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Title: A design for implementing a simulation for training school principals in decision-making utilizing videodisc technology.
Creator: Wright, Robert Henry, Bozeman, William C., Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of the study was to design a simulation using apersonal computer-based authoring system that could serve as a vehicle for investigating decision-making styles of educational administrators. The program was designed to be used at the graduate level for students seeking advanced degrees in educational leadership. The simulation makes use of simulation techniques for controlling presentation of material and data collection...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of the study was to design a simulation using apersonal computer-based authoring system that could serve as a vehicle for investigating decision-making styles of educational administrators. The program was designed to be used at the graduate level for students seeking advanced degrees in educational leadership. The simulation makes use of simulation techniques for controlling presentation of material and data collection for subequent analysis about information search and utilization procedures of administrators. The study was undertaken to demonstrate that nontechnical personnel using state-of-the-art technology could develop affordable and effective multimedia simulations. The study was also designed to demonstrate that technology was sufficiently advanced that time to develop such a program would not preclude its use. Data were gathered from seven graduate students attending a introductory graduate course. Other sources of data included practicing unitersity professors, district administrators practicing principles. Data were gathered using a survey and personal interviews. Results of the survey indicated that respondents found that the technical approach was innovative and could be useful in teaching graduate students how to be better principals. District administrators expressed interest in using the program to evaluate candidates for beginning principalships.
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Date Issued: 1993
Identifier: CFR0008172, ucf:53080
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008172

Title: AN ANALYSIS OF THE RELATIONSHIP BETWEEN JOB SATISFACTION, ORGANIZATIONAL CULTURE, AND PERCEIVED LEADERSHIP CHARACTERISTICS.
Creator: Amburgey, William, Bozeman, William, University of Central Florida
Abstract / Description: The purposes of this study were to determine if (a) there is a relationship between job satisfaction, organizational culture, and perceived leadership characteristics at a dual-residential private university based on location, gender, level of education, and length of employment and, (b) to measure those relationships if they were present. Understanding how these areas relate may enhance strategic planning and personnel decisions for leaders within organizations. The population of this study...
Show moreThe purposes of this study were to determine if (a) there is a relationship between job satisfaction, organizational culture, and perceived leadership characteristics at a dual-residential private university based on location, gender, level of education, and length of employment and, (b) to measure those relationships if they were present. Understanding how these areas relate may enhance strategic planning and personnel decisions for leaders within organizations. The population of this study was the 1,478 full-time faculty and staff located on the residential campuses of the participating university. Participants in the study were asked to complete three test instruments: an Employee Demographic Survey, Job Satisfaction Survey (JSS), and the Organizational Description Questionnaire (ODQ). The Employee Demographic Survey was designed by the researcher to collect demographic data from the population. The JSS was designed by Spector (1994) as an instrument to assess an employee's attitude toward variables such as pay, promotion, supervision, operating procedures, and communication. Designed by Bass and Avolio (1992), the ODQ measures how a member of the organization perceives the organizational culture in terms of transactional or transformational leadership characteristics. Findings indicated that the only statistically significant mean score differences between total scores on the JSS and ODQ occurred when length of employment was the independent variable. Statistically significant correlations were also observed between the mean total JSS score, the ODQ transactional leadership score, and the ODQ transformational leadership score. Further, the scores obtained from the ODQ were used to define the organizational culture typology. A Moderately Four I's, as described by Bass and Avolio (1992), was the dominant culture identification across all levels of independent variables.
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Date Issued: 2005
Identifier: CFE0000610, ucf:46517
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000610

