Lincoln Institute Research Articles

LEADERSHIP AND ACADEMIC GOVERNANCE IN A COLLEGE OF ADVANCED EDUCATION

Leadership was the central issue of concern when academic governance regulations were introduced at Lincoln Institute of Health Sciences in 1978. At the time there was considerable debate about the leadership role of Heads which surfaced again in 1981–82 when the authors undertook a review of the regulations. In this paper the authors analyse the review findings and relate these findings to contemporary theory which sees leadership in terms of the nature of the relationships between leaders and followers. They report that in spite of the existence of a uniform set of regulations the leadership styles of Heads of Schools and Departments varied considerably. Nevertheless it was only in those Schools and Departments where discordancy existed in the leader‐follower relationships that dissatisfaction was expressed about the regulations. The authors conclude that regulations by themselves do not determine the quality of leadership and decision‐making even though they may be intended to settle an agreed organization for decision‐making. However, the introduction of regulations can lead to beneficial modifications to hierarchically based superior‐subordinate relationships with more collegial forms of shared responsibility. “A larger slice of the cake isn't enough — we want a share in the ruddy bakery.” (Mrs. Sheila Egan, East Lancs representative at the 1972 National Conference of Technical Teachers, speaking about Academic Government.)

‘Why We Discontinued’: An Exploration of Voluntary Discontinuation of Studies Among First Year Students at a College of Health Sciences

ABSTRACT Reasons for wishing to discontinue study which are given by students in formal applications to withdraw or in response to questionnaires tend to simplify the grounds for leaving. External factors such as accident, ill‐health, financial or family problems which are cited as “acceptable” reasons for leaving may merely reinforce or even disguise an underlying problem. In‐depth interviews with discontinuing first‐year students from the Lincoln Institute of Health Sciences made possible identification of five basic patterns, each of which represented a problem central to the decision to discontinue. These patterns may be identified as (a) commitment to a prior goal; (b) need for “time out”; (c) reality‐testing a career; (d) specific academic difficulty which aroused strong latent fear of failure; (e) factors beyond the control of the individual, such as accident, illness, family crisis or lack of money for the continuation of study.

The Speech Pathologist's Role in the Management of the Hearing Impaired

Speech Pathologists are continually expanding their role with the clinical population evidencing communication disorders precipitated by hearing impairment. The majority of speech pathologists providing services for this population are involved in rehabilitation management (eg. education department, hospital clinic, nursing home). In addition, an increasing number of speech pathologists are continually including hearing screening services usually within the content of their clinical setting.Lincoln Institute's School of Communication Disorders provides theoretical and clinical training which prepares graduates to function independently in the areas of aural rehabilitation management and hearing screening. The following article is the text of a document “The Teaching of the Management of the Hearing Impaired at Lincoln Institute” which was approved by the School's Academic Committee in October, 1981. It is intended to clarify recommended role responsibility and to promote the expectations described. This document represents the position of Lincoln Institute. This aspect of the training programme is conducted in accordance with the Australian Association of Speech and Hearing, Education and Training Board recommendations.The following is a detailed description of the course content which applies to the non-medical management of clients with communication problems precipitated by hearing loss. The programme is reviewed by academic year and includes both the theoretical and clinical components. In addition, a summary is provided which details clinical expectations during student training and role responsibilities as a professional.

Letter to the editor

Department of Behavioural Sciences, The Lincoln Institute of Health Sciences, Carlton 3053, Melbourne Australia

PERSONALITY CHARACTERISTICS OF PHYSIOTHERAPY STUDENTS

Seventy-nine first year physiotherapy students from Lincoln Institute were matched for age and sex with a sample of fifty-two trainee teachers from Melbourne State College. The two samples were compared on personality dimensions as measured by Cattell's Sixteen Personality Factor Inventory. Statistical analysis revealed significant differences on five dimensions; Factors I, M, N, O and Q1. Compared to the teaching students the physiotherapy undergraduates were less tender-minded, more practical and conventional, more forthright, more self-assured and more conservative. These results were reasonably consistent with other findings and had implications for professional behaviour and future training of physiotherapists.

Tax Enforcement Programs and Neighborhood Revitalization: Mutually Compatible Goals?

Abstract Despite repeated criticism, the real property tax continues to serve as the backbone of municipal taxation systems. Recent data collected by the Lincoln Institute of Land Policy indicate that, in terms of simple efficiency, the real property tax is suffering its poorest track record since the time of the Depression. Contemporary urban real property tax delinquency, however, has a peculiar aspect which was not present during the 1930s. Whereas, during the Depression, delin-quency most often occurred with vacant, prematurely subdivided land, today municipalities are confronted with a problem posed by occupied residential buildings. In the words of Robert Schur, a New York City-based housing consultant, “The growing volume of multifamily dwellings so passing into city ownership … is today more a social problem than a matter of replenishing the city treasury.“1

Precautions in Parental Counselling for Identification Audiometry

Hearing conservation programs are often plagued with a lack of follow-through at the conclusion of identification audiometry. The procedures and results of the Lincoln Institute's hearing conservation program are reported. The results indicate some of the inherent problems associated with screening techniques. In addition, they help demonstrate the need for precautions in informing parents of such results. These precautions in parental counselling must not only be conservative in nature, but also ensure parental co-operation and understanding. These precautions chiefly stem from the lack of personal contact that is possible from mass screenings. Without personal contact, an indirect form of counselling results. This type of counselling must express tact and yet be persuasive enough to generate concern for the necessary confirmation of the hearing impairment.

