Academic literature on the topic 'Educational institution'

History<br>Ph.D.<br>Amidst the racial animosity that characterized the nineteenth century, Katharine Drexel, the Philadelphia heiress, believed that education would be the equalizer between white and black America. Grounded in a strong sense of Catholic social justice, Drexel committed her fortune to providing educational opportunities that frequently eluded African Americans. She established a community of Roman Catholics nuns for that specific purpose. By combining their efforts to address the deficiencies in African American education, Drexel's religious congregation reflected the efforts of other nineteenth century groups of women who pooled their efforts to address social concerns of the larger American society.<br>Temple University--Theses

The transformational leadership allows managers influence their teachers who recognize and attributed control to the director. The research investigated what are the characteristics of the transformational leadership of the director of a public educational institution of the UGEL 07. Through the study we recognized the features of transformational leadership in the director. The research identified three elements of the transformational leadership attributed to the director. The views expressed by the teachers and the data obtained from the respondents in order to obtain a description of the exercise of transformational leadership in the selected institution were also examined.<br>El liderazgo transformacional permite a los directivos influenciar en sus docentes quienes reconocen y atribuyen mando al director. La investigación indagó cuáles son las características del liderazgo transformacional del director de una institución educativa pública de la UGEL 07. A través del estudio reconocimos las características del liderazgo transformacional en el director. En la investigación se identificaron tres elementos del liderazgo transformacional atribuidos al director. También se analizaron las opiniones vertidas por los docentes y los datos obtenidos de los encuestados a fin de obtener una descripción del ejercicio del liderazgo transformacional en la institución seleccionada.

Collegiate equestrian programs are costly to operate, and cost often exceeds revenue from tuition. The local problem in this project study was the need for supplemental revenue to support a cost-intensive equestrian program, without cutbacks or raising student fees. The study examined the integration of an equine-assisted activities and therapy (EAAT) program for additional income, while capitalizing on existing institutional resources at a Midwestern university in the United States. Research questions explored how to implement an EAAT program to close the budgetary gap at the project site. Systems theory formed the conceptual framework for analyzing the relationship between program characteristics and budgetary adequacy, as well as promising points of intervention in the systemic relationship between program and budget. A mixed methods design included a quantitative survey of all U.S. post-secondary institutions (37) with EAAT programs. Survey data were expanded and validated through open-ended interviews using a panel of five experts selected from the survey group. Data analysis included the constant comparative method, member checking, and triangulation procedures. Focus groups provided feedback on analyzed data regarding application to the project site. Results revealed dominant themes: collaborations; the relationship with administration; finances; staffing; scheduling; and employability. A three-option proposal was created to integrate EAAT, which included students providing community EAAT services to enhance their professional skills, and program revenue. Beyond addressing the financial issue, the social change implications of this study include preparing college graduates for service-based careers that advance a culture of equity and diversity in the workplaces to which they will bring the values learned in the EAAT program.

<p> Low-income, first-generation, urban students are typically underprepared academically for college-level course work and lack knowledge, which most non-first-generation students possess (Ward, Siegel, &amp; Davenport, 2012). Success in higher education depends on students effectively navigating and transitioning into an institution (Pike &amp; Kuh, 2005). Community-based nonprofit organizations support first-generation, low-income, urban students as they navigate through the provision of college access/readiness programs (Smith, Benitez, Carter, &amp; Melnick, 2012). The purpose of this study was to examine the impact of one community-based college access program on the persistence, retention, and matriculation of its participants. Quantitative data included retention rates and grade point averages of 39 students who participated in the program and 82 similarly qualified non-participants. The retention rate for students participating in the program was 95% and the GPA was 2.88, as compared to a 79% retention rate and a GPA of 2.40 for similarly qualified students. The difference in both retention rates and GPA was statistically significant. For the qualitative portion of the study, focus groups were conducted to understand perceptions of 15 participants who were first-generation, low-income, urban students. Their responses were viewed through the lens of Schlossberg's (1989) theory of marginality and mattering. In addition, staff members who have worked longitudinally with students were interviewed. Three themes emerged: relationships, intentional experiences, and self-advocacy. Based on the findings from this study, college access programs should design their curriculum and experiences around the relationship between students and staff members.</p><p>

