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1
Anderson, Sandra Mains. "The cost of operation of state-level boards for higher education and the cost of administration in public, four-year institutions of higher education." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52332.
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Forty-seven of the fifty states had some form of state-level board for higher education in 1981. Critics have expressed concern that the level of those boards' involvement in institutional affairs has steadily increased, while others have observed that administrative costs at the institutional level have gradually risen. It is not known if there is a relationship between the cost of operation of state-level boards and their level of involvement in the affairs of the institutions under their purview; nor, is it known if there is a relationship between the cost of operation of state-level boards and the cost of administration at the institutional level. The purpose of this study was to investigate these relationships.
The population for the study consisted of twenty state-level boards for higher education, eleven governing boards and nine coordinating boards. The population further consisted of 216 public, four-year bachelor degree and higher degree granting institutions located in twenty-three states, including Delaware, Vermont, and Wyoming which had no state-level board for higher education in 1980-1981.
Seven variables were hypothesized as factors either influencing the cost of administration in public, four-year institutions, the cost of operation of state-level boards for higher education, or the relationship between the two. These variables were formulated with data obtained from a survey of State Higher Education Executive Officers (SHEEO) member agencies and from Higher Education General Information Survey (HEGIS) financial and enrollment tapes.
Pearson product-moment correlation and one-way analysis of variance were used to test for significance of relationships between pairs of variables. An analysis of each of the research questions was presented in textural and tabular form.<br>Ed. D.
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Chitiyo, George. "Demand for public higher education: an econometric study of price and financial aid in the United States (2003-2005) a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=0&did=1663047881&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268936066&clientId=28564.
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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four Year Institutions in the United States." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1157546/.
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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year institutions in the US to identify trends and implications. A fixed effects regression analysis was applied to panel data from the Delta Cost project and the National Association of College and University Business Officers. Analytical focus was on the financial and enrollment characteristics of private not for profit four-year institutions, the relationship between these characteristics and student borrowing, and whether these relationships are stable or change over time. Findings revealed that the financial and enrollment characteristics of private not for profit institutions during the study period were characterized by gradual variation. The results also revealed that most of the financial characteristics were predictive of student borrowing and that these relationships vary with time. Evidence from this study cautions higher education policy makers that high tuition dependence and the attendant student loan burden may disadvantage some students. Policy makers concerned about providing equitable access to higher education to all student subpopulations should try to moderate competition among institutions and tuition rises that intensify student borrowing. Institutional practices such as tuition maximization and selective price discrimination must be moderated so that financial aid, including loans, can realize the objective of encouraging fairness and choice in higher education entry.
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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four-Year Institutions in the United States." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157546/.
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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year institutions in the US to identify trends and implications. A fixed effects regression analysis was applied to panel data from the Delta Cost project and the National Association of College and University Business Officers. Analytical focus was on the financial and enrollment characteristics of private not for profit four-year institutions, the relationship between these characteristics and student borrowing, and whether these relationships are stable or change over time. Findings revealed that the financial and enrollment characteristics of private not for profit institutions during the study period were characterized by gradual variation. The results also revealed that most of the financial characteristics were predictive of student borrowing and that these relationships vary with time. Evidence from this study cautions higher education policy makers that high tuition dependence and the attendant student loan burden may disadvantage some students. Policy makers concerned about providing equitable access to higher education to all student subpopulations should try to moderate competition among institutions and tuition rises that intensify student borrowing. Institutional practices such as tuition maximization and selective price discrimination must be moderated so that financial aid, including loans, can realize the objective of encouraging fairness and choice in higher education entry.
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Chipps, Kenneth M. Fulton-Calkins Patsy. "For-profit higher education programs in the United States." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3691.
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Chipps, Kenneth M. "For-profit higher education programs in the United States." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3691/.
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This study examined the extent of research and teaching on higher education programs in the United States that focuses on for-profit higher education. This descriptive study used a 30-item questionnaire to gather the information reported here. This survey instrument was sent to the entire population of interest. This population was made up of all of the programs in higher education that are listed in the ASHE Higher Education Program Directory, which is produced by the Association for the Study of Higher Education. The results of this research show that little research and teaching is being done that has a primary focus on for-profit higher education. Recommendations on how to address this are provided.
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Afonso, Janet Davis 1957. "The international dimension in American higher education." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/565531.
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Soroosh, Wilma Jean. "Retention of Native Americans in higher education." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187325.
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This dissertation was written with the intent to determine the effectiveness of a community college program for Native American students. The procedure consisted of the following steps: (1) design of a survey instrument, (2) collect and collate the survey, (3) review literature with specific emphasis in programs designed for minorities and programs designed for Native American students in higher education, and (4) summarize the findings, and make recommendation to integrate into a reconstructed program that will improve and revitalize Native American students' recruiting, retention and graduation rates at the community college level, and prepare Native American students for university transfer. The major findings in this study are: (1) 95% of all the students enrolled at this particular college had a clear vision of their educational goals, (2) 80.2% of all the students enrolled in college were planning to prepare for a career, (3) most Native American students depend on financial assistance from several sources, (4) approximately half of all Native American students were underprepared for college, (5) less than 50% of the students surveyed actually got involved in special programs to aid them in college, and (6) the demographics of these students were quite similar to the non-Native American counterpart. Recommendations for these students include: (1) strengthen the educational foundation of these students while they are in K-12th grades, (2) in addition to providing financial assistance to these students, colleges need to set up a better support system in terms of transportation, work-study/jobs and housing, (3) when recruiting students, the student should be able to prove through assessment scores that they are able to benefit from a college education, and (4) transfer strategies must be part of the Native American program.
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Tolbert, Harrison. "The effects of higher education on law enforcement." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2537.
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This paper focused on many aspects of higher education, and how this complex topic is affeccting law enforcement today and will continue to affect it in the future. The role of police officers has changed over the preceding two hundred years from watchman to professional peacekeeper. Experts attribute this change to increases in societal awareness of crime, the implementation of civil service protection, and educational advances.
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BALTES, PAULA CHOATE. "TOWARD A THEORY OF RETRENCHMENT IN HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187924.