Black Colleges: Opportunity for Non-Traditional Study

For over 120 years Black colleges alone produced most of this nation's Black graduates of higher education. Many mark the beginning of Black colleges with the founding of Lincoln University (earlier named Ashmum Institute) of Pennsylvania in 1854, and Wilberforce University of Ohio in 1856.1 Although these colleges were founded before the Civil War, the Black college movement was not pronounced until the post-Civil War era. During these years, a number of important Black colleges were founded, including Virginia Union and Shaw University (1865); Fisk University and Lincoln Institute (1866); Talladega College, Howard University, and Scotia Seminary (1867); Tougaloo College (1869); Alcorn College and Benedict College (1871); and, Tuskegee Institute (1881).2

Holland Vocational Preference Inventory: Norms for a Sample of Female Students of Therapy

The Vocational Preference Inventory (Holland, 1965), a personality inventory composed entirely of vocational titles, has been widely used in vocational guidance (Holland, 1966). As norms for the female students enrolled in strongly vocational courses would be a useful contribution, a random sample of 139 female students in their first year of physical, occupational or speech therapy courses was administered the inventory as part of a laboratory course within the Department of Behavioural Science at Lincoln Institute, a college which awards degrees in physiotherapy, occupational and speech therapy. This sample comprised 55 students of physiotherapy, 53 of occupational therapy, and 31 of speech therapy. The mean age of the sample was 18 yr. 2 mo., with a standard deviation of 1 yr. 7 mo.

Learning to Lead

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJacqueline L. RosenJacqueline L. Rosen, a senior research psychologist, Research Division, Bank Street College of Education, New York City, was Program Analyst.Mary B. PalmerMary B. Palmer, social worker, Lincoln Institute for Psychotherapy, New York City, served as her associate.

IMMUNODIFFUSION STUDIES ON ESCHERICHIA COLI

Acta Pathologica Microbiologica ScandinavicaVolume 76, Issue 2 p. 304-318 IMMUNODIFFUSION STUDIES ON ESCHERICHIA COLI 1. Identification of O, K and H Antigens in an O6 Strain Jan Holmgren, Jan Holmgren Institute of Medicial Microbiology and Department of Pediatrics, University of Göteborg, Göteborg, Sweden.Search for more papers by this authorGösta Eggertsen, Gösta Eggertsen Institute of Medicial Microbiology and Department of Pediatrics, University of Göteborg, Göteborg, Sweden.Search for more papers by this authorLarsÅ. Hanson, LarsÅ. Hanson Institute of Medicial Microbiology and Department of Pediatrics, University of Göteborg, Göteborg, Sweden.Search for more papers by this authorKnut Lincoln, Knut Lincoln Institute of Medicial Microbiology and Department of Pediatrics, University of Göteborg, Göteborg, Sweden.Search for more papers by this author Jan Holmgren, Jan Holmgren Institute of Medicial Microbiology and Department of Pediatrics, University of Göteborg, Göteborg, Sweden.Search for more papers by this authorGösta Eggertsen, Gösta Eggertsen Institute of Medicial Microbiology and Department of Pediatrics, University of Göteborg, Göteborg, Sweden.Search for more papers by this authorLarsÅ. Hanson, LarsÅ. Hanson Institute of Medicial Microbiology and Department of Pediatrics, University of Göteborg, Göteborg, Sweden.Search for more papers by this authorKnut Lincoln, Knut Lincoln Institute of Medicial Microbiology and Department of Pediatrics, University of Göteborg, Göteborg, Sweden.Search for more papers by this author First published: September 1969 https://doi.org/10.1111/j.1699-0463.1969.tb03261.xCitations: 38AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume76, Issue2September 1969Pages 304-318 RelatedInformation

The Negro Publicly-Supported College in Missouri

There is now only one publicly-supported college in the state of Missouri which before 1954 was officially designated as Negro.' Lincoln University, located at Jefferson City the state capital, and known earlier as Lincoln Institute, was founded as a school for the training of colored youth in 1866 with money contributed by the 62nd and 65th Colored Infantry, consisting for the most part of men recruited from Missouri.* This was a unique exception to the general practice during the Reconstruction Period of establishing Negro schools on the initiative of and from the contributions of philanthropic whites. After a very precarious existence during the first fourteen years of its life, this school was made a state institution in 1879 and the legislature began to make small biennial appropriations for its maintenance. College work was added in 1887, and with the passage of the second Morrill Act in 1890 it became a Land Grant College. With the up-surge of a new spirit of democracy after the First World War, the name was changed by act of the legislature to Lincoln University in 1921, and it was designated as the Negro counterpart of the state university for whites. It was accredited by the North Central Association of Colleges and Secondary