<p> First-generation, low-income, and disabled college students are an increasing population (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic to overcome challenges and thrive while in college (Coffman, 2011). Utilizing a mixed methods approach, the goal of this study was to examine the student success outcomes of retention and grade point average of TRIO SSS students compared to students who are similarly qualified but not being served by TRIO SSS at a Midwestern, large, public, four-year institution. In addition, TRIO SSS seniors were interviewed during focus groups. During focus groups, students reflected on their overall programmatic experiences in TRIO. A total of 1,913 students were involved in the quantitative analysis, and 16 TRIO seniors participated in the focus groups. Data analysis resulted in the emergence of four major themes: (a) relationships, (b) loyalty, (c) trust, and (d) transformation. These findings were consistent with other studies conducted within the scope of Tinto&rsquo;s (2012) theory of student retention. All of the interview participants identified a profound and personal emotional connection to their time in TRIO SSS. This study was significant due to the lack of previous research that couples the experiences of students with quantitative data. Implications for practice included, but were not limited to, stronger support for first-generation students through a range of campus partnerships and initiatives. Recommendations for future research included expanding this study by examining TRIO programs at other institutions and gathering perceptions of first-generation students through multiple focus groups.</p>

College enrollment is experiencing an upward trend; however, the quality of institutions selected by minority students remains a question. Promising minority students are failing to select high quality colleges and universities, despite academic components that would leave them otherwise qualified for admission. In fact, nearly 80% of high academic achieving low-income, minority students under match when selecting a college or university (Obama & Obama, 2014). The purpose of this study was to examine the factors leading to selection of institution for Gates Millennium Scholars while examining the relationship between college selection and socioeconomic status, cost, high school grade point average (GPA), family support, need for achievement, self efficacy, persistence, advisement, and technology for Gates Millennium Scholars. Pearson Correlation was utilized to examine survey data collected from 87 Gates Millennium Scholars. The implications of collection selection for low- income, minority students are significant in understanding the needs of this highly diverse student population. This study sought to identify the variables that significantly impact college selection for low-income minority students.

With new technologies arriving at an ever-increasing rate, legacy systems migration has become a growing research area. However there are few if any studies that analyze a comprehensive actual migration in progress. Legacy system migrations commonly fail and typically fail in the planning phase unbeknownst to their project managers. Possessing information on other successes and problems would aid in mitigating these failures.The Value and Significance of the ProblemThe purpose of this research is to initially document an actual legacy systems migration for a small liberal arts educational institution and analyze the successes and failures to identify their underlying cause in order to enforce or discourage certain practices. There are very few software/hardware migration studies, if any that are based on actual data. For this reason this study provides the academic community with an important data point for analysis.The MethodThe migration under consideration is an Administrative Systems Upgrade at DePauw University. The current system that has had minor upgrades is approximately twenty years old. The planned migration has a three-year scope. The planning phase started on March 2002 and finished on March 2003. Important documents that will be analyzed to form a basis for analysis will be a white paper entitled Employment of Technology to Improve Administrative Operations: Assessment and Recommendations, produced by an external consultant, the resulting actual migration plan, discussions with the project manager and related technical staff who are involved with the migration. RisksSince the research will conclude before the completion of the DePauw Administrative Systems Upgrade, this study will be limited to the tasks completed within the timeframe. As with studying any real system success of the study may be affected by:Completion of assigned milestones within the project itself;Input from end users in the form of interviews or surveys;Input from IT staff involved in the upgrade in the form of interviews or surveys.The portion of the DePauw Administrative Systems Upgrade that falls outside the scope of this research may be the topic of future research.<br>Department of Computer Science