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This study was directed toward building a theory of retrenchment. To understand better institutional behavior during decline, it seemed pertinent to determine whether a patterned sequence of institutional responses to fiscal stress existed. Previous studies suggested a pattern of responses but had not analyzed those actions over a long period of time. This study examined the responses, over a ten-year period, of twenty-three, four-year colleges and universities that were observed in A Report on the Financial Conditions Project (1981) by the American Council on Education and the National Association of College and University Business Officers. Data collection centered around five response categories--operations, programs, faculty and incentives, policy development, and severe responses. Analysis was a two-phase process: secondary analysis of the ACE/NACUBO report provided data for FYs 1975-78, and analysis of questionnaire results revealed institutional responses during FYs 1979-81 and 1982-84. Institutions were grouped by enrollment experience. It was hypothesized that more political, less reactive measures would be used in the early stages of stress, but that more reactive, traditionally rational actions would become commonplace and more acceptable once the need for change was apparent. In the aggregate, the study found a pattern of responses: More political operational and programmatic responses preceded the more traditionally rational responses. With time, rational actions associated with policy development and the faculty and incentives category increased. The severe responses, though small in number, were confined to the declining institutions. Disaggregated data showed that institutional behavior was individualistic. Contrary to what was anticipated, more rational decisions frequently were not associated with decline; growing/stable institutions often were more responsive than declining ones. The study found that, since 1978, faculty participation in planning and implementation of retrenchment strategies increased; such responses likely attempt to make the change more agreeable. Contrary to the literature, respondents indicated that innovative activity increased as the result of fiscal stress, and that faculty morale improved. Furthermore, there is an apparent relationship between decline and the appointment of new presidents.
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Viehland, Dennis Warren. "Nonresident enrollment demand in public higher education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184740.
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The purpose of this study was to investigate the impact of changes in nonresident tuition on nonresident enrollment and tuition revenue in American public four-year colleges and universities. The economic framework used to examine this relationship was the human capital investment model, which assumed a two-stage model of student choice. The analysis calculated a price elasticity coefficient and a student price response coefficient for nonresident first-time freshmen in three institutional classifications (i.e., doctoral-granting universities, comprehensive universities, and baccalaureate institutions) and for all institutions combined. Nine institutional, economic, and demographic variables were regressed on the dependent variable--a ratio of probabilities of nonresident enrollment to resident enrollment. The regression equations were estimated in double-log functional form utilizing ordinary least squares procedures. The student data used in the study were Fall 1986 first-time freshmen enrolled in 435 public four-year institutions. The major findings of the study include: (1) The price elasticity of demand with respect to nonresident tuition for all institutions in the study was estimated to be -0.60. The student price response coefficient (SPRC) for a $100 change in tuition was calculated to be -1.69 percent. (2) The price elasticity of demand for baccalaureate institutions was estimated to be negative unitary elastic (i.e., -1.00). The baccalaureate SPRC was calculated to be -3.2 percent. (3) Nonresident enrollment demand was positively associated with migration patterns of the nonstudent population, employment rate in the destination state, and home state per capita income. In summary, nonresident students in the average public four-year college or university are only moderately sensitive to changes in price. Nonresident tuition increases in the public sector will cause relatively small declines in enrollment and will be accompanied by increased tuition revenue. Students at baccalaureate institutions are more sensitive to changes in price; tuition increases in these institutions will result in larger declines in enrollment and will have no impact on tuition revenue. Institutional officials and state policy makers should be aware of these results when considering the impact of changes in tuition on nonresident enrollment and institutional revenues.
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Smith, Shannon Tucker. "Megatrends in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.
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Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.
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MURDOCK, TULLISSE ANTOINETTE. "THE EFFECT OF FINANCIAL AID ON PERSISTENCE IN AMERICAN HIGHER EDUCATION." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183966.
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The purpose of this study was to ascertain the relationship between student persistence and financial aid through a meta-analysis of existing empirical research. The significance of the study was that financial aid policy would be enhanced if the facts regarding the relationship were clearly known. The meta-analysis assessed forty-nine studies, representing seventy samples. Studies were organized into two categories: (1) studies that compared financial aid recipients to nonrecipients and (2) studies that examined persistence differences among financial aid recipients. Studies were integrated by converting each study result into the common metric of effect size. The meta-analysis results were reported in average unweighted and weighted effect sizes. In the latter case results were weighted by the number in the treatment group. Average effect sizes were interpreted by (1) absolute magnitude of effect sizes, (2) graphic representation, and (3) an elasticity measure. The meta-analysis examining the total sample found financial aid to have a small, but significant, positive effect on student persistence, thereby enabling lower income students to persist at a rate roughly equal to that of middle and upper income students. The average unweighted and weighted effect sizes of the total sample were +.13 and +.06, respectively. The length of persistence measured, the type of institution attended, and whether studies controlled for academic ability were found to be mediators influencing the magnitude and direction of the effect size. When results of studies that examined persistence differences among financial aid recipients were integrated, the following conclusions were reached: (1) there was little difference in the persistence of males and females, (2) minority students persisted significantly less than white students, and (3) the amount of financial aid had a significant positive effect on persistence. When forms of financial aid were analyzed, although the effect sizes were reasonably small and the differences in effect sizes among forms were minimal, combinations of aid were determined to be more effective than single forms. This finding probably reflects more the amount of financial aid than the form of financial aid.
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Clark, V. Allen. "Enrollment Management in Higher Education: From Theory to Practice." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2651/.
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This study investigated enrollment management practices found in higher education. The research identified enrollment management and retention practices described in the higher education literature. These suggested practices were incorporated into a sixty-six question survey that was distributed to a random sample of colleges and universities taken from the 1999 US News and World Report of college rankings. The survey data were used to identify which of the suggested enrollment management practices were of greatest utility. First, the sixty-six items were grouped into 14 categories of enrollment management strategies. Second, the institutional responses for each category were averaged and then correlated with each institution's graduation rate. Finally, each institution's "yes" responses for the entire survey were totaled and correlated with each institution's graduation rate. This study developed a list of the 26 most frequently used enrollment management practices in higher education, and as well, identified the 10 least used enrollment management practices. Given the results of this study graduation rate is not a sufficient criterion to assess enrollment management practices at a college or university. Enrollment management strategies contribute to many institutional and student outcomes; thus, multiple indicators are required to accurately evaluate enrollment management practices.
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Erarslan, Mustafa Cenk. "Attitudes of international students in higher education: Implications for educators." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.
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The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.
