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This study explores the subject of goal congruence in the university by comparing faculty members and students from three academic programs: medicine, social sciences and engineering. The major findings of this study are: 1) all six groups scored higher for goal congruence on support goals than on output goals; 2) engineering student scores were the most incongruent with the current state of university goals, while medical student scores were the most congruent; and 3) the overall score for goal incongruence was medium. The implications of the findings are discussed.

This study examines differences between the tenured and nontenured faculty in research productivity. The major hypothesis tested is that, in a given unit of time, the tenured faculty demonstrates and publishes its research more than the nontenured faculty. The study does not unequivocally verify this hypothesis for published books and articles. Policy implications of these findings in the context of designing an optimal reward system are discussed and explicated.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/09513549910261131. When citing the article, please cite: Yoram Neumann, Edith F. Neumann, (1999), “The president and the college bottom line: the role of strategic leadership styles”, International Journal of Educational Management, Vol. 13 Iss: 2, pp. 73 - 81.

The purpose of this study is to focus on Israeli Beduin school teachers and examine the nature of their satisfaction with the job, perception of organizational climate, and their interaction. The 185 elementary school teachers included in the study are predominantly Israeli Arabs, expected to function within a modern organization and become change agents to the Beduin pupils. Job satisfaction has been measured by twenty‐three items, resulting in two major factors: task issues and interaction with other people. Organizational climate includes fifty‐four items, condensed into two factors: principal‐teachers relations, and negative feelings about the school's atmosphere. The effect of climate on satisfaction was examined in two separate regression models, one where the dependent variable is the task aspect of satisfaction, and the other is the human relations aspect. Climate factors have been found to have a strong and meaningful explanatory power only in the former satisfaction model. The latter has an overall weak explanatory value. Throughout the analyses, the role of principal‐teachers relations appears to be dominant.

Examines the relationships between five components of students′ quality of learning experience (resources, content, learning flexibility, student‐faculty contact, and involvement) and four criteria of college outcomes (students′ satisfaction with their college experience, perceived performance in college, commitment to their college and students′ grades). The major findings of this study indicate that students′ involvement and learning flexibility are the dominant predictors of all four students′ college outcomes, whereas resources and content are the weakest predictors. In addition, quality of learning experience indicators are effective predictors of students′ satisfaction with their college experience (R⊃2 = 0.27) and grades (R⊃2 = 0.20). Discusses the implications of these findings.

The relationships between support variables (work significance, collegial support and chairperson′s support) and indicators of faculty burn‐out (emotional exhaustion and feeling of personal accomplishment) are examined. In addition, the relationships between the syndrome of faculty burnout and its potential consequences (organisational commitment and recent research performance) are explored. The study is conducted using a sample of faculty members from 40 research university departments, ten each in physics, sociology, electrical engineering, and education. The major findings are: support indicators are the most influential determinants of emotional exhaustion in physics and the least influential in sociology and education; the same support indicators have the maximal explanatory power with regard to personal accomplishment in physics, and the minimal explanatory power in education; emotional exhaustion is related strongly to commitment and recent published articles in hard sciences, whereas the same relationships are quite weak for the soft sciences; and personal accomplishment is positively related to commitment in all fields while it is related strongly to recent published articles in hard sciences. The implications of this study are discussed.

Examines university presidents’ strategic style and relates it to the college bottom line. Eight different presidents’ profiles of strategic leadership style are discussed and analyzed (integrator, net caster, focused visionary, focused performer, prioretizer, dreamer, implementor and maintainer). Three college outcomes are explored (enrollment growth, resource growth and quality improvement). The conclusion of the study is clear: presidents’ strategic leadership style is associated with the college bottom line. The pattern is very distinct: maintainers are directly associated with declining institutions while integrators and net casters are associated with successful institutions. The implications of these findings are discussed.e abstract, this is the abstract.

Develops a model which links organizational growth and decline to competitive strategy, the strategy‐making process and the personal characteristics of the chief executive officer. The model was empirically tested for private liberal art colleges where the size of the student enrolment is a dominant factor for the vitality of the institution. The major findings of the study are: enrolment growth is associated with focused strategy, the CEO innovative style, differentiation and assertive strategy‐making process; and the major discriminating factors between institutions experiencing enrolment growth and institutions experiencing enrolment decline are focused strategy and the CEO innovator cognitive style. Discusses and examines the policy implications of the study.

Recreational travel is a psychological experience. Therefore, recreational travel involves an individual traveler's subjective perception of an actual or imagined activity in which he or she participates at a given time. In order to serve effectively recreation travelers at their destinations, it is essential for an agency dealing in recreation at the destinations to understand the psychological forces and factors that motivate and satisfy individual travelers.

We examine individuals' distributional orderings in situations involving (a) comparisons of social welfare and (b) choice under uncertainty. There is a special focus on whether these orderings satisfy the principle of transfers (the principle of mean-preserving spreads). The results are compared with those of earlier work that was conducted in the context of inequality and of risk.