Copyright (c) 2009 All rights reserved. http://works.bepress.com/brian_satterlee Recent documents in Brian Satterlee en-us Wed, 05 Aug 2009 05:25:20 PDT 3600 http://works.bepress.com/brian_satterlee/9 http://works.bepress.com/brian_satterlee/9 Fri, 22 Feb 2008 06:05:27 PST Research has suggested that in order to survive in the 1990's, community colleges must increase public awareness of their roles in society, encourage employer-specific programs and services, and initiate closer working relationships with industry. One strategy to accomplish these objectives is through the establishment of a Technical Advisory Committee (TAC) for each technical program. Among TAC activities are providing relevant information on community training needs, curricular standards, and safety requirements of the occupation. This report describes the methodology used to develop a handbook to assist TAC members at Louisiana's Delgado Community College (DCC) in understanding and fulfilling their role. Chapter 1 reviews the history of the college. Chapter 2 discusses relevant literature on TACs. Chapter 3 presents the steps involved in the development of the handbook, which included solicitation of existing materials from other colleges, and interviews with business and industry representatives. Chapters 4 and 5 discuss the results of the handbook development process, and present conclusions and recommendations. The resulting TAC handbook is appended. The first section reviews DCC's mission and purpose, the second lists technical programs at DCC, and the third presents information on the functions of advisory committees, the selection and length of service of members, and operational considerations. The final section of the handbook describes the scope of the TAC's work, which includes community surveys, career guidance, graduate placement, curriculum advisement, public relations, recruiting, and program evaluation. Brian Satterlee Articles http://works.bepress.com/brian_satterlee/8 http://works.bepress.com/brian_satterlee/8 Fri, 22 Feb 2008 06:05:24 PST This study used a multi-method research technique to examine the acquisition of key executive skills and attitudes required for success in the international business arena. Following a review of the literature, the report presents the results of responses by a panel of 36 international business experts from Canada, Mexico, and the United States to a three-round Delphi questionnaire that attempted to identify the key executive skills required for success. It was found that the skills most highly rated by Canadian participants were decision-making, team building, strategic vision, global view, ethics, and intercultural effectiveness. U.S. participants ranked working with people and information/communication as the most highly rated skills, while Mexican participants ranked as the most highly rated skills decision-making, team building, working with people, initiative and persistence, strategic vision, global view, ethics, information/communication skills, and intercultural effectiveness. Overall, the most highly rated skills were decision-making, team building, working with people, strategic vision, global view, ethics, information and communication, and intercultural effectiveness. In addition, the following skills acquisition methods were ranked by the participants in descending order of importance: lecture courses, internships, study in other nations, language study, videoconferencing, Internet courses, and correspondence courses. A copy of the questionnaire is included. Brian Satterlee Articles http://works.bepress.com/brian_satterlee/7 http://works.bepress.com/brian_satterlee/7 Fri, 22 Feb 2008 06:05:20 PST A study determined the effect of college-level trigonometry skills on the final grades of students enrolled in Introduction to AC/DC Circuits, the first course in the vocational electronics program at Seminole Community college (Florida). The literature was reviewed to develop a conceptual framework for the project. A pretest that measured college-level trigonometry skills was administered to each student enrolled in all sections of the course at the beginning of the Spring 1990 term. Results were used to categorize students as those with college-level trigonometry skills (control group, N=11) and those without (experimental group, N=14). At the end of the term, final grades for each group were averaged and a statistical comparison of the mean scores for both groups was performed. Since the researchers believed the control group would score higher, a two-tailed independent t-test was used. The difference between the mean scores of the control group and the experimental group was statistically significant at the .01 level. It was recommended that the college should require a prerequisite of college-level trigonometry and modify participation in the program and that vocational faculty should teach the trigonometry skills applicable to AC circuits. (Fifteen references and an organizational chard for Vocational-Technical Education at Seminole community College are appended). Brian Satterlee Articles http://works.bepress.com/brian_satterlee/6 http://works.bepress.com/brian_satterlee/6 Fri, 22 Feb 2008 06:05:17 PST A stress management program was developed for the adult degree completion program admissions team at Warner Southern college, a four-year private liberal arts college. A relatively recent stress-induction change was caused by an administrative decision to expand the program offerings from five sites to serve, using current staff. Derived from the Matteson and Ivancevich model (1989), four major goals were identified for the stress management program: improving the relationship between admissions team members and the School of Adult and Continuing Education; adjusting policies and procedures to reduce the occurrence of stressful situations; providing training in strategies to reduce stress; and providing for an integrated wellness program. A preventative stress management program was developed for the organizational unit. Strategies are planned to address individual-organizational relationships, organizational policies and procedures, stress management training and employee assistance, and an integrated wellness program. Brian Satterlee Articles http://works.bepress.com/brian_satterlee/5 