Title: MOTIVATIONS FOR ENTERPRISE RESOURCE PLANNING (ERP) SYSTEM IMPLEMENTATION IN PUBLIC VERSUS PRIVATE SECTOR ORGANIZATIONS.
Creator: Harrison, Joycelyn Lorraine, Bozeman, William, University of Central Florida
Abstract / Description: The goal of this research was to increase the knowledge base regarding Enterprise Resource Planning (ERP) Software implementation, particularly in the public sector. To this end, factors regarding benefits sought through ERP system implementation and critical factors surrounding successful ERP implementation were identified. In addition, the perception of project team members' satisfaction with modules implemented and their concerns about implementing ERP software were identified in this...
Show moreThe goal of this research was to increase the knowledge base regarding Enterprise Resource Planning (ERP) Software implementation, particularly in the public sector. To this end, factors regarding benefits sought through ERP system implementation and critical factors surrounding successful ERP implementation were identified. In addition, the perception of project team members' satisfaction with modules implemented and their concerns about implementing ERP software were identified in this study. The results of this study provided recommendations for public and private sector organizations in order to increase their opportunity for successful ERP system implementation.The literature review and results of this study found suggested that the benefits sought during ERP system implementation were consistent among public and private-sector organizations. Benefits such as increased standardization, better reporting, and reduced operational costs were recognized as goals of ERP implementation. Factors that attributed to successful ERP system implementations were top management support, and knowledgeable project managers and team members. The t-test analyses found differences among the two groups, public and private sector organizations, regarding some benefits sought and the level of satisfaction with some modules.The study included recommendations for organizations to fully research ERP functionality prior to implementation, implement strong change management, use other means of measuring return on investment, ensure employee buy in and top management involvement, and avoid scope creep.
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Date Issued: 2004
Identifier: CFE0000093, ucf:46126
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000093

Title: A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION.
Creator: Inge, Richard, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a...
Show moreThe purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concerning teacher support of and participation in these activities were moderately accurate. Data were collected using two survey instruments developed by the researcher. The Professional Development Questionnaire for Teachers contained 22 items developed to gather teachers' perceptions concerning: (a) their participation in PD, (b) the relevance of the PD activities they had been involved in, (c) the process used to select these activities, (d) the monitoring efforts of their administrators concerning teacher involvement in these activities, and (e) information about the number of hours they were involved in PD between July 1, 2002 and June 30, 2004. The Professional Development Questionnaire for Building Principals collected data from administrators at the same schools as those of the teachers surveyed. Building principals were asked their perceptions concerning: (a) teacher participation in PD, (b) the effectiveness of PD, (c) the selection of activities, and (d) the fund sources used to provide PD for their teachers. A total of 433 teachers and 38 building administrators comprised the sample population. Descriptive statistics, independent samples t-tests, and a One-way Analysis of Variance (ANOVA) were used to analyze the data collected. In addition, information was collected from respondents using comments they included in the surveys. The implications for policy and procedure drawn from this study were: (a) school administrators' need to develop a plan to more closely monitor the participation of their teachers in PD and (b) the availability of PD opportunities should be equitable for all teachers regardless of their academic department assignment. Suggestions for future research and educational practices were also provided.
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Date Issued: 2005
Identifier: CFE0000407, ucf:46413
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000407

Title: AN INVESTIGATION OF IMPLEMENTATIONS OF SMALLER LEARNING COMMUNITIES IN FLORIDA HIGH SCHOOLS.
Creator: Sparger , Todd, Bozeman, William, University of Central Florida
Abstract / Description: The issue of high school reform has received national attention during the first part of the 21st century. One idea brought forth in this restructuring effort has been the desire to create high schools with smaller student populations. However, in an era of tight budgets, where resources are not always available to build more schools, educators have explored the possibility of dividing existing large high schools into smaller units. This restructuring approach has many titles, but is...
Show moreThe issue of high school reform has received national attention during the first part of the 21st century. One idea brought forth in this restructuring effort has been the desire to create high schools with smaller student populations. However, in an era of tight budgets, where resources are not always available to build more schools, educators have explored the possibility of dividing existing large high schools into smaller units. This restructuring approach has many titles, but is frequently referred to as a Smaller Learning Community (SLC). Since 2000, the federal government has pledged $245 million to schools willing to create SLCs. This research has studied the schools in Florida that have received the federal implementation grant and have established SLCs. The 39 Florida high schools that were awarded the federal grant in 2000, 2001, and 2002 served as the population for this study. Twenty schools in the population completed a 45-item survey which measured implementation of five key SLC elements:(a) accountability, (b) autonomy, (c) identity, (d) instructional focus, and (e) personalization. Based on the survey results, an implementation score was determined for each participating school. Based on 5-point Likert scale (with a not applicable option) for the 35 questions that pertained to the five elements, a total score of 175 was the maximum amount possible. Individual responding school scores ranged from 104.7 - 157.1. The overall implementation score was also correlated with selected school indicators. Survey respondents also provided rationale for the implementation of SLCs and perceived benefits to students, teachers, and parents. In general, the survey respondents agreed that SLCs at their schools addressed the five key elements. The implementation scores and teacher comments, however, provided evidence that the levels of implementation of SLCs across the state varied in terms of the elements. Suggestions for future research and educational practices are provided
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Date Issued: 2005
Identifier: CFE0000370, ucf:46342
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000370

