An investigation of the relationship between public relations activities and budget allocation in public libraries

Due to the financial crisis many public libraries are experiencing, research was formulated to ascertain whether libraries could gain higher budget allocation if they employed public relations activities. Business and industry have successfully done so, openly acknowledging the importance of the public relations function and of its directing specialist. The following hypothesis was formulated: Libraries that engage in public relations activities will show a higher public support as evidence by a higher budget allocation than libraries who do not engage in public relations activities. The method of data collection was a twenty-six item questionnaire sent to Connecticut libraries servicing a population of twenty-five thousand or more. When the questionnaires were returned the answers were translated into a numerical code, giving each library a weighted composite score along with the budget allocation, which was considered in terms of percentages of the total town budget. The correlation coefficient (Pearson r) between public relations score (the weighted composite score) and budget allocation was calculated to be 0.53 with a standard deviation of 0.13; between public relations score and per capita expenditures was 0.75 with a standard deviation of 0.08 thus indicating a significant relationship. Summary of the findings: (1) The hypothesis is supported. (2) The activities that appear to closely correlate to a higher budget allocation are the managerial or administrative aspects of public relations: research, planning and evaluation. (3) The size of the population is not a critical variable influencing public relations activities. (4) The patterns of employment that seem to correlate to higher budget allocation are (a) full/part time specialist on staff, (b) possibly a joint combination of public relations/programming position; and (c) a high involvement of the Directors, Assistant Directors, and Trustees.     

The Virtual Learning Environment ROODA: An Institutional Project of Long Distance Education

This article describes ROODA (), a virtual learning environment and one of the official Long Distance Education platforms that has been in use since 2005 at the Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Brazil. It is free software that integrates syncronous and assyncronous interaction/communication tools and publications. In this study, details about institutional demands in relation to long distance education are discussed and ROODA is described with the components that were part of its development such as: modelling and programming, graphic interface and documents for users. Moreover, 19 functions were conceived. Finally, project investigation paths are presented where the platform described is inserted.

COURSE DROP PRACTICES IN TWO‐YEAR COLLEGES

Course drop practices among two‐year colleges were surveyed. Examined were deadlines by which courses were dropped, grades received when classes were dropped, who initiates drop procedures, and the extent to which policies related to the above stated practices have been recently changed. One fourth of the institutions reported a drop deadline of between four and six weeks from the end of the term. Almost that many (21.98 percent) used 10 days prior to the final exam as a deadline. More than two‐thirds of the colleges allowed students to drop prior to the deadline with a non‐punitive “W” grade. In the majority of instances, the official drop procedures may be initiated by either the student or the instructor. Community college administrators need to examine course drop policies in light of institutional statements of mission, philosophy, and objectives. Based upon dialogue among the staff, appropriate policy revisions should be developed in order to coordinate the rhetoric and the regulations of the college.     

Social Media,Higher Education,and Community Colleges: A Research Synthesis and Implications for the Study of Two-Year Institutions

This research project used a large database to examine factors associated with full-time faculty at 2-year institutions who have secured or not secured external funds. Specifically, the research examined demographic characteristics and other variables of faculty at 2-year institutions.