Dissertations / Theses: 'Higher education administration|Education|Higher education'

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Pike, Tiffani L. "Leadership and Higher Education Administration." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1536053893669972.

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Wilcox, Susan. "Educational development in higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.

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McQueen, Gregory P. (Gregory Paul). "Moral Judgment Development in Higher Education Administration." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278754/.

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Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significant factor in the selection of fellows. Salary and years of administrative experience, however, were related to selection. Candidates with higher salaries were more likely to be selected as fellows and tended to have lower levels of moral judgment development. The study revealed that there are variables affecting the selection and further investigation is necessary to determine which variables affect the selection and if they contribute to the goals of the fellowship program. Participation in the fellowship program did not significantly affect the fellows' level of moral judgment development as a group. The fellowship program did, however, have a positive impact on the upper third subgroup of fellows and a negative impact on the lower third subgroup. The performance of the upper third indicated that they have the potential to make a significant contribution to higher education administration. The middle third subgroup's performance indicated it is in a position to benefit significantly from program adjustments which enhance the fellows' awareness and broaden their perspective of the social milieu, within which higher education functions. Performance of the lower third indicated that the fellowship program might be adapted to meet the needs of this subgroup. Further study of other variables separating these three subgroups is needed. A longitudinal study could be completed to determine if candidates in the three subgroups went on to make the contributions in higher education administration this study implied they were equipped to make.

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Haley, Karen Jean. "Graduate Education Experience and Career Paths of Women Faculty in Higher Education Administration." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-09132006-212041/.

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Although there has been a concerted effort on the part of colleges and universities to increase women?s representation as faculty in higher education, equal representation in all disciplines has not been realized. The purpose of this research is to increase our understanding of the graduate student experience of current women faculty, specifically, their experience as it relates to becoming a faculty member. The investigation of an exemplary case, Higher Education Administration, lends support to the graduate student literature that emphasizes faculty-student interaction as a primary factor in persistence and retention. This interaction is particularly important for Higher Education Administration students as many are enrolled in programs that do not have institutionalized support for future faculty. While most participants in this investigation did not follow the traditional academic career path that began as an undergraduate, they did display commonalities within the group. What characterized all of the participants was the ability to create their own path to the professoriate. Given the academy?s inequitable proportion of women in tenure-track ranks, especially noted in a number of program areas such as science and engineering, the example of Higher Education programs may have salience for institutions that purport to make the academy more equitable.

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Burchett, Bonnie L. "The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.

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The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.

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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.

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Thesis (MEd)--University of Stellenbosch, 2007. ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy. AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.

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Walker, Amanda L. "Experiential Education Recruitment Value| A Correlational Study of Large and Small Companies." Thesis, Delta State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10306885.

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The purpose of this study is to evaluate employer perceptions regarding the value of internships and to determine the role of company size in internship recruitment and/or placement. This study provides a much-needed employer viewpoint of the role of experiential education in undergraduate and graduate education, as well as offering researchers valuable insight into the needs and hiring practices of employers. Three research questions guided this study: Is there a relationship between company size and internship value in recruitment and/or placement, is there a relationship between company size and the value of internships in recruitment and/or placement opportunities for full-time hiring, and Is there a relationship between company size and perceived value if the prior experience is unpaid? Employer members of the National Association of Colleges and Employers (NACE) were invited to participate; n = 264 with a return rate of 8.51 percent. A correlation research design was used to determine if a relationship existed between large and small companies and their value of experiential education as it relates to hiring. Spearman rho was used to provide the statistical analysis. Empirical results indicated there was a slight correlation among large and small companies in regard to the value they placed on internships as a prerequisite in their field, when considering applicants for fulltime hires, and when evaluating whether the experiential learning experience was paid or unpaid. Additionally, employers indicated that experiential learning opportunities such as internships or co-ops are increasing in value in recruitment and /or placement for their industries. For example, nearly 70 percent of employers indicated internships or co-ops should be a part of graduation requirements for students thus, suggesting the increased value companies are placing on internships. Internships and co-ops have become a standard for industries. Employers suggested the value of experiential learning in the recruitment and placement of applicants is a highly desired component of an applicant's credentials.

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Blalock, James Gaddis III. "Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785222.