Title: THE EFFECTS OF ATHLETIC PARTICIPATION, EXPECTATIONS ABOUT COUNSELING AND GENDER ON ATTITUDES TOWARD HELP SEEKING BEHAVIORS AMONG COMMUNITY COLLEGE STUDENTS.
Creator: Fernandez, Jose, Bozeman, William, University of Central Florida
Abstract / Description: Researchers have determined that college student-athletes are an underrepresented population when it comes to utilizing college counseling services. Traditional students have appeared for counseling services more so than student-athletes. The primary purpose of this study was to assess the relationships between attitudes toward help seeking behavior and (a) expectations about counseling, (b) athlete status, and (c) gender of respondent among community college students. The study included 195...
Show moreResearchers have determined that college student-athletes are an underrepresented population when it comes to utilizing college counseling services. Traditional students have appeared for counseling services more so than student-athletes. The primary purpose of this study was to assess the relationships between attitudes toward help seeking behavior and (a) expectations about counseling, (b) athlete status, and (c) gender of respondent among community college students. The study included 195 students at a central Florida community college, 74 student-athletes and 121 non-athlete students. The participants were asked to convey their counseling expectations by completing the Expectations About Counseling-Brief Form. Respondents were also asked to complete the Attitudes Toward Seeking Professional Psychological Help Scale to measure their attitudes toward help seeking behavior. Further qualitative data was accumulated during an interview with one student-athlete from each of the five intercollegiate athletic teams. For this study, two hypotheses were considered. First, it was hypothesized that a significant relationship existed between attitudes toward help seeking behavior and expectations about counseling and that expectations about counseling were expected to account for a significant amount of variance in attitudes toward help seeking behavior. Results of the data analyses revealed that respondents' attitudes toward help-seeking behavior correlated significantly with only two of the four counseling expectation factors. A positive correlation was discovered for the factor of Personal Commitment and a negative correlation for the factor of Counselor Expertise. Linear regression analysis supported that expectations about counseling were expected to account for a significant amount of variance in attitudes toward help-seeking behavior. The second hypothesis hypothesized that there would be no statistically significant difference in attitudes toward help-seeking behavior based on athletic participation (student-athlete versus non-athlete students) or gender of respondent. The results of a MANOVA indicated that gender of respondent did have a statistically significant effect on attitudes toward help-seeking behavior; therefore this hypothesis was only partially supported. Based on these findings, implications for counseling student-athletes and non-athlete students are discussed. Interpretations of data analyses are included and study limitations and delimitations are identified. Finally, suggestions for future research are identified and discussed.
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Date Issued: 2005
Identifier: CFE0000391, ucf:46335
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000391

Title: AN EVALUATION OF ENROLLMENT MANAGEMENT MODELS OF THE 28 FLORIDA COMMUNITY COLLEGES.
Creator: LoBasso, Thomas, Bozeman, William, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23...
Show moreABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23 Florida community colleges surveyed. This was evident by the use of the word "enrollment" in the organizational titles as well as in the titles of the individuals who were responsible for the models. Second, enrollment management models reported were determined to be relatively new in comparison to four-year institutions. The literature on enrollment management demonstrated that four-year colleges began enrollment management practices in the early-to-mid 1970s. Much of the existing literature on enrollment management has been based on the experiences at four-year institutions. Third, some enrollment management divisions appeared to have key enrollment offices displaced. The key enrollment offices selected in this study were supported throughout the literature. Those offices represented were as follows: Admissions, Records and Registration, Financial aid, Orientation, and Advising. Fourth, increasing enrollment was the strongest reason for implementing the enrollment structure and subsequently was the strongest benefit realized. The anticipated decline in high school graduates, and the expectation of subsequent declining college enrollments during the 1970s, provided the impetus for the adoption of models of enrollment management. The fifth finding was that moving key enrollment offices such as financial aid into the enrollment management organizations would be an improvement to existing models. As enrollment management concepts are implemented into practice, the realignment of related offices may be necessary to effectively accomplish goals.
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Date Issued: 2005
Identifier: CFE0000371, ucf:46330
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000371