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Wilson, Marie Elaine. "Collective bargaining in higher education: A model of statutory constraint." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185108.
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This dissertation explores the impact of the state public sector legal environment as a determinant of the governance content of faculty collective bargaining agreements. Using content analysis, the legal environment and contractual content are reduced to quantities that may be explored through the lens of population ecology. Legal environment is determined to have a significant impact on the development of contractual content and individual factors of governance and statutory form are identified. Specifically, the statutory scope language and reservation of management rights are seen as the primary environmental forces determining policy and rule issues in contractual content. Further, the relevant temporal element for an ecological model appears to be the tenure of public sector bargaining in each state. National affiliation, institutional type and other temporal variables do not have a significant impact on governance language. Implications and directions for further research are discussed.
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Smith, Kenneth D. "Benchmarks in American Higher Education: Selected Approaches for Distance Education Copyright and Intellectual Property Policies." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2266/.
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An evaluation of American higher education distance education programs was conducted to explore how they approach intellectual property, copyright and information sharing/antitrust policy concerns for Internet-based programs. An evaluation of the current status of distance education and Internet-based training in higher education was conducted through a pilot study that included a random sample of 223 accredited institutions. Seventy-seven institutions responded to a survey, of which there were 14 Research I&II, 17 Doctorate I&II, and 46 Master's I&II institutions included in this study. A review of institutional policy approaches for these 77 institutions was conducted via Internet Web site and bulletin review. A multiple-case study was also conducted which included 10 of the top 30 accredited distance education institutions in America. Policy approaches were examined for all institutions and differences were discussed for public and private institutions as well as the following Carnegie Class institutions- Research I&II, Doctorate I&II and Master's I&II. Ten percent of all institutions that responded to the pilot study developed a written policy addressing antitrust/information-sharing concerns. Additionally, the data indicated that 22% of institutions in these Carnegie Class ranges published copyright and intellectual property policy on their institutions' Internet Web site. Ninety percent of the institutions in the case study advised of central control for the distance education program, as well as central control for copyright and intellectual property policy.
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Malmberg, Eric D. "Retention and Attrition of Doctoral Candidates in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2673/.
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A number of studies have been conducted on the attrition rates of undergraduate and graduate students. However, the body of knowledge concerning attrition for doctoral students, especially those who have attained the level of “all but dissertation” (ABD), is limited. The purpose of this research was to examine retention and attrition factors of doctoral candidates from a typical Higher Education Doctoral Program (Research II Public Institution) who were admitted to candidacy from 1991 through July 2000. Participation of the subject population was limited to those who had attained the level of ABD--those who had previously fulfilled the residency, coursework, foreign language or tool-subject requirements, and successfully completed the comprehensive/qualifying exams. This population included current ABDs, previously attrited ABDs, and graduates of the degree program. The research study was qualitative and intended to identify the effect of specific, predetermined factors that may have influenced or affected the progress of current, previous, and graduated students towards the doctoral degree in higher education. This study obtained responses to questions from the questionnaire/survey instrument concerning factors that affected program completion or attrition. Students had the opportunity to elaborate on factors from their dissertation, advisement, and personal, financial, and employment experiences that affected their ability to complete the program through open-ended question responses. By examining key factors in the doctoral degree experience from the three sample groups (current ABDs, previous ABDs, and graduated Ed.Ds), this study was able to draw some conclusions about doctoral attrition. Reconstructing and comparing the experiences of ABDs from the point of candidacy to the point of attrition or completion of the program determined trends, commonalities, and issues affecting achievement. Results of this study add to the limited research concerning ABD attrition and provide an insight from the student perspective as to the obstacles and support variables in the quest for the doctoral degree.
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Harrington, Helen Lucille. "The policy-formulation process in higher education as an aspect of organizational change." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184576.
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The current educational reform movement mirrors reform recommendations of the past fifty years. The response of institutions of higher education to these recommendations has been limited. Some attribute this poor record to a variety of factors including a lack of understanding of the process of change, a lack of understanding of the complexity of organizations, a failure to address the constraints inherent in systems of higher education, and a failure to address the cultural characteristics of schools, colleges, and departments of education. There are a limited number of studies of teacher education as it attempts to respond to calls for reform. Studies incorporating multiple perspectives, various systems levels, and a variety of theoretical frames are even more limited and yet organizations can best be understood when consideration is given to the complex interacting forces that go to make up the systems. This study examined one state system of higher education's attempt to strengthen the preparation of teachers. It incorporated multiple perspectives by utilizing four theoretical frames to provide a focus on the changes at the various system levels. The structural, political, human resources, and symbolic frames were incorporated and reflected by the formal power structure, the informal power structure, the attitudes, and the organizational culture(s). The failure of some levels of the organization to utilize a multi-frame perspective and the resulting implications for change are addressed. This study found that the formulation of policy is an interaction of organizational structures, politics, and individuals. The culture of a given organization gives meaning to the way the organization addresses change, how individuals play both their formal and informal roles, and determines, in significant ways, the potential for substantive change.
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Siebert, E. Ted. "An Exploration of Male College Student Departure in the Southcentral United States." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5780.
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Male college students' attrition has been a concern for higher education for 3 decades. This study focused on why young male college students leave postsecondary education before graduating. The purpose of this study was to explore the experiences former male college students that led to their decision to leave a community college in the Southcentral United States. Research questions in this generic qualitative study were: How do men describe their experiences leading to the decision to discontinue their community college education and what supports do men perceive colleges could offer to support their decision to continue postsecondary education. Astin's theory of student involvement, Bean's industrial model of student learning, and Tinto's theory of integration served as the conceptual framework for the study. Open coding of interviews with 8 college-age men revealed 5 themes: a sense of not belonging, financial concerns, challenging timeframes in college life, personal demands and challenges, and desired campus supports. Findings and recommendations may result in positive social change by informing educators and school leaders about reasons men leave college, thereby potentially leading to targeted retention efforts. Positive social change may result from offering more support to male students, particularly focused on time management for those with off-campus jobs, creating more means to instill a sense of belonging, offering early and substantive academic advising and additional financial aid advice and resources, supporting faculty to design more engaging teaching methods, and offering exit interviews.
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Lee, Benhee. "Korean Students' Motivation to Pursue Higher Education in the United States." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/436600.