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To address the issues of affordability and student persistence through graduation, some institutions of higher education have embraced the Malcolm Baldrige National Quality Award (MBNQA) program. The fact that several of these institutions have subsequently shown improvements in affordability and student retention suggests that other colleges and universities that have adopted the Baldrige framework or a Baldrige style approach to institutional management may also be making improvements in the same institutional outcomes. However, to date, little research has been conducted to measure whether these institutions are improving in affordability and retention. To help close this gap in research, the present study investigated to what extent participating in a Malcolm Baldrige National Quality Award (MBNQA) based program improves affordability and degree completion. The study’s four research questions asked whether an institution’s participation in a MBNQA-based program was associated with the institution’s first-year, full-time, degree/credential-seeking undergraduate students’ (a) net enrollment cost, (b) student debt, (c) the likelihood of degree completion, and (d) the institution’s educational expense per degree. Data for the period 2000 to 2013 were gathered for 870 colleges and universities accredited by the Higher Learning Commission. Of these institutions, 167 AQIP/Baldrige-participating institutions were compared by regression analysis to 703 non-participating institutions concerning several dependent variables related to student costs or student retention and graduation. After controlling for year, institutional characteristics, and student demographics, results indicated that an institution’s participation in a MBNQA based program was associated with lower in-state tuition and fees (-$187), decreased student first-year student retention (-1.1%), increased student persistence (.9%), and decreased 150% graduation rates (-2.1%) or students graduating on or before 3yrs for 2-year intuitions and 4yrs for 4-year institutions. However, MBNQA based program participation was not statistically significantly associated with out-of-state tuition and fees, percentage of students receiving loans, average student loan amount, and institutional expense per degree.

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Steward, Jessi Mica 1977. "Common Characteristics of Women Leaders in Higher Education Administration." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10027.

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xii, 121 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Although women continue to make significant advancements in the workforce, there is still progress to be made to overcome biases and systems of exclusion. Since women play an increasing and influential role in the administration and leadership of higher education institutions, understanding their unique contributions is critical. In this study, qualitative methods were used to gather data on common characteristics of women leaders in higher education administration. Data were gathered from interviews with twenty women working in a cross section of professional positions at four comprehensive public universities in the Pacific Northwest. Results showed that the participants used collaboration, communication, and information sharing and addressed conflict to build relationships, establish trust, and inspire a shared vision. Most of the participants in this study indicated that they were rewarded, recognized, and supported in their positions; however, some indicated that discrimination still occurs based upon gender. Committee in Charge: Jean Stockard, Chair; Jessica Greene; Surendra Subramani

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Vlasin, A. "Mission education in Romanian Evangelical Higher Education." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517588.

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Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.

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For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.

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Oktik, Nurgun. "Restructuring Turkish higher education : the 1981 Higher Education Law and its effects." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1037/.

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Buchli, Richard N. "Higher Education Alumni Associations and Political Advocacy." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027092.

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Political advocacy is comprised of speaking on the behalf of a cause or participating as part of a political action group (Weerts, Cabrera, & Sanford, 2010). Because state financial support for public higher education has not been maintained at previous levels, higher education (HE) institutions have been recruiting alumni in an attempt to win state appropriations. As discovered by Avery (2012), very little research exists on the role of alumni associations in political advocacy efforts. In this study, a quantitative research approach was conducted to gather data on D1 public college and university alumni associations. The instrument utilized in this study was an online survey. Executive directors of alumni associations were invited to partake in the political advocacy survey over a 30-day period. The majority of alumni association executive directors reported their alumni association played a minor role in political advocacy. The largest group of alumni directors stated their associations had been politically active for more than 20 years. The most used tactic in political advocacy efforts was email. The least used tactic was to organize and hold public demonstrations. Data were collected for alumni associations nationwide and were compared by region of the country where each alumni association primarily operated. A majority of alumni directors said they did not collaborate with other colleges and universities. Even fewer alumni directors admitted collaborating with non-profit organizations or corporations. Alumni directors were asked to rate their level of support from the two major political parties in state legislatures. Ratings were assigned for political parties, HE committee members, and party leaders. Overall, Democrats and Republicans were rated somewhat similar except in the descriptive options of very supportive and unsupportive.