Title: RELATIONSHIP OF STUDENT SATISFACTION LEVELS IN DISTANCE LEARNING AND TRADITIONAL CLASSROOM ENVIRONMENTSAT EMBRY-RIDDLE AERONAUTICAL UNIVERSITY.
Creator: Gallogly, James, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this study was to determine (a) what differences, if any, exist between Embry-Riddle Aeronautical University (ERAU) students enrolled in distance learning and traditional courses during 2004 with regard to their satisfaction with course quality and (b) the level of satisfaction of distance learning students with regard to online delivery technology and administrative services provided to them in distance learning. Data were gathered using information from 400 distance learning...
Show moreThe purpose of this study was to determine (a) what differences, if any, exist between Embry-Riddle Aeronautical University (ERAU) students enrolled in distance learning and traditional courses during 2004 with regard to their satisfaction with course quality and (b) the level of satisfaction of distance learning students with regard to online delivery technology and administrative services provided to them in distance learning. Data were gathered using information from 400 distance learning undergraduate students using the Distance Learning Student Response Questionnaire (DLSRQ) and 400 traditional undergraduate students using the Student Survey Form (SSF). These students were enrolled in at least one of the four courses selected from the general education competency areas of Communications, Mathematics, Humanities, and Social Sciences during 2004. It was concluded that distance learning and traditional classroom students experienced a high level of satisfaction in regard to almost all aspects of course quality. It was also determined that there was very little difference in the levels of satisfaction between the two groups. Unlike traditional classroom students, distance learning students did not express a high level of satisfaction with the timeliness of instructor feedback. They did, however, express a high level of satisfaction with online delivery technology and administrative services. Implications and recommendations addressed a mentoring program, expanded quality control and professional development initiatives. Recommendations for future research were also offered.
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Date Issued: 2005
Identifier: CFE0000395, ucf:46326
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000395

Title: CHARACTERISTICS ASSOCIATED WITH THE EFFECTIVENESS OF RESOURCE DEVELOPMENT PROGRAMS AT FLORIDA COMMUNITY COLLEGES.
Creator: Morgan, Nancy, Bozeman, William, University of Central Florida
Abstract / Description: As educational funding from traditional sources decreases and the cost of operating educational programs increases, community colleges are seeking ways to diversify funding streams and increase revenue. For many 2-year colleges, resource development, particularly the procurement of government grants and contracts, represents a viable source of revenue. The purpose of this research was (a) to establish a profile of grant development programs in Florida community colleges and (b) to identify...
Show moreAs educational funding from traditional sources decreases and the cost of operating educational programs increases, community colleges are seeking ways to diversify funding streams and increase revenue. For many 2-year colleges, resource development, particularly the procurement of government grants and contracts, represents a viable source of revenue. The purpose of this research was (a) to establish a profile of grant development programs in Florida community colleges and (b) to identify factors associated with successful grant development. A cross-sectional survey design was used to collect information about grant development programs at the 28 publicly-supported community colleges in the state of Florida. Twenty-six colleges completed the survey. The grant success rate, return on investment, and organizational and operational integration of institutional advancement functions of the respondent colleges were incorporated into linear mathematical models to predict grant development success. Although no statistically significant predictive relationships were determined, organizational and operational integration of institutional advancement functions can not be considered to be without some influence on a college's ability to generate grant revenue. The potential for community college efforts to yield increasing grant funding will continue to transform higher education. The study of the components and characteristics that allow for predicting successful grant acquisition is of continuing research interest and mounting practical importance to community college presidents, administrators, trustees, and resource development professionals.
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Date Issued: 2005
Identifier: CFE0000352, ucf:46282
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000352