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Educational Psychology<br>Ph.D.<br>The purpose of the study was to investigate the motivation of South Korean college students who come to the United States to study. Does the motivation of these students differ based on their perceptions of values for pursuing higher education? The focus of this study is on what Korean students value in their decision-making. Thus, their perceptions of educational values are presumably influenced by their societal and cultural context. In this study, an expectancy-value perspective is employed to investigate in depth the intentions of the Korean students. In addition, personality cannot be excluded from decision-making. To make the decision, some South Korean students may take high risks; thus, the Type-T personality trait is examined. A mixed-methods design, both quantitative and qualitative, was applied. A survey in the quantitative study explored motivation factors for pursuing college education in the United States, for attaining well-being in a new environment, and for taking risks. To investigate the intentions and decision-making of Korean students, in-depth individual interviews in the qualitative study explored how they perceive a higher education in the United States, whether the tendency of public opinion in South Korea influenced their decision to study in the United States, and what they expect from their choice in the future. The findings have implications for future research and for considering whether Korean “education fever” is on the right track in terms of psychological well-being.<br>Temple University--Theses
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Ruddy, Anne-Maree. "Internationalisation : case studies of two Australian and United States universities /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.
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Dar, Luciana Nogueira. "The politics of higher education spending in the American states." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1998518551&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Madigan, John J. "Graduate liberal studies: a nontraditional, interdisciplinary approach to higher education." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39926.
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Educators, authors and policymakers continue to address the quality and focus of higher education in the United States. Some have noted the unprecedented number of students entering professional colleges and universities as a gateway to promising careers, while others have suggested that our schools lack the wherewithal to reconstitute the idea of a liberally educated person. Yet, over the past 16 years there has been considerable growth in the number of institutions that have established new graduate programs in Liberal Studies.
This study examined the growth associated with those programs and addressed the issues of why the programs were started; whom they served; and, how they fit and operated within their host institutions. The methodology encompassed survey and case study research. The population consisted of the total number of schools actively affiliated with the Association of Graduate Liberal Studies Programs (AGLSP).<br>Ed. D.
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Wisnosky, Marc. "Contemporary Orthodox Christian theological education in the United States of America." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725604.
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<p> This dissertation analyzes and compares the curricula within and across the eight Eastern Orthodox Christian seminaries in the United States of America through the lens of Theological or Pastoral orientation of the seminaries. This dissertation aims to address this deficiency in the literature on religious higher education in the United States of America.</p><p> This comparison of Orthodox seminary curricula is guided by three questions: What are the curricula in use at the eight Orthodox Christian seminaries in the United States of America? What distinctions arise from an analysis of these seminaries’ course descriptions and curricula? How do these curricula achieve the Assembly of Bishops’ goals for unity?</p><p> I employed an emergent design methodology to code, analyze, and compare over 400 course descriptions obtained from bulletins and course catalogs of the eight Orthodox Christian seminaries. The course descriptions were compared with other courses of the same institution, other courses offered by comparable institutions, and other courses I designated as similar based upon coding outcomes.</p><p> I found that the seminaries exhibited one of two innate foci: Theological orientation or Pastoral orientation. I compared the seeming orientations with the schools’ mission statements. I then solicited course syllabi to explore the courses in more depth to determine whether the course descriptions were accurate reflections of what was taught in the courses.</p><p> I surveyed seminary administrators and professors about the Theological or Pastoral orientation of their schools, and the preparedness of their seminary’s graduates to fulfill priestly duties. This allowed triangulation of data with the syllabi and course descriptions.</p><p> This dissertation engages the field of comparative and international education, providing a comparative analysis of internationally and ethnically affiliated schools. It aims to explore in more detail the variations in how future religious leaders are educated within one faith group. This dissertation also explores the international and historic diversity of Orthodox Christian groups in the United States of America. These analyses will enrich the field of religious higher education studies by revealing the inner workings of an entire religious community in the United States; a religious community little studied and little understood.</p>
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O'Neal, Barbara Jean. "Title VII : sex discrimination in higher education /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10022007-144508/.
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Long, Penelope Newton Strand Kenneth H. Hines Edward R. "Goal and strategy perceptions evaluations by college of education and laboratory school faculty and administrators /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726504.
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Thesis (Ph. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 15, 2005. Dissertation Committee: Kenneth H. Strand, Edward R. Hines (co-chairs), Donald S. Kachur, Dennis G. Kelly, Michael Winchell. Includes bibliographical references (leaves 113-119) and abstract. Also available in print.
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Mejia-Uribe, Rosa. "The place of culture in ESL master's programs in the United States." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280368.
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Although master's degree programs in English as a Second Language (ESL) in the United States show a great variety in terms of the name of the degree, the length of the program, and the focus of the studies, among other things, a strong connection between language and culture is presumed to be central in second language teaching. However, a survey of four-semester programs shows that only 47 (51.6%) require a course on culture suggesting that it is not recognized universally as a priority. In the academic institutions where there is a course on culture, future ESOL teachers are learning under the implicit ideologies of their instructors as well as those of the institution they are attending. These ideologies respond to imperatives at the national and international level (Kramsch, 1993). The ideologies are rarely clearly articulated in the programs or the courses per se, and it is common to find that in the foreign language classroom many teachers are not entirely aware of the cultural nature of their discourse. The purpose of this investigation is to find out what systems, beliefs, and values underlie the courses that deal with 'culture' in four leading Master's programs in the United States, taken as representative of the field. These are investigated under four subcategories: (1) the purpose of each program, implicit or explicit, (2) the views on the teaching of English held by both faculty and future teachers of English, i.e., the students in the program, (3) the content of the course that deals with culture, and (4) the concept of culture adopted in the program and the course. The findings are analyzed in the light of the theories of Symbolic Violence of Bourdieu, Critical Pedagogy, in particular the works of Freire, Apple, and Pennycook, and Phillipson's theory of Linguistic Imperialism. The primary hoped-for application of these results is to help university teachers and future teachers of English as a second language become more aware of the inherently ideological nature of the field and help them reflect on how their own ideologies may have an effect on those they teach.
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McRae, Mary Suzanne. "Online Student Services in American Higher Education: Contemporary Issues and Future Implications." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278596/.
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This study examined the way in which the top 100 "most wired" colleges and universities provide online student services. Named by a national publication in May 1998, these colleges and universities were chosen because of their technological infrastructure, courses offered online, public computers on campus, and online student services, among other aspects.