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Pfeffer-Lachs, Carole F. "Assessing goal intent and achievement of university learning community students." Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571435.

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The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This study investigated if there was a difference in motivation, by studying goal intent and goal achievement of Freshman Learning Community participants, Living-Learning community participants, or non-learning community participants at Blue Wave University. Data were collected for 363 students who were eligible and responded to the assessment, College Assessment of Readiness for Entering Students (CARES). CARES was developed by Blue Wave University as a pretest, CARES-I (intended) and posttest, CARES-A (achieved). This study analyzed whether or not students, who are classified as First Time In College (FTIC), in the studied groups, had a difference in their level of intended goals, (responses to CARES-I), achieved goals (responses to CARES-A), and the level of change from goal intent to goal achievement (the change in student responses from CARES-I to CARES-A), during their first semester enrolled at Blue Wave University. Analysis of variance (ANOVA) was used to investigate the change from goal intent to goal achievement; results revealed that the level of change was not significantly different for the three groups. All three groups of students achieved fewer goals than they intended. Although the Living-Learning Community participants did not achieve all the goals they set, the ANOVA indicated that the tests were significantly different as Living- Learning Community participants set higher goals and achieved higher goals than the Freshman Learning Community participants or non-learning community participants. Moderation analyses concluded that none the seven contextual variables (choice of college, ethnicity, gender, high school grade point average, living on-campus, SAT score, and ACT score) moderated the difference in the level of change from goal intent to goal achievement in this study.

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Wycoff, Jennifer Lavera. "First-year seminars and student persistence in selected four-year institutions| A study from the 2006 National Survey on First-Year Seminars." Thesis, The University of Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639314.

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Matriculating to college is a critical time in the life of transitioning students. Students in their first year of college face change the transition to being independent and meeting people from diverse backgrounds. Colleges and universities recognize the first year of college as one of the most impressionable aspects of student life. Colleges and universities have created experiences designed around the concept of assisting in the integration of students in their first year of college. First-year experience (FYE) courses or first-year seminars (FYSs) were designed to provide students with tools and skills they needed as first-year students in college, as well to help students persist from one year to the next. This study sought to determine which aspects of a FYS demonstrate the best approach to assisting students with successful integration to college, which can affect increased persistence to the sophomore year or increase persistence to graduation using secondary data from the 2006 National Survey on First-Year Seminars (NSFYS). Descriptive statistics and binary logistic regressions were employed to analyze the data and to answer the research questions. The sample used for this study included respondents who participated in the 2006 NSFYS and agreed to release their responses anonymously for research purposes. Results indicated course topics are a significant predictor of persistence to the sophomore year for moderate-selective institutions. When examining the persistence to graduation model, course topics, course objectives, and other course characteristics are significant for low-selectivity institutions.

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Epps, Amber M. "Differences in Critical Success Factors for Traditional and Nontraditional Online Students| A Case Study of a Proprietary College in Western Pennsylvania." Thesis, Robert Morris University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10225652.

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With the increase in enrollment in online courses, comes the need for institutions to continue to encourage success and persistence, and ultimately provide appropriate support services. Additionally, postsecondary institutions have seen an increase in the number of nontraditional students enrolling in online courses as a means to further their education. Research indicates that nontraditional students may have different needs than traditional students. Because of this, it is important to examine if there are also differences in the factors that may lead to success for students in each group. Three research questions were designed to determine the success factors necessary for each group. These questions examined success factors for nontraditional students, success factors for traditional students, and whether there were differences in the success factors for each group. The participants in this quantitative study included students enrolled in an online undergraduate introductory computer course at a proprietary school. A survey was administered to gather data related to age, gender, work status, military experience, high school GPA, social networking usage, self-esteem, responsibility, technology skills, and organization. Final course grades were obtained in order to examine which students were successful, where success was defined as earning a grade of C or better. Data analysis revealed that the success factors for nontraditional students included being female and perceiving oneself as being responsible. In the traditional student group, being female was the only factor indicated as being necessary for success.

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Hippensteel, Holly Beth. "Voices from the Pipeline: An Interpretive, Critical Race Theory Study of Thriving Among Underrepresented College Student Alumni of a Targeted Pre-College Program." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469181700.

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Ragadu, Suzette C., and Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.