Title: LEADERSHIP BEHAVIOR AND TECHNOLOGY ACTIVITIES:THE RELATIONSHIP BETWEEN PRINCIPALS AND TECHNOLOGY USE IN SCHOOLS.
Creator: Page-Jones, Alexandra, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their...
Show moreThe purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their leadership behavior affected or predicted the multiple ways that technology was used throughout a school.The population for this study was composed of principals and instructional faculty from public schools in Collier County, Florida. Principals completed the Principal Technology Leadership Assessment Survey to establish leadership behavior according to the NETS-A standards; faculty completed the School Technology Outcomes survey to identify technology use in schools. The numerous uses of technology were structured into three levels: administrative and management tasks (organizational technology outcomes), planning and delivery of instruction (instructional technology outcomes), and use by students for completing assignments (educational technology outcomes). Survey results revealed strong technology leadership behaviors and extensive and variety use of technology in schools. Analysis of the survey results supported the null hypothesis that there was no relationship between the technology behavior of educational leaders and the use of technology by faculty members in their schools.
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Date Issued: 2008
Identifier: CFE0002162, ucf:47516
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002162

Title: INTERNATIONALIZATION EFFORTS AT STATE UNIVERSITIES IN FLORIDA.
Creator: Bendriss, Rachid, Bozeman, William, University of Central Florida
Abstract / Description: Today's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study...
Show moreToday's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study was to explore the extent to which internationalization had been realized in Florida's public universities by determining (1) whether there was a relationship between articulated commitment and the level of internationalization; (2) whether there was a relationship between curriculum and the level of internationalization; (3) whether there was a relationship between organizational infrastructure and the level of internationalization; (4) whether there was a relationship between funding and the level of internationalization; (5) whether there was a relationship between institutional investment in faculty and the level of internationalization; and (6) whether there was a relationship between international students/student programs and the level of internationalization. Data derived from the internationalization survey were used to analyze the six research questions by employing descriptive statistics, Pearson coefficient of correlation, and Chi-Square tests. There were strong positive correlations between the six categories noted above and the level of internationalization efforts in Florida public universities. Implications for practice include the development of various strategies to help internationalize their campuses and the student learning experience.
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Date Issued: 2007
Identifier: CFE0001829, ucf:47360
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001829

Title: EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS.
Creator: Campbell, Judith, Bozeman, William, University of Central Florida
Abstract / Description: The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from...
Show moreThe purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
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Date Issued: 2005
Identifier: CFE0000593, ucf:46481
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000593

