenon in higher education. Previous studies have concentrated on intrapreneurialism from the perspective of how it relates to organizational structures, characteristics of entrepreneurial universities, and academic strategies as a comparison to industry (Keller, 1983; Clark, 1998; Slaughter & Leslie, 1997). This present study investigated another aspect of intrapreneurialism, intrapreneurial leadership. This is a subject that, to date, has not received the attention it requires if academic leaders are to play the role expected of them in a modern, highly competitive knowledge economy. The University of Oxford and the University of Warwick are recognized to be at the forefront of those universities that have elected to move up the intrapreneurial path. Therefore, these two universities were selected because they symbolize a radical transformation in the financial relationship between universities, government, and industry, or suggest new ways of responding to change. This research confirms work of Clark, 1998; Apps, 1994; Slaughter & Leslie, 1997; and Keller, 1983 in which they encapsulate key features of a successful entrepreneurial institution. This study expands the limited knowledge base of intrapreneurialism in higher education from the perspective of intrapreneurial leaders at the University of Oxford and the University of Warwick, United Kingdom. This phenomenological study explored the beliefs, styles, and strategies of nine intrapreneurial leaders at the University of Oxford and twelve intrapreneurial leaders at the University of Warwick. Even though the universities differ in their educational profiles and cultural settings, the intrapreneurial strategies of both universities are similar and the leadership shares common intrapreneurial beliefs, styles, and strategies. It was found that an organizational structure designed to include a small steering core is crucial to the successful assimilation of intrapreneurialism into the culture of the university. Based on findings, an intrapreneurial leadership framework was identified which constitutes the foundation of the structure for a Change Agent University model. This model was designed to be used by other universities to effect changes necessary to incorporate intrapreneurialism into their organizations.

The purpose of this study was to determine whether or not differences exist between perceptions regarding aging and the realities of aging between graduate and undergraduate education students within the College of Education at Florida Atlantic University. Data was gathered from 143 undergraduate and graduate students who were enrolled in various majors in the College of Education, on the Boca Raton and Davie campuses during the Spring 2002 semester. The Aging, Learning and Work Quiz (Galbraith and Venable, 1985), was the inventory that was utilized. It has six subscales: Biology, Psychology, Learning, Decision-Making, Work Performance and Health. Six hypotheses were tested that there was no significant difference between the dependent variables of Biology (Ho1), Psychology (Ho2), Learning (Ho3), Decision-Making (Ho4), Work Performance (Ho5), Health (Ho6) and one or more of the independent variables of Educational Level, Degree type, Gender, Age and Ethnicity. The seventh hypothesis tested was that there is no difference in the perception of aging between pre-baccalaureate individuals and post-baccalaureate individuals (Ho7) with regard to each of the dependent variables. The statistically significant results of the study were: (a) Biology (Ho1), there was a difference found between ethnic groups of White and Other (p < .045), with White's being more accurate in their perception of the biology aspects of aging, (b) Learning (Ho3), a gender difference was found (p < .003), with males being more accurate in their perception of an individual's ability to learn, retain information and accumulate knowledge, (c) Decision-Making (Ho4), a difference was found between Educational Psychology majors and Reading Education majors (p < .012), with Reading Education majors being more accurate in their perception of how aging affects decision-making ability, (d) Work Performance (Ho5), there differences found between Reading Education majors and Educational Psychology majors (p < .001), with Reading Education majors being more accurate in their perception of work. Differences were also found between majors of Other and Educational Psychology (p < .014), with Other being more accurate in their perceptions of Work, and (e) (Ho 7) there was a difference found between pre-baccalaureate and post-baccalaureate participants for the variable of psychology at the (p < .05), with post-baccalaureate participants scoring higher.