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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007. Females in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.

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Williams, Ramona A. "Assessing Students' Gains from the College Experience at East Tennessee State University." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2994.

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The purpose of this study was to determine what activities from the ETSU experience influence students' opinions about their growth and development. This study also examined the influence of sex, age, and classification in college. Three research questions and five hypotheses were examined. The Third Edition of the College Student Experiences Questionnaire (CSEQ) was the instrument used in this study. The CSEQ was administered to 50 undergraduate classes at East Tennessee State University during the Spring Semester 1994. There were 19 independent variables and five dependent variables in this study. The 19 independent variables included students' scores on the 14 Quality of Effort Scales along with sex, age, and classification in college. The dependent variables were five factors extracted from the Estimate of Gains Scale. This study utilized a correlational research design with five hierarchical multiple regression models (one for each of the five factors). All hypotheses were tested using an alpha level of.05. Results showed that the five factors extracted accounted for 60.8% of the variance in the Estimate of Gains Scale. The five factors were Factor I (Personal/Social Development), Factor II (Intellectual Skills), Factor III (Science/Technology), Factor IV (General Education, Literature, Arts, and Social Sciences), and Factor V (Vocational Preparation). For each of the five factors, the combined effects of age, sex, classification in college, and the Quality of Effort Scales explained more of the variance in the Estimate of Gains Scale than did age, sex, and classification in college alone.

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Gross, Ronald D. "A Survey of Sophomore Students' Impressions of Academic Advising Services at East Tennessee State University." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2690.

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This study of sophomore students' at East Tennessee State University was conducted to determine students' impressions of the institutional academic advising program, to assess students' level of satisfaction with the academic advisor's assistance with those topics discussed in academic advising sessions, and to determine students' impressions of their academic advisor. The data collected in this study revealed that the sophomore students at ETSU were slightly dissatisfied with their advisor's assistance. Data derived from comparative analyses for differences in impressions of academic advising services found that specific demographic groups were basically neutral in their satisfaction with advising. Few statistically significant differences were found in these demographic groupings. A comparative analysis of ETSU students to a national norm study revealed significant differences in the impressions of academic advising services. The ETSU students were significantly less satisfied than students from the national norm study. The data in this study indicated there was a need for improving the academic services available at ETSU. Several recommendations were made. Institutional strategies and programmatic strategies were outlined to improve academic advising at ETSU.

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Franklin, Kathryn K. "Exploring the Congruency Between Student Satisfaction and Institutional Effectiveness in Higher Education." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2679.

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Because of the increasing emphasis on the accountability of higher education, constituents of the academy have searched for reliable and valid measures of institutional effectiveness. One measure of institutional effectiveness, gaining in popularity with accountability proponents, has been the assessment of overall student satisfaction. To build a link between student satisfaction and institutional effectiveness, past researchers have made the assumption that a relationship exists between these two constructs. This assumption has been grounded in a further supposition that a congruency exists between the criteria used by students to determine satisfaction and the criteria used by higher education administrators to evaluate institutional effectiveness. However, neither the assumption of relationship nor supposition of congruency have been established in empirical research. Utilizing a qualitative research design, 8 focus group sessions were conducted with 94 undergraduate students who attended on-campus, day classes at a southern, comprehensive, regional university during the fall semester, 1995. Four focus group sessions were conducted with 24 administrators in the internal dominant coalition of the same university. An interview was held with the university president. Content analysis was used to analyze the data from each focus group session. Data from the undergraduate student sample were reduced into 7 attitude patterns. Each attitude pattern included student discussions on different aspects of the college experience important to overall student satisfaction with the academy. Furthermore, the data were analyzed for attitude pattern differences based on grade cohort and demographics. Several important differences in student satisfaction attitudes were reported. The data collected from the administrator sample were reduced into 5 attitude patterns. Each attitude pattern included administrator discussions on important variables in the evaluation of institutional effectiveness. Student satisfaction and institutional effectiveness criteria were gleaned from these attitude patterns. (All attitude patterns are reported in detail.) Twenty-one student criteria for determining overall satisfaction were grouped into 5 criteria categories: (a) career aspirations; (b) personal development and growth; (c) education; (d) characteristics of the ideal university; and (e) accomplishment. Twelve administrator criteria for evaluating institutional effectiveness were collapsed into 3 categories: (a) inputs, (b) operations, and (c) outcomes. Based on the findings of this study, a congruency was found between the criteria students use to determine overall student satisfaction and the criteria administrators use to evaluate institutional effectiveness. Recommendations were made for the improvement of student satisfaction assessment and the utilization of satisfaction assessment results in defining institutional effectiveness.