Title: THE PARTICIPATION OF OCCUPATIONAL THERAPY FACULTY IN CLINICAL PRACTICE.
Creator: Decker, Bonnie, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this research study was to examine the current use of clinical practice by full-time occupational therapy faculty members. Clinical practice, including faculty clinical practice and moonlighting were addressed. The seven research questions addressed were: (a) the perceived benefits of clinical practice as identified by occupational therapy faculty members; (b) the perceived barriers to clinical practice as identified by occupational therapy faculty; (c) if perceived benefits...
Show moreThe purpose of this research study was to examine the current use of clinical practice by full-time occupational therapy faculty members. Clinical practice, including faculty clinical practice and moonlighting were addressed. The seven research questions addressed were: (a) the perceived benefits of clinical practice as identified by occupational therapy faculty members; (b) the perceived barriers to clinical practice as identified by occupational therapy faculty; (c) if perceived benefits and barriers of clinical practice as identified by occupational therapy faculty differ as a function of their academic institution's Carnegie Classification (The Carnegie Foundation, 2000); (d) if perceived benefits and barriers of clinical practice differ among respondents according to tenure at the institution, tenure status, doctoral degree, rank, administrative duties, and gender; (e) the incidence of clinical practice in occupational therapy faculty members; (f) the relationship between participation in clinical practice and the Carnegie classification of the occupational therapy member's academic institution; (g) the characteristics (tenure status, doctoral degree, rank, administrative duties, and gender) of faculty members that participate in clinical practice either within or outside the faculty role; and (h) the characteristics of clinical practice as described by faculty members and how these differed if the clinical practice is conducted as part of the faculty role or outside the faculty role. Data were collected using an on-line survey that contained 43 questions designed to elicit information that addressed the research questions. The surveys were electronically mailed to the population of full-time occupational therapy faculty members obtained from a search of each academic program's website. A total of 224 responses were obtained. Descriptive statistics, ANOVAs, and Chi Square Test of Associations were used to analyze the data for the independent variables. The results showed that 60 respondents indicated that they participated in some type of faculty clinical practice as part of their faculty role. Most of this work was in a facility that was associated with the academic institution. Most of these respondents were not tenured, did not have a doctoral degree, and did not participate in administrative tasks. Most of these respondents worked in Doctoral-Extensive universities and held the Assistant Professor rank. Most worked two to four hours per week and did not receive release time or financial benefits. There were 99 respondents that indicated that they participated in moonlighting in a wide variety of settings. Most worked in their area of clinical expertise. Most of these respondents were not tenured and did not participate in administrative tasks. Only 37% had a doctoral degree. Over half had the rank of Assistant Professor. Almost 42% worked in Masters I academic institutions. Most worked less than 2 hours per week outside the faculty role and they received full financial benefits. The top three benefits for participating in clinical practice were to maintain clinical skills, enhance teaching, and improve credibility with students. The top three barriers for participating in clinical practice were teaching responsibilities, not a component in tenure decisions, and the additional responsibilities of practice. There were no statistically significant differences between the benefits or barriers to clinical practice and the Carnegie Classification of the respondent's academic institution. One ANOVA was significant between the barriers to clinical practice and if the respondent had a doctoral degree. There were no statistically significant differences between the benefits or barriers and tenure at the institution, the respondent's tenure status, the respondent's degree status, faculty rank, administrative duties, and gender except the respondents that had a doctoral degree had significantly higher barrier scores than those that did not have a doctoral degree. In general, less than five percent of the variance was explained by any of the independent variables. None of the Chi Square analyses revealed any significant differences between the academic institution's Carnegie Classification and if clinical practice was required, if a faculty participated in faculty clinical practice, or if a faculty member participated in moonlighting. In conclusion, although many faculty members recognize the benefits to participation in clinical practice, the barriers to clinical practice may be too great to outweigh the benefits for some faculty members. Most reported that clinical practice carried little weight in promotion or tenure decisions. In order for the scholarship of practice to flourish, active support from all academic institution administration is critical.
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Date Issued: 2005
Identifier: CFE0000563, ucf:46438
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000563

Title: EMAIL UTILIZATION BY UNIVERSITY EMPLOYEES AND ITS RELATIONSHIP TO JOB SATISFACTION.
Creator: Recascino, Anthony, Bozeman, William, University of Central Florida
Abstract / Description: The use of technology, such as electronic mail and the Internet, is becoming the norm in many workplaces. This is especially true in academic workplaces. The present study examined several issues related to electronic mail use and job satisfaction for employees within a higher education workplace. Results of the study found that administrative level employees both sent and received more email than non-administrative level staff. Job satisfaction was not found to be related to the amount of...
Show moreThe use of technology, such as electronic mail and the Internet, is becoming the norm in many workplaces. This is especially true in academic workplaces. The present study examined several issues related to electronic mail use and job satisfaction for employees within a higher education workplace. Results of the study found that administrative level employees both sent and received more email than non-administrative level staff. Job satisfaction was not found to be related to the amount of email sent or received. No difference in job satisfaction was found between employees at the main campus versus regional locations, nor was there a difference in job satisfaction between those employees who were supervised primarily via email and those who had in-person supervision. Results of this study help to clarify the role electronic mail plays in the workplace behavior and attitudes of higher education employees. This study also updates older research that found lower levels of job satisfaction in employees receiving e-supervision. The present study found no such differences, perhaps indicating a change in how employees experience e-supervision. Future researchers are urged to continue study examining how electronic technologies influence workplace attitudes and behaviors. While this study focused on email usage, other studies could examine Internet usage or focus on the integration of new technologies into the academic workplace.
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Date Issued: 2005
Identifier: CFE0000726, ucf:46618
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000726