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TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.
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The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.
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Felix, Vivienne R. "The Experiences of Refugee Students in United States Postsecondary Education." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460127419.
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Bozeman, Leslie A. "Implementation and Collaboration in the United States-Brazil Higher Education Consortia Program." Thesis, Boston College, 2009. http://hdl.handle.net/2345/635.
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Thesis advisor: Philip G. Altbach<br>This case study examines the experiences of the government and academic personnel in the United States-Brazil Higher Education Consortia Program. It addresses the overall question, "What factors influence the successful implementation of international higher education collaborations?" The participants include representatives from the two government sponsoring agencies and one four-institution consortium project. The findings reveal that there were certain conditions that facilitated the successful implementation of the consortium project. These conditions are categorized into six themes: partner equality and mutuality, partner characteristics, partner relationship, finances, strategies, and staffing. The findings also reveal that the participants did not consider national culture to be a significant factor in the implementation and collaboration experience. This research is particularly relevant to the international higher education community because it focuses on the project director rather than the student perspective, addresses implementation factors rather than discipline-specific matters or student outcomes, and directly impacts an institution's ability to conceptualize and implement international collaborative initiatives<br>Thesis (PhD) — Boston College, 2009<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Administration and Higher Education
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Valerin, Marcus P. "Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103404/.
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The mission types of 105 current doctoral programs in higher education and the extent to which their missions have changed since a similar study was conducted by Dressel and Mayhew in 1974 was studied. The curricula offerings of these programs by degree type (e.g., Ed.D. & Ph.D.) were compared with Fife’s 1991 findings. Finally, the study examined the various modes of instruction (e.g., classroom, online, cohort, blended) these programs utilize. The population was the 131 U.S. higher education doctoral program coordinators or directors who were identified using the ASHE Higher Education Program Directory. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. An electronic survey, developed by utilizing an expert panel and the cognitive interviewing technique, was sent to each participant. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. A total of 77 institutions (59%) returned usable questionnaires, and six other universities (5%) indicated their doctoral higher education programs no longer existed. Twenty-three of the responding institutions identified with a research-focused mission; 25 institutions identified with a practitioner-based mission; and 28 institutions identified with both types of missions. Pearson r correlation analysis revealed no statistically significant relationship between degree type and course offerings (r = .123, p = .05). However, ? 2 revealed that, compared to Ed.D. programs, Ph.D. programs enrolled significantly more full-time students (? 2 (3) = 14.504, p < .05). Through further analysis, a core of nine courses emerged for more than 75% of all higher education doctoral programs. Those courses are general administration of higher education, finance of higher education, legal studies, history of higher education, philosophy and theoretical foundations of higher education, teaching/learning in higher education, student affairs administration, college student research, and a dissertation seminar. Nearly 80% of all doctoral programs utilize some form of alternate delivery method (e.g., online, cohort, blended) in addition to traditional classroom instruction. Furthermore, Ph.D. programs employ larger full-time faculties, conduct more research, obtain more external funding, and publish more scholarship than Ed.D. programs.
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edu, aruddy@indiana, and Annie Ruddy. "Internationalisation: Case studies of two Australian and United States universities." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.
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Higher education has undergone significant change as universities have sought to respond to government reforms in a period of globalisation. One major reform that globalisation has introduced is the reduction in state funding for higher education. Universities have turned to other resources to provide funding and one of these is the recruitment of international students. The focus of this thesis is on contrasting the internationalisation policies of two nations, Australia and the United States, by analysing published policies, statistics and carrying out interviews on two campuses. Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement these policies. Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students.
Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. Faculty members and domestic and international students expressed dissatisfaction about cultural insensitivity, lack of adequate services that offered housing and emotional/social support, and language barriers. At the same time, each university was achieving some of its internationalisation goals. In conclusion, strategies are suggested that might improve the implementation of internationalisation at both universities.
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Zhang, Jie. "An analysis of the tuition price elasticity of international undergraduates at four-year institutions in the United States." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10157766.
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<p> The purpose of this study is to examine how out-of-state tuition and fees affects international undergraduate enrollment at U.S. four-year institutions. This study adopts the student demand theory as the theoretical framework to guide the quantitative design of the research. The data source was the Delta Cost Project version of IPEDS. The dependent variable of this study was the total number of international undergraduate enrollment at a four-year institution. The key independent variable was the out-of-state tuition and fees charged by an institution. Additionally, three vectors of variables for measuring the quality of institutional inputs, process, and outputs respectively were added as controls. Analytically, fixed effects regression was conducted to both a full sample data range from 1991 to 2010 and a shorter sample focused on the specific period of 2005-2010. The results of this study suggest international undergraduate students are generally inelastic to the changes of tuition and fees during the last two decades (1991- 2010), but tend to become less inelastic in recent years (2005-2010). However, this general inelastic relationship between international undergraduate enrollment and tuition and fees can vary significantly across different institution types. The findings of this study have important implications to student demand theory, institutional policy-making and future research.</p>
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Jaggers, Charles R. "A strategic planning model for small, private institutions in higher education." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/450778.
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Purpose: The purpose of the study was to develop a strategic planning model for specific application in small, private liberal arts colleges. A preliminary review of literature indicated both a lack of and a need for such a model.Procedure: The study was conducted in four stages. The first stage was to review selected literature on strategic planning and models of planning in educational and business settings. The intent of stage one was to develop a theoretical framework for the strategic planning model.The second stage of the study was to design and develop an initial model entitled, Small College Strategic Planning Model (SCSPM). In developing the model, concepts and theories from the literature were blended with subjective insights gained from thirteen years experience as an administrator in a small, private liberal arts college.In the third stage, the model was tested for validity by a panel of experts in the field of planning and higher education. The intent of the procedure in stage three was to utilize the wisdom of recognized expert practitioners for refinement of the theoretical model. Such a perspective was included in order to improve the workability of the model and to assure appropriate application to small colleges. Input was received from six experts in private interviews.The fourth stage consisted of revising the initial model based on findings from interviews with planning experts. The revised model incorporated suggestions and ideas which were common to members of the panel as well as unique ideas judged as valid improvements for strengthening the model.Model: The model was based on the theories and concepts of strategic planning and consisted of five major phases: Phase I Pre-Planning; Phase II Foundations for Strategic Planning; Phase III Situation Analysis; Phase IV Strategic Decision-Making; and Phase V Strategic Implementation and Actions. In Phase I the issues of organizing and preparing for planning were addressed. In Phase II a procedure for identifying educational values and existing institutional goals was presented. Phase III included a structure for analyzing the external and internal environments of an institution. Phase IV incorporated several tasks which enable a college to gain closure in identifying key strategic variables. Phase V prescribed a method for transferring strategic plans to annual operational plans. Proper implementation of each phase in sequence is intended to provide a small college with a workable strategic plan, supported and implemented by major constituents of the college.
