Small colleges' and universities' personnel organizations have major differences in needs and functions, but small colleges can take practical measures to handle their needs, including: direct lines of authority from the president, preparation of a staff handbook, and use of consultants, professional associations, written resources, training…

The planning and implementation of a computerized management information system at a fictional small college is described. Nine key points are made regarding department involvement, centralization, gradual program implementation, lowering costs, system documentation, and upper-level administrative support. (MSE)

It is the president's job to point out, remind, persuade, suggest new ideas, and identify places where improvement is needed or the operation is not yet satisfactory. Knowing when to accept the presidency, what to do while there, and when to leave are important job aspects. (MSE)

Describes Southeastern Community College's efforts to focus on the arts, which included a campus visit by the artist Kenneth Larson and events centered on his Heroic Individual prints; a performing arts series supported by local corporations; an Associate in Fine Arts degree; regular art exhibits; and an artist-in-residence program. (DMM)

Studies organizational problems which are unique to small/rural colleges. Suggests four basic guidelines for organizing the college in order that management responsibilities can be met: employment of administrative generalists, judicious use of paraprofessional, cooperation and collaboration of nearby institutions, and abolishment of traditional…

Management information systems are explained and their use by small colleges is discussed. The Columbus Technical Institute Management Information System is described as a first step in providing data processing for higher education. (BH)

Patience and teamwork in long-range planning are seen as having helped ensure prosperity at Williams College. The mechanics involved reaching what is described as a modified consensus. Two major changes included the end of fraternities at the college and the decision to coeducate. (MLW)

The liberal arts college that gives teacher education a high priority in its purpose, that commits itself to the intellectual development of teachers through a humanistic curriculum and that values teaching for its faculty, as well as its prospective teachers, can make a significant contribution to improvement of education. (MLW)

The period of time for which a college is reaccredited, a hotly debated issue at the annual meeting of the New England Association of Schools and Colleges, is discussed. Ten-year terms have been shortened, putting a burden on institutions least able to afford the lengthy and costly process. (MLW)

Management by objectives (MBO), a participative management process, is discussed with specific reference to helping small colleges deal with enrollment and financial decline. Recommendations for implementation of MBO and some common pitfalls to be avoided are included. (BH)

The needs and problems of the small college or university management information system are discussed through the experiences of a small midwestern university. It is suggested that technological advancements in software and minicomputers will improve the systems development capabilities of small institutions. (Author/BH)

Describes changes in career and community college curricula, focusing on the general education function, structure, developmental education components, technical specialization, and connections between basic education and technology. Suggests that educational partnerships and curriculum changes are agents of societal renewal. (23 citations) (MAB)

A study of 20 first-year students at a small liberal arts college investigated the extent to which an adaptation of the Student Adjustment to College Questionnaire could predict student disillusionment with college. Results and implications for facilitating student adjustment are examined. (MSE)

Whereas higher education in general has not fully met its responsibility for preparing individuals for international citizenship, a group of 50 small, selective, independent liberal arts colleges has made a substantial contribution through their long-standing commitments to international matters in both curriculum and institutional environment.…

The opinions of 191 faculty members and program directors concerning specialized programs and their accreditation in small liberal arts colleges were obtained via administration of a 20-item Likert-type mail survey and site visits to 8 liberal arts colleges. Most respondents approved of current accreditation processes. (SLD)