The orientation and training of public community college trustees is inconsistent. This empirical study investigated that training and its influence on board use of best practices. The study used adult learning theory and involvement theory. Astin's input-environment-outcome model was used as a conceptual framework with a blocked form of stepwise regression. The criterion variable was board use of best practices, created from a scale score of board best practices. Trustees from 146 institutions in 16 states responded to the electronic survey (n=253). Six predictor variables were significant at the p<.05 level. Results provided a better understanding of board use of best practices, orientation and training, and suggested ways in which trustee orientation and training could be improved.
|Commitee:||McDougle, Larry G., Opp, Ronald D., Slantcheva-Durst, Snejana I., Webster, Jerome E.|
|School:||The University of Toledo|
|School Location:||United States -- Ohio|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Community college education, Higher Education Administration, Adult education, Higher education|
|Keywords:||Board, Community college, Involvement theory, Orientation, Training, Trustees|
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