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Helvie-Mason, Lora B. "A phenomenological examination of tenure-track female faculty members' socialization into the culture of higher education." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369917.
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The purpose of this phenomenological study was to understand how pre-tenure female faculty members perceived their socialization experiences into the culture of higher education. This study viewed higher education as a distinct culture where members underwent socialization processes such as enculturation and acculturation throughout the pre-tenure years. Participants were eight pre-tenure female faculty members from Midwestern land grant institutions. Women were interviewed for 90-120 minutes on one occasion. Data was analyzed using the Constant Comparative Method (CCM).The women's perceptions resulted in four emergent themes: Balance, Place, Support, and Trust. Balance contained the themes of Workload, including promotion and tenure and time, and Roles, including sub-themes of personal and professional roles. Place described women's feelings of fit regarding age, sex, their student response and their personal response to their culture. Support highlighted people, groups and mentoring perceived as influential in their socialization. Lastly, the theme of Trust emerged as a key element of their cultural understanding regarding higher education. These pre-tenure female faculty members perceived socialization as filled with incongruency, uncertainty and rejection, and political astuteness. The women felt incongruence in terms of their personal values and those values rewarded professionally. The women's socialization was shaped by uncertainty in the promotion and tenure process and in where to put their time and energy. In addition, the women described the need for political astuteness in their professional communications and actions during their pre-tenure years. These perceptions werefurther examined through post-colonial feminist theory. The emphasis post-colonial feminist theory places on power and voice in the historically male-dominated system of higher education informed the analysis. This led to the argument for Boyer's (1990) reconstruction of scholarship as an opportunity for women to become co-creators of an environment which better promotes congruency between their personal values with elements evaluated for professional success.Embracing Boyer's (1990) concepts for re-conceptualizing scholarship may offer a potential solution which would allow the women to experience more integrated lives instead of disparate circles of personal and professional activity. Integrated lives would ease their adjustment in these pivotal pre-tenure years.<br>Department of Educational Studies
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Elleven, Russell K. (Russell Keith). "Student Legal Issues Confronting Metropolitan Institutions of Higher Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277754/.
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This study examined perceptions of student legal issues confronting metropolitan institutions of higher education. The data for the study were collected using a modified version of Bishop's (1993) legal survey. The sample for the study consisted of 44 chief student affairs officers and 44 chief legal affairs officers employed with the 44 institutions affiliated with the Coalition of Urban and Metropolitan Universities. Frequency counts and percentage distributions were employed to analyze the data. Chief student affairs officers and chief legal affairs officers have very different perception as to the most likely student legal issues to be litigated in the next ten years. Chief student affairs officers found few student legal issues highly likely to be litigated in the next 10 years. Affirmative action, sex/age discrimination, fraternities and sororities, and disabled students were the only student legal issues at least 20 percent of chief student affairs officers believed to be highly likely of litigation in the next ten years. Chief legal affairs officers believed many student legal issues would be litigated in the next 10 years. At least 20 percent of the chief legal affairs officers believed admission criteria, affirmative action, reverse discrimination, sex/age discrimination, athletic tort liability, Title IX, defaulting student loans, defamation, negligence, academic dismissals, academic dishonesty, cyberspace issues, and disabled students to be highly likely of litigation in the next ten years. Chief student affairs officers and chief legal affairs officers prepare very similarly for future student legal issues they may confront in the future. There is a large amount of crossover between professional conferences of chief student affairs officers and chief legal affairs officers. Student affairs and legal affairs officers will attend professional conferences of both groups in order to stay abreast of student legal issues. It appears chief student affairs officers are not prepared to confront many of the student legal issues highly likely to be litigated in the next ten years.
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England-Kennedy, Elizabeth. "Performing the label "LD": An ethnography of United States undergraduates with learning disabilities." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289803.
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This ethnographic project used participant-observation and Life History Interviews to gather data on U.S. undergraduate students with learning disabilities (LD), including dyslexia and attention deficit disorders (ADD). The project focuses on issues concerning the political economy, personal and collective agency, social labeling theory, and medicalization. I argue that performance theory must be integrated with social labeling theory in order to provide a full consideration of context and agency. Information on prevalence and demographics, and on historical context is provided. This includes an overview of key American values and processes of medicalization, normalization, and militarization. The interrelationship between military actions and medical research on disabilities is foregrounded. A history of the development of the diagnostic categories and procedures and of commodification of LD is presented. The history of the Civil Rights movement for Americans with disabilities is reviewed, as are legal cases resulting from the implementation of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. I describe framings and explanatory models of LD. These include media representations and other lay models; and medical, moral, and sociogenic models. I highlight the culturally constructed nature of LD. Medications and presumed biological origins of the disabilities are reviewed and critiqued. Diagnostic procedures (i.e., processes of gatekeeping and social labeling) and relevant tests (including IQ tests) are described and critiqued for each subcategory. I describe diagnosis by prescription in the case of ADD, referring specifically to Ritalin and Adderall. I examine students' personal understandings and framings of their diagnosed disabilities, and how these inform coping strategies and tactics. I incorporate performance theory and of "passing" as a form of identity management into this discussion. I describe the roles and expectations of professors, communications and negotiations between students and professors, and specific coping strategies and tactics of labeled students. I describe how they involve "education management groups" involving family, peers, professors, and service providers, to help them succeed. Sociolinguistics surrounding these disabilities are also explored.
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Augustine, Lisa. "A National Study on 100% Tobacco-Free Campuses in the United States." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449677385.
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Herbrand, Laura. "Career paths of female senior student affairs officers in American four-year institutions of higher education." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203645.
