Browsing by Subject "College administrators--Attitudes"
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Item Attitudes toward, and perceptions of, consulting legal counsel by physical therapy professional education program directors(2004) Scott, Ronald W.; Brown, Ronald M.This study examines the attitudes toward, and perceptions of, consulting legal counsel by physical therapy (entry- level) graduate education program directors. Twenty in-depth interviews were conducted, with ten female and ten male respondents. Respondents represented the full range of physical therapy education program types – large, small, public and private. The semi-structured interviews included questions on: the lega l environment; litigation; respondents’ legal knowledge; access and barriers to legal counsel; costs and risks of legal consultation; respondent attitudes toward the law, legal system, and attorneys; the nature of consultations (systematic-proactive vs. ad hoc-reactive); attorney-client relations; attorney responsiveness and competence; satisfaction with counsel and consultative outcomes; and utilization of, and satisfaction with, outside legal advisors. Female and male respondents expressed different perspectives on their experiences with consulting legal counsel for program-related advice. (Note: These results should not be interpreted as representative of the physical therapy education program director population in general. The results apply only to these twenty respondents.) Among other considerations, females in the study considered their legal environment less complex, and experienced fewer legal actions than their male counterparts. They received more legal education, and had greater direct access to institutional legal counsel. Female respondents viewed the law, legal system, and attorneys more favorably than males. Their legal consultations were more often systematic vs. ad hoc. Female respondents were less likely than males to view their institutional attorney-client relationships as confidential, and to characterize institutional legal counsel as their fiduciaries (acting in their personal best interests). They were more aware of when the attorney-client relationship may be breached by counsel. Female respondents were less satisfied with their institutional attorneys than males, but more often believed that consultative outcomes are positive. An interrelationship digraph and system schematic were created, delineating system inputs (legal milieu and access to counsel), mediating drivers (nature of legal advice and respondents’ knowledge of the law) and outcomes (attorney-client relations and respondents’ satisfaction with consultative outcomes), and system outcomes (respondents’ perceptions of the law and attorneys, and their satisfaction with legal counsel). Recommendations include, among others, more and better systematic legal education for physical therapy education program directors, and more effective attorney-client relations, especia lly including mutual education, listening, respect, and support.Item An exploratory comparison of delivery costs in classroom and online instruction(2009-05) Robinson, Robert Lloyd, 1962-; Lasher, William F.; Sharpe, Edwin ReeseEnrollment in online courses within colleges and universities is growing at a rate far exceeding that of enrollment in classroom-delivered, face-to-face courses. Given this growth, it is important that administrators understand the costs required to deliver online courses. A frequently asked question by policy-makers is whether online instruction is more or less expensive to deliver than comparable face-to-face, classroom-delivered instruction. The objectives of this study were to 1) develop a exploratory model for deriving a cost measure for classroom-delivered instruction and an analogous model for deriving a cost measure for delivering online instruction, 2) perform an interinstitutional comparison of both classroom-delivered and online-delivered courses, 3) identify the opinions and assumptions of various campus administrators regarding online courses, and 4) identify the role of costs in the academic decision-making process regarding offering online courses. The study employed a mixed-methods research methodology. The quantitative analysis was performed using publicly available data from seven public institutions. The qualitative analysis entailed directed interviews with 12 preidentified campus decision makers from those institutions: six chief business officers and six chief academic officers. The study found that, for the organizations studied, online courses are delivered at a lower unit cost than face-to-face courses. In addition, the study determined that as an academic decision factor, cost is overwhelmed by other factors such as enrollment growth, campus space constraints, and broadening access.