Doctoral Dissertations

Date of Award

5-1993

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Mary Jane Connelly

Committee Members

Gary Ubben, Charles Chance, Dan Quarles

Abstract

This study was concerned with investigating whether statistically significant differences existed between perceived ACTUAL and IDEAL role functions of current student financial aid administrators. The membership roster of the Southern Association of Student Financial Aid Administrators (SASFAA) was used to acquire names of administrators. Twenty-two role function items previously identified in research served as a premise for this investigation.

A secondary purpose was to determine whether selected variables may influence any differences identified in this study. Variables used include formal education, academic background, time served as an administrator, type of school, office staff size, and organizational structure. "Desire for additional training" responses were also ranked and reported.

A survey instrument was constructed and used to collect data in testing the eight research questions developed for this project. Data for the research were collected using a self-administered questionnaire through a mail survey. With a return rate of 66 percent, mean difference scores (using absolute values), t-tests, F-tests, and Scheffe's tests were used to determine levels of significance.

It was determined that differences between ACTUAL and IDEAL role functions existed in all twenty-two role function items concurring with earlier research. Of the six variables used, three did not contain any statistically significant differences and are: office staff size, organizational structure, and formal education. The variables which did contain significant differences (although no pattern in analysis could be established) were: time served as an administrator, school type, and formal education. Responses to "desire for additional training" focused on items dealing with direct student financial aid program administration. It was important to discover that some of the variables used were not the ones that seem to influence differences in the perceptions of student financial aid administrators in SASFAA. Recommendations to student financial aid organizations and individuals were provided in order to assist in the movement toward the professionalization of the role and to enhance the importance of the role student financial aid administrators play in higher education.

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