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The purpose of this study was to describe the career paths of female senior student affairs officers (SSAOs) in American four-year institutions of higher education. Specific topics investigated included (a) demographic profile, (b) entry level and SSAO stepping stone positions, (c) work experience, (d) formal education, (e) promotion path, (f) career goals, (g) characteristics of the employing institutions, and (h) common career barriers.The population consisted of all 356 female NASPA members employed as SSAOs in American four-year institutions of higher education during the fall of 2000. A survey instrument designed by the researcher was used to gather data.The average age of female SSAOs when they were first appointed to this position was 41 years. The vast majority (81%) was White, and the most frequently reported marital status was married/partnered. Almost one-third of the SSAOs reported jobs in residence life as their entree into student affairs work. Jobs in the dean of students' office were the most frequently reported SSAO stepping stone positions. At the time they were first appointed SSAOs, they had worked an average of 14 years in higher education. Over half (51 %) held a doctorate. Over half (58%) received an internal promotion to their first SSAO position, and over half (57%) accepted this position at private institutions. For over half (55%), becoming an SSAO was a primary career goal at the time they were first appointed to this position. Close to two-thirds (66%) reported no barriers in achieving the first SSAO position.Major conclusions included: (a) student affairs positions that provide exposure, visibility, and connections provide a common career path to the SSAO position; (b) a doctorate has become a virtual necessity for women who aspire to be SSAOs; (c) women in general and minority women in particular have made gains in reaching the SSAO position.<br>Department of Educational Leadership
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Hall, Molly R. "Quality in Higher Education: Perspectives from Front-Line Faculty in the United States." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73292.
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The purpose of this study was to explore perceptions of front-line faculty members in the United States related to quality and quality management in higher education. The study's three research questions were: (1) How do front-line faculty members in the United States define quality in higher education? (2) How do front-line faculty members in the United States describe how quality in higher education should be measured? and (3) Assuming that quality management activities will continue to be mandated by external and internal entities, what do front-line faculty members in the United States believe could be done to make quality management activities more meaningful to front-line faculty members?
The research design for this study was a basic qualitative study with a constructivist interpretive framework. Maximum variation sampling was utilized and data collection consisted of semi-structured interviews with 20 front-line faculty members who worked at three different types of higher education institutions located in Virginia: (1) a public, research-extensive university; (2) a public, comprehensive university; and (3) a private, liberal arts college. The constant comparative method was utilized throughout the data analysis process and served as the basis for the study's thematic analysis.
The primary finding for Research Question 1 was all 20 faculty participants defined quality in higher education either partially or solely in terms of student outcomes. These outcomes included student learning outcomes, vocational outcomes, and contribution to society outcomes. In regards to Research Question 2, many participants believed that student growth should be a primary indicator of quality in higher education; measuring quality in higher
education is difficult; and measuring quality in higher education is necessary or important. Multiple participants expressed dissatisfaction with the indicators currently used to measure quality in higher education. For Research Question 3, participants shared 24 specific barriers they believed prevented quality management activities from being meaningful to front-line faculty members. Participants also shared 24 specific implementation strategies for how quality management activities could be more meaningful to front-line faculty members. These results have multiple implications for future quality management policy, practice, and research.<br>Ph. D.
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Kess, Lauren. "Creating a Risk Pool of Defunctness in the United States’ Higher Education Market." Otterbein University Distinction Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbndist1620463295558415.
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Ragsdell, Loretta Arian. "Multiculturalism in United States Higher Education Institutions: The Lived Experiences of Enrolled International Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2943.
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Since 2006, international student enrollment in U.S. higher education institutions has increased significantly, which has precipitated an increase in the institutions' multiculturalism. A mechanism to facilitate the integration of students of different cultures within a multicultural institution would be valuable to fostering positive educational experiences for all students. The purpose of this phenomenological study was the inclusion of multiculturalism within U.S. higher education institutions. Banks' multiculturalism theory provided the study's conceptual framework. Six international students were interviewed, and their responses were analyzed to answer 2 research questions concerning the lived experiences of international students enrolled in U.S. higher education institutions and the inclusion of multiculturalism in the institution's curriculum, programs, policies, and practices and regarding their institutions' efforts to assist them in adjusting to and integrating. Data were analyzed to identify the emerging themes. According to the study's findings, multiculturalism was included in most of the participants' higher education institutions; however, the students felt their expectations had not been met, and that the institutions could have done more to assist them with cultural and social integration and navigation through the institutions' educational systems. The findings of this study create an opportunity for social change by informing U.S. higher education institutions on the ways to enhance programs, service, and curriculum to best meet the needs of enrolled international students.
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Beegle, Donna Marie. "Interrupting Generational Poverty: Experiences Affecting Successful Completion of a Bachelor's Degree." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/3822.
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The problem addressed in this study can be stated thus: There are extremely limited numbers of students from the lowest economic class graduating from our nation's institutions of higher education. The challenge to institutions of higher education is how to improve access, support, and successful completion of higher education for students experiencing the most extreme poverty barriers.
Weber's (1946) social-class theory was selected to determine the meanings and interpretations of students from poverty backgrounds in regard to their success and perceived barriers to success in completing college. This theoretical construct is based on the idea that collectively held meanings arise from three distinct although related dimensions of life including, lifestyles, context, and economic opportunity.
Focus group interviews with a representative group of 24 people who grew up in generational poverty were the main source of data (Merton, Fiske, & Kendall, 1990). The focus group interviews were open-ended and designed to reveal the participants' subjective experience of completing a college degree (Schatzman & Strauss, 1973). A demographic questionnaire administered to 56 respondents was used to complement the focus group interviews. The grounded theory approach guided the data collection and analysis process (Glaser & Strauss, 1967; Strauss & Corbin, 1990).
According to its objectives, the study results provided: (a) a description of the poverty-related conditions, (b) an overview of the early educational experiences of the participants, (c) a demographic profile, (d) an overview of perceived challenges and barriers to higher education and (e) a discussion of success factors.
The findings from this study would suggest five areas for educational improvement: (a) development of a campus climate sensitive to social class and poverty issues; (b) implementation of faculty, staff, and student social-class sensitivity training programs combined with curricular reform; (c) facilitation of connections to informal mentors; (d) articulation of connections between obtaining a college degree and earning a higher income; and an (e) exploration of expanding college partnerships with social service agencies that are geared to helping people in poverty.
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Tompa, Steven Mark. "Southeastern United States' Parental Perspectives to Promote Adolescent Sleep Health." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737740.