Title: COMMUNITY COLLEGE LEADERSHIP IN THE 21ST CENTURY.
Creator: Van Dusen, Laurie, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents...
Show moreThe purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents completed a researcher designed survey. Data analysis resulted in the following major findings. The presidents indicated a high level of support for each of the five leadership styles for current presidents as well as for future leaders. A consultative style of leadership was deemed to be the most important form of leadership for current leaders and increasing in importance for future leaders. Participative leadership was ranked second and could be considered as a transitional alternative for new presidents. The delegative and negotiative leadership styles were cited as the third and fourth most important forms of leadership for current and future leaders. Fifth ranked was the directive or autocratic style of leadership. Three-fourths of community college presidents indicated that they were actively engaged in the identification and development of potential leaders. Presidents were highly supportive of six developmental areas (budgeting, financial management, fund raising, governing boards, internal governance, and politics/relationships) but perceived politics and relationships as being the most critical area of development for future presidents. Presidents, with less than 10 years of service, were more actively engaged in identifying potential future leaders than their longer tenured counterparts. Those planning to retire within the next 6 years indicated the highest level of engagement. Institutional leaders who had been identified for advancement in a succession plan during their careers were more likely to have a succession plan in place in their institution; however, succession planning was largely informal.
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Date Issued: 2005
Identifier: CFE0000850, ucf:46664
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000850

Title: THE IMPACT OF ADVANCED PLACEMENT (AP) PARTICIPATION AND SUCCESS ON SCHOOL-WIDE STUDENT ACHIEVEMENT.
Creator: Christiansen, David, Bozeman, William, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to investigate two research questions concerning: (a) the relationship between the percentage of students within a high school who participated in the Advanced Placement program and the school-wide student achievement of a high school and (b) the relationship between the percentage of students within a high school who successfully performed in the Advanced Placement program and the school-wide student achievement of the high school. It was determined in...
Show moreABSTRACT The purpose of this study was to investigate two research questions concerning: (a) the relationship between the percentage of students within a high school who participated in the Advanced Placement program and the school-wide student achievement of a high school and (b) the relationship between the percentage of students within a high school who successfully performed in the Advanced Placement program and the school-wide student achievement of the high school. It was determined in this study that there was a statistically significant relationship between Advanced Placement (AP) student participation and school-wide student achievement and there was a statistically significant relationship between AP student performance and school-wide student achievement in public high schools in the state of Florida in the 2007-2008 school year. Additionally, information was provided for policymakers and practitioners regarding the impact of Advanced Placement on school-wide achievement and the impact on students outside the AP program. While AP participation and AP performance correlated with school-wide achievement, when the population and data were disaggregated into the most affluent, middle-income, and poorest schools, the results changed. For the poorest schools, there was no relationship between AP participation and school-wide student achievement. In the middle income and most affluent schools, however, there was a statistically significant relationship between AP participation and school-wide student achievement. Additional confirmation that Advanced Placement, as part of the overall curriculum, had a significant impact on school-wide student achievement was provided. Further research is necessary to understand the implications of the AP program on schools of various socioeconomic levels.
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Date Issued: 2009
Identifier: CFE0002873, ucf:48023
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002873

Title: SELF-EFFICACY BELIEFS OF FLORIDA SCHOOL PRINCIPALS REGARDING FEDERAL AND STATE ACCOUNTABILITY MEASURES.
Creator: McCullers, John, Bozeman, WIlliam, University of Central Florida
Abstract / Description: This study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they...
Show moreThis study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they believed their leadership actually helped achieve these goals. A large majority (83.8%) of respondents believed the state goals to be attainable, whereas only a minority (20.7%) believed the federal goals could be attained. This disparity was associated with a significant difference in self-efficacy beliefs related to the plans, and in the associated leadership behavior of principals. This significant difference in principal self-efficacy beliefs could predict a disparity in leadership effort toward goal attainment. The study suggested that policymakers should be cautious about revising the goals of the Florida School Grades Plan, since principals' self-efficacy beliefs related to the plan were already quite high. In contrast, the findings suggested that policymakers should look to revising the goals of the No Child Left Behind Act of 2001 to correct the dearth of principal belief in the actual attainability of its goals.
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Date Issued: 2009
Identifier: CFE0002849, ucf:48047
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002849