http://works.bepress.com/brian_satterlee/5 Fri, 22 Feb 2008 06:05:12 PST Brian Satterlee Presentations http://works.bepress.com/brian_satterlee/4 http://works.bepress.com/brian_satterlee/4 Fri, 22 Feb 2008 06:05:09 PST Several key concepts shed light on the traits and processes of leadership in educational settings. First, the term leadership can be understood as the act of persuading others to set aside individual concerns and pursue a common goal, with communication representing a key ability of leaders. The communication Model provides a useful, open systems approach to analyzing the effectiveness of leader-constituent communications. In the model, the inputs of source and receiver are converted by the process of message and channel into an effective or ineffective communication process. They systemic approach to the study of leadership maintains that inputs are resources available to leaders and constituents, throughputs are processes by which these resources are converted into outcomes, and feedback is the communication of outcomes assessment back into the system. Another key concept of leadership is the vision community, formed when leaders have a vision and create a desire in others to make the vision a reality, while to be successful in the 21st century, leaders will need to acquire new skills related to systems thinking, change management, and team building. College leaders should also be aware of the development of leadership theory, including classical, behavioral, and modern approaches. Finally, while Total Quality Management has been implemented by some educational leaders, these efforts have been less successful than expected, primarily because top administrators often exempt themselves from the processes. Brian Satterlee Articles http://works.bepress.com/brian_satterlee/3 http://works.bepress.com/brian_satterlee/3 Fri, 22 Feb 2008 06:05:05 PST The Florida Association of voluntary Agencies for Caribbean Action was formed by the state's Governor to increase cooperation with Caribbean nations and provide on-site technical assistance and training in health, agriculture, social services, and education. In 1996, the Association conducted a project with Muffles College, a junior college in Belize, to develop a strategic planning workshop for the college's faculty, administration, and constituents and to develop an implement an institutional evaluation process for the college. The project resulted in the following outcomes: (1) the strategic planning workshop helped staff identify the college's internal strengths, such as the discipline of the administration and bilingual constituents, and weaknesses, such as the lack of resources and of opportunities for faculty development; (2) the workshop also helped identify changing external conditions related to political, social, economic, educational, demographic, and cultural factors; (3) external opportunities identified included the college's location and cooperative relations with industry, while threats included decreasing finances and a lack of employment opportunities for graduates; (4) an evaluation process was developed that will allow the college to demonstrate accountability and improve educational programs; and (5) the steps of the process include establishing the purpose of review, developing a methodology, developing criteria, establishing guidelines, conducting the review, and implementing any resulting recommendations. Workshops findings and the review process are attached. Brian Satterlee Articles http://works.bepress.com/brian_satterlee/2 http://works.bepress.com/brian_satterlee/2 Fri, 22 Feb 2008 06:05:00 PST This paper describes the results of a project to develop a graduate-level business course in Investment and Portfolio Management for use in a Master of Business Administration degree program at Warner Southern College (Florida). The development of the course had three phases: (1) learning outcomes were derived from a literature review on investment and portfolio analysis; (2) course guidelines and a course syllabus were developed based on the literature review with the syllabus containing a proposed course description, course goals, specific performance objectives, and major terms to be covered; and (3) a course outline was developed that included information regarding required textbooks, grading policies, and course requirements and learning activities. Copies of the Course Guidelines, course Syllabus, and Course Outline with lesson outlines are included. The lesson topics include overview of investment and portfolio analysis; markets for securities and taxes; risk and return; economic analysis; industry analysis; company analysis; bond analysis; derivatives; technical analysis; portfolio analysis; portfolio selection; and managed portfolios. Brian Satterlee Articles http://works.bepress.com/brian_satterlee/1 http://works.bepress.com/brian_satterlee/1 Fri, 22 Feb 2008 06:04:53 PST This paper reviews the literature pertaining to total Quality management and its application in educational settings, especially at institutions of higher education. The review is organized into the following topical areas: the concept of "quality" (usually involving customer satisfaction, executive-level leadership, and employee involvement); TQM philosophy (including use of cross-functional teams), the Baldridge Educational Pilot Program (with 11 criteria for quality education programs); the Muhlenberg College Project (which has been applying TQM to every facet of campus life since 1992); elementary and secondary school renewal; school governance renewal; vocational school renewal (at the George Westinghouse Vocational & Technical High School in New York City); college/university business curriculum renewal (with applications in eight areas of the business curriculum); and TQM in the university. The following implications of TQM for higher education are presented as recommendations: (1) clearly define the concept of quality; (2) recognize the four interlocking assumptions of TQM (quality, people, organizations, and the role of senior management); (3) develop and use cross-functional teams; (4) develop and use a conceptual framework; (5) emphasize executive leadership; and (6) have schools of business lead the way in curriculum improvement. Brian Satterlee Articles