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<p> Many U.S. adolescents suffer from sleep disorders. Although poor sleep habits may contribute to health issues, less is known about how parental perspectives influence sleep health in adolescents. The purpose of this descriptive phenomenological study was to address a knowledge gap in understanding parental views to promote better sleep habits in adolescents. The blended theoretical framework included the theories of caring science, social learning, advocacy paradigm, and repair and restoration of sleep. Twenty parents in the Southeastern United States participated in open-ended interviews. Research questions were designed to elicit parental perspectives about recognizing unhealthy sleep habits, improving daily sleep health routines, and identifying conditions that led to consultation with health professionals. Colaizzi’s data analysis strategy demonstrated thematic parental reports of declines in attitudes, behaviors, and performances as factors for recognizing unhealthy sleep habits; consistent and routine schedules as options for promoting improved sleep habits; and irregular sleep or health problems as reasons for consultation with health professionals. Recommendations for future research include exploring other geographical locations and investigating school bus schedules interfering with early morning sleep loss. To affect positive social change, dissemination of this study’s findings to health practitioners may influence enhanced provider-patient communications and ultimately contribute to improved sleep habits among adolescents. Additionally, this study’s findings may inform health care administrators with strategies to develop effective parent and provider education programs while reducing unnecessary health services’ utilization and resulting costs for adolescent health.</p>
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Mitchell, Robert D. "The Future Kingdom: A Survey of Saudi Arabian Students Enrolled in Higher Education in the United States." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373882925.
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Fullingim, James Fred. "Regional airline qualifications: A study in the marketability of higher education graduates." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5181/.
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The recent emergence and growth of the regional airlines in the United States has placed a strain on the supply of pilots that are needed for staffing scheduled flights. This present pilot shortage is presenting challenges for 2-year colleges and 4-year universities with aviation programs to produce more pilot graduates in less time to meet the staffing demands made by the regional airlines. With this shortage, the pressing issues of how to train and hire qualified pilots to fly technologically advanced regional airline jet aircraft have forced the industry to demand more aviation skills from a shrinking market of aviation pilot candidates. Colleges and universities with aviation programs have been forced to compete with outside private aviation schools on a larger scale in the training of collegiate students for airline employment opportunities. The primary purpose of this study was to expose any inadequacies in the higher-education aviation curricula and to propose changes needed to better qualify aviation students in the hiring process at regional air carriers. This study concentrated on the principle that higher education is necessary for advancing a pilot's aptitudes and abilities to perform the highly technical tasks of a professional pilot in a regional airline environment. The avenues of obtaining aviation experience along with flight certificates and ratings in an academic environment from 2-year colleges and 4-year universities with aviation programs is examined, along with qualifying these schools with the criteria regional airlines expects from new pilots hired. A survey was used to poll the pilots from two regional airlines that were based in Texas. By analyzing the responses from the returned surveys, the quality of training that existed in higher education aviation programs was revealed. The study confirmed the value of advising a path of higher education for students embarking on an aviation career as a pilot for a regional airline. The study concluded that 2-year colleges and 4-year universities with aviation programs are meeting the present demands made by the regional airlines.
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D'Sylva, Ashley Paul 1969. "Examining resource allocation within United States public Research I universities: An income production function approach." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288841.
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In the past 10 years, state financial support for public universities has declined, when measured as a proportion of current-fund revenues. Whether in response to this decline or to satisfy other ends such as personal utility and prestige enhancement, universities and their faculty have sought alternative sources of revenue, mostly through increased research grants and contracts and student tuition and fees. The effects of these revenue changes are observed in the primary operating units of universities, academic departments, which serve as the primary focus of this study. These changes have promoted concern in recent years that public research universities devote too much of their scarce resources to research at the expense of teaching. Specifically, concerns over teaching productivity and quality abound, especially at the undergraduate level. These concerns have been explained theoretically in terms of faculty preferences to perform research and research-related tasks, over undergraduate instruction--The Economic Theory of the Firm; and in terms of the increasing influence of providers of external revenues upon the behavior of the institutions--Resource Dependency Theory. These two frameworks are used to examine whether changes in departmental revenue support patterns affect undergraduate education at major public research universities. To test the theories, departmental instructional and research productivity data from the 1994 and 1996 American Association of Universities Data Exchange (AAUDE) are examined. This sample data contains information on 8 public Research I universities, 200 departments, and 1000 data points for 1994, and 6 public Research I universities, 134 departments, and 680 data points for 1996. Seemingly Unrelated Regressions and Piecewise Linear Regressions, following a semi-log specification, are used to estimate the rate of return to instructional productivity, research productivity, and departmental quality, within the income production function of the departments. The primary finding was that although some shifts in resource allocation were observed to move in a direction that potentially favored research-related endeavors, i.e., graduate instruction and departmental quality, instruction, overall, was most greatly rewarded in the allocation process, and undergraduate instruction more so than graduate instruction.
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Russell, Kimberly A. "Virginia Carter Smith: Her Career and Contributions to Advancement in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2449/.
Full textAbstract:
Most research studies of women in the college and university advancement profession measure the number of women in advancement positions, report their corresponding salaries and reflect on the differences between male and female employees in the same position. Little research explores how women achieve high ranking advancement positions and very few provide an analysis of the characteristics, influences and careers of successful female advancement professionals. This dissertation describes the life and work of Virginia Carter Smith, founding editor of the Council for Advancement and Support of Education's award winning publication CURRENTS.
The career and contributions of Virginia Carter Smith are relevant and helpful to advancement professionals in colleges, universities and K-12 institutions. This study explores Smith's formative years as a child, describes her educational and extra-curricular preparation and identifies individuals who influenced her life and provided direction for her future. It also examines Smith's role in the formation and direction of CASE and CURRENTS. Smith successfully launched CURRENTS in 1975 when few women held senior-level positions in advancement-related fields. With Smith's contributions, CASE became the dominate professional organization for advancement professionals working in educational institutions, and CURRENTS continues to be an exemplary professional development periodical for individuals working in advancement.
This study also examines how Smith promoted qualified individuals, particularly women, to senior-level positions in colleges and university advancement offices. Hundreds of women and men in the profession claim that Smith's served as a role model or mentor to them. Smith contributed to the increase of women in advancement offices nationally over the last twenty years. Her high standards for herself and for other development officers helped professionalize the field for everyone.