Technological advances in computer systems have made the computer a valuable educational tool to both instructors and students. Web-based learning (WBL) is a relatively new instructional delivery mode which is rapidly becoming a staple at all levels of education. Critical shortage areas such as nursing should be able to use properly supported web-based education successfully to help address this shortage. Instructors need to create this support by presenting learning materials in a variety of ways to allow learners choices that can match their Cognitive Styles (CS). This study was designed to determine the relationship between students' CS as measured by the Kolb Learning Style Inventory (LSI) and the Witkin Group Embedded Figures Test (GEFT) and academic achievement in web-based and face-to-face nursing courses. Knowledge about different CS could assist students, administrators, and instructors to determine the best instructional delivery mode. Properly applied knowledge of individual learning styles could lead to greater academic achievement. This study is divided into two parts and took place in the years 2000--2002. In study one, the Kolb LSI was administered to 153 non-randomly selected nursing students in either web-based or face-to-face classes. Academic achievement was measured as a percentage of total points. No significant difference was found when comparing academic achievement and instructional delivery modes. An Analysis of Variance (ANOVA) showed a significant difference between Kolb learning styles (p < .05). Convergers had higher final mean scores in both face-to-face and web-based classes than either Assimilators or Accommodators. In study two, the Group Embedded Figures Test (GEFT) was administered to 108 non-randomly selected nursing students enrolled in either web-based or face-to-face classes. No significant difference was found between GEFT scores and academic achievement or between GEFT scores and instructional delivery mode. The field of CS research would benefit from a continued effort towards examination, organization and consensus of the large numbers of labels and types. Future research should examine other populations. Longitudinal studies should be undertaken to determine the stability of CS. Other education focused CS instruments should be used to examine the relationship to learner achievement.

Computer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and what, the "best" colleges of education were teaching in the required technology courses offered in their undergraduate Elementary Teacher Preparation programs. Twenty-four of those schools submitted 30 syllabi and 42 Teacher Preparation Program Surveys. Of the surveys that were returned, 16 were from deans and 26 were from professors. The following findings were determined: (1) The incorporation of technology into teacher preparation was pandemic. (2) An obvious pedagogical shift from behaviorism to constructivism was evident. (3) The syllabi fell into one of two diametrically opposed groups, representative of constructionist and behaviorist underpinnings. Within each of those two groups, commonality was observed in the use of Bloom's Taxonomy, themes, concepts, and activities. (4) Although 96 percent of instructors self-identified their instructional strategy as constructionist, the analysis of syllabi failed to affirm this. (5) A noteworthy difference was noted between the deans of colleges and their instructors as to the perceived preparedness of students to integrate technology into their future teaching and learning. (6) Both instructors and deans indicated that their colleges' provided (a) support for technology, (b) sufficient technology facilities and, (c) ample technology training, yet despite the support, training and facilities noted, faculty technology knowledge was identified by both deans and instructors as low. Technology is most assuredly making inroads into the halls of academia, by virtue of the ubiquitous presence of technology into teacher preparation programs, further, the underpinnings of constructionism and Bloom's Taxonomy are evident. The rate of improvement in faculty knowledge of technology and the disparity between dean and instructor's perception of student preparedness, however, raised cause for concern and further research.