Title: SERVICE QUALITY IN ACADEMIC LIBRARIES: AN ANALYSIS OF LIBQUAL+™ SCORES AND INSTITUTIONAL CHARACTERISTICS.
Creator: Miller, Kathleen, Bozeman, William, University of Central Florida
Abstract / Description: This exploratory study considered the problem of assessing quality in academic libraries. The research question that framed the investigation asked whether service quality scores from the LibQUAL+™ instrument were related to the following college or university characteristics: institutional type, enrollment level, or the level of investment made in libraries. Data regarding Carnegie classification, FTE enrollment, and library expenditures were collected for 159 college and university...
Show moreThis exploratory study considered the problem of assessing quality in academic libraries. The research question that framed the investigation asked whether service quality scores from the LibQUAL+™ instrument were related to the following college or university characteristics: institutional type, enrollment level, or the level of investment made in libraries. Data regarding Carnegie classification, FTE enrollment, and library expenditures were collected for 159 college and university libraries that participated in LibQUAL+™ during 2006. Descriptive statistics, bivariate correlations, and regression analyses were calculated and the Bonferroni adjustment was applied to significance levels to compensate for errors caused by repeated calculations using the same data. Several statistically significant relationships were found; notably, negative correlations were found between each of the LibQUAL+™ scores and total library expenditures. The study suggested that higher expectations among library users in large, research libraries led to slightly lower LibQUAL+™ scores. Implications for practice included that survey results should only be used as one component of an assessment strategy, and practitioners might consider the potential role of library marketing or public relations efforts to influence user expectations. Recommendations were made for future research including replicating some aspects of this study with a more representative sample, analyzing respondent comments as well as score data, and exploring whether there are reliable differences in results for different types of institutions or among groups of respondents (students and faculty, or faculty by discipline).
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Date Issued: 2008
Identifier: CFE0002007, ucf:47628
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002007

Title: CHANGES TO OPERATIONAL, FINANCIAL, AND ORGANIZATIONAL STRUCTURES OF SCHOOL DISTRICTS DURING MAYORAL TAKEOVERS.
Creator: Shanoff, Mark, Bozeman, William, University of Central Florida
Abstract / Description: The focus of this research was to examine the effects of mayoral control on operational and financial structures within school systems. Furthermore, this study focused on the public perception and political implications of the mayorÃ‚Â's position on local education. The four systems chosen for this study were: Boston, Chicago, District of Columbia, and New York City. All four systems were total control districts, which allowed for each mayor to appoint a majority to the...
Show moreThe focus of this research was to examine the effects of mayoral control on operational and financial structures within school systems. Furthermore, this study focused on the public perception and political implications of the mayorÃ‚Â's position on local education. The four systems chosen for this study were: Boston, Chicago, District of Columbia, and New York City. All four systems were total control districts, which allowed for each mayor to appoint a majority to the school board and appoint a superintendent or chancellor to oversee the day to day operations of the school district. This study focused on operational and financial structures, which make up a sizable portion of the larger organizational structure. These indicators often drive how services and expenditures eventually affect the core business of these school systems. From an operational perspective, this study was focused on expenditures, both in aggregate form and for instructional related services, pre and post takeover. From a financial perspective, this study focused on changes to revenue sources, return on investment, interest on school debt, and capital outlay. From a political perspective, this study examined the data from the various State of the City addresses over the last four years in each of the four cities, along with polling data available for New York City and the District of Columbia. This study was concluded with a summary of findings, and implications for future research, policy, and practitioners. The research showed that New York City and Boston generally outperformed the District of Columbia and Chicago in the operational and financial metrics used in the study. Furthermore, the number of years a city had been under mayoral control and operational and financial indicators had no significant relationship. It was recommended that future researchers should continue to study the benefit of benchmarking metrics of organizational performance to ensure mayors are held accountable for the reforms they espouse during election cycles. Ultimately, mayorsÃ‚Â' success in managing their school systems will be based on where they prioritize. This research offered a cross section of metrics by which mayors can benchmark their effectiveness as they change operational, financial, and organizational structures to bring about better, overall organizational performance from their school system.
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Date Issued: 2010
Identifier: CFE0003469, ucf:48957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003469

Title: FLORIDA SCHOOL INDICATOR REPORT DATA AS PREDICTORS OF HIGH SCHOOL ADEQUATE YEARLY PROGRESS (AYP).
Creator: Carr, John, Bozeman, William, University of Central Florida
Abstract / Description: The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high...
Show moreThe focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school's academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher's experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level.
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Date Issued: 2011
Identifier: CFE0003638, ucf:48848
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003638

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