A comparison of faculty and administrator perceptions of the merger of Kentucky's community colleges and vocational/technical institutes.

Abstract

who taught me a love of education, instilled in me a passion for life-long learning, and gave me roots and wings.This dissertation is also dedicated to the memories of my late grandmothers The 33.7 percent total return rate for this study was consistent within the acceptable range described in the research literature. The results of the study suggested that administrators maintained a more positive view of the merger than faculty.A one-way analysis of variance (ANOVA) was used to test the null hypothesis for the first question that there was no difference in the perception of merger, withPerception of Merger as the dependent variable and respondent status, faculty or administrator, as the independent variables. Administrators had a significantly higher mean score than faculty; therefore, the null hypothesis was rejected. Administrators maintained significantly more positive perceptions of the merger compared to faculty.For the second research question, a multivariate analysis of variance (MANOVA) was performed with the six indices of perception, type, depth, support, involvement, and motivation as dependent variables. The MANOV A confirmed that the administrators had

Price Effects of Nonprofit College and University Mergers

“…In contrast to externally initiated higher education mergers in Australia, Norway, Belgium, and Finland, mergers in the United States are typically voluntary, meaning that the merging institutions themselves initiate the merger (Skodvin, 1999). However, managed mergers, initiated by state, regional, or system authorities in public systems, frequently referred to as "consolidations," are becoming more common (Warren, 2008;Ohman, 2011;Diamond, 2013;Hamilton, 2013;Marcus, 2013;Mytelka, 2015). (Throughout the paper, I use the term mergers to refer to both mergers and consolidations.)…”

Ready child, ready school : educator perceptions of child and school success indicators and ready school practices.

“…Using an expert panel is a widely acceptable practice in developing tests (surveys) to determine whether the items are essential and actually measure what they are supposed to measure (Lawse, 1975;Slavin, 2007). Warren (2008) The expert panel was divided into two groups. The first half reviewed the draft survey and, using their recommendations, the researcher added a third section about ready school practices, which included descriptive terms about each ready school indicator to help participants determine the level at which each one was implemented at his or her school.…”