The primary purpose of this study was to develop a valid and reliable inventory to collect data on reported leisure/recreation awareness, leisure/recreation participation, barriers to leisure/recreation activities, and lifestyle satisfaction for individuals with cognitive exceptionalities. A secondary purpose of the study was to determine if a relationship existed between the leisure/recreation variables and reported lifestyle satisfaction for individuals with cognitive exceptionalities. Leisure and recreation activities assist individuals to lead healthy lifestyles and benefit an individuals' physical, emotional, social, and intellectual development. The dependent variable used in the analyses was lifestyle satisfaction. The predictor variables were leisure/recreation awareness, barriers to leisure/recreation, and leisure/recreation participation. Data were collected from responses ( N = 54) on the Leisure Recreation Access and Lifestyle Satisfaction Inventory (LRALS) and analyzed to determine if a relationship existed between the variables using a linear regression model. The coefficient alpha reliabilities were .90 to .98 for the leisure/recreation and lifestyle satisfaction variables. The Pearson product moment correlation coefficients were .83 to .98, p < .05 for the test-retest of the inventory. Results of the statistical analyses concluded that a positive relationship existed between reported leisure/recreation awareness and reported lifestyle satisfaction for the respondents. A negative relationship existed between reported barriers to leisure/recreation activities and reported leisure/recreation participation for the respondents. A positive relationship existed between reported leisure/recreation participation and reported lifestyle satisfaction for the respondents. The predictive accuracy of a model composed of (reported leisure/recreation awareness, leisure/recreation participation, and barriers to leisure/recreation to lifestyle satisfaction) R2 = .18 was significant, F(3, 50) = 3.67, p < .05. The predictive accuracy of a model composed of (reported leisure/recreation awareness, leisure/recreation participation, barriers to leisure/recreation and demographic data to lifestyle satisfaction) R2 = .32 was significant, F(10, 43) = 2.10, p < .05. The LRALS Inventory assists individuals to report perceived leisure/recreation and lifestyle satisfaction indices. The inventory can assist service providers to plan personnel, facilities, and equipment based on consumer choices.

The purpose of this study was to correlate readiness for self-directed learning with validated indices of personality type, determine which of these indices are significantly related with readiness for self-directed learning, and then predict readiness for self-directed learning from personality type. This study used the MBTI Form-M and SDLRS Form-A to assess personality type and readiness for self-directed learning. The null hypothesis of no significant correlation between any of the eight-indicator scale scores on the MBTI and SDLRS total score was rejected. The scale indicators of Extroversion (E), Introversion (I), Judging (J), and Perceiving (P) were all significantly related to SMRS scores. Extroversion (E) and Judging (J) were positively related to SMRS scores at the p < .01 level of significance. Introversion (I) and Perceiving (P) were negatively related to SDLRS scores at the p < .01 level of significance. The null hypothesis that none of the eight scale indicators of the MBTI would be a significant predictor of readiness for self-directed learning was rejected. The ANOVA comparisons showed that Extroversion (E) and Judging (J) were significant and should be retained as part of the regression model. Extroversion (E) was significant at the p < .003 level of significance. Judging (J) was significant at the p < .008 level of significance. The multiple regression model that included both Extroversion (E) and Judging (J) as independent variables to predict readiness for self-directed learning was significant at the p < .000 level of significance. The predictor variables that were used in the regression model accounted for 25.1% of the variance in SDLRS scores with and adjusted R-square value of .251. The demographic profile of the students in the ORM program suggested that these learners are a full standard deviation above the norm of adults in the United States on their SDLRS total score. Consequently, further research is needed to support or refute the relationship between personality and self-directed learning.

The purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire (IBDLQ). The survey was administered to a sample of 291 completers of Internet-based distance learning courses at the end of the Summer 2000 and Fall 2000 school semesters at Palm Beach Community College. One hundred respondents returned completed surveys, indicating a return rate of 34%. Multiple linear regression analysis was used to test each hypothesis and to provide a model that was predictive of student performance. Nine null hypotheses were formed to determine if there were significant relationships between student performance and the aforementioned variables. The results of the tests of the nine null hypotheses showed that the hypotheses that involved student performance and marital status, age and motivation-self pace were rejected. In this study, the final model indicated that the predictor variables accounted for 14.2% of the variance in student performance. The correlation matrix showed that the older students in this population were less often currently married than were younger students and appeared only marginally less likely to be motivated by self-paced courses. The correlation between being motivated by self-paced courses and being married showed that married students were a little more likely to be motivated by self-paced courses. Analysis of responses to the open-ended question on course satisfaction revealed four main themes that influence student performance: academic support from the instructor, flexibility, socioeconomic status specific to family responsibilities that include marital status, whether or not the student has dependents, and age. Suggestions for future research included increasing sample size, adding variables such as frequency of student computer use, whether or not the respondent has dependents, and surveying the instructors of the courses for frequency of availability online, levels of expertise, and instructor perception of barriers.