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Jacobson, Leslie A. "Classroom Scheduling in Higher Education| A Best Practices Approach." Thesis, Benedictine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690639.

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Classroom scheduling in higher education is a complicated process involving many different stakeholders across the campus. These stakeholders may include, but are not limited to faculty, students, administrators, and boards of trustees. Due to the culture and practices, as well as the conflicting interests of each of these groups, the scheduling process of academic classrooms and instructional laboratories may not always be efficient. This inefficiency often results in the underutilization of an institution’s space. This study supplements the limited research available by examining and benchmarking best practices in efficient classroom scheduling in higher education at private, non-profit institutions of higher education in the United States. An electronic survey instrument was developed to serve a variety of purposes: to assess factors affecting the classroom scheduling process; to explore internal and external forces that influence classroom scheduling from the viewpoint of the institution’s registrars tasked with classroom scheduling; and to develop a list of best practices in efficient classroom scheduling from feedback and input that can be adapted by any institution. The survey was pilot tested on a panel consisting of five registrars recruited through an announcement placed on the LinkedIn group entitled College and University Registrars. The data resulting from survey and registrar feedback were then used to develop a list of best practices in classroom scheduling. These practices formed the framework for developing a benchmarking self-score sheet to evaluate institutional practices and identify opportunities for improvement.

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Driscoll, Elizabeth M. "Higher Education: A Perspective of Administration, Access, Affordability and the Policy that Drives It." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuls1366481730.

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Magoula, Angeliki-Elen Myers Christopher S. "Cost in higher education." Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FMagoula%5FMBA.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2007." Advisor(s): Euske, Kenneth ; Gates, Bill. "June 2007." "MBA professional report"--Cover. Description based on title screen as viewed on August 15, 2007. Includes bibliographical references (p. 65-67). Also available in print.

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Kummer, Christian. "Wikis in higher education." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-138370.

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For many years universities communicated generic graduate attributes (e.g. global citizenship) their students have acquired after studying. Graduate attributes are skills and competencies that are relevant for both employability and other aspects of life (Barrie, 2004). Over the past years and due to the Bologna Process, the focus on competencies has also found its way into universities' curricula. As a consequence, curricula were adapted in order to convey students both in-depth knowledge of a particular area as well as generic competences (Bologna Working Group on Qualifications Framework, 2005, Appendix 8). For example, students with a Master's degree should be able to “communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously” (p. 196). This shift has been supported by the demand of the labour market for students that have achieved social and personal competencies, in addition to in-depth knowledge (Heidenreich, 2011). On course level, this placed emphasis on collaborative learning, which had led to “greater autonomy for the learner, but also to greater emphasis on active learning, with creation, communication and participation” (Downes, 2005). The shift to collaborative learning has been supported by existing learning theories and models (Brown et al., 1989; Lave and Wenger, 1991; Vygotsky, 1978), which could explain the educational advantages. For example, collaborative learning has proved to promote critical thinking and communications skills (Johnson and Johnson, 1994; Laal and Ghodsi, 2012). As Haythornthwaite (2006) advocates: “collaborative learning holds the promise of active construction of knowledge, enhanced problem articulation, and benefits exploring and sharing information and knowledge gained from peer-to-peer communication” (p. 10). The term collaboration defies clear definition (Dillenbourg, 1999). In this article, cooperation is seen as the division of labour in tasks, which allows group members to work independently, whereas collaboration needs continuous synchronisation and coordination of labour (Dillenbourg et al., 1996; Haythornthwaite, 2006). Therefore, cooperation allows students to subdivide task assignments, work relatively independent, and to piece the results together to one final product. In contrast, collaboration is seen as a synchronous and coordinated effort of all students to accomplish their task assignment resulting in a final product where “no single hand is visible” (Haythornthwaite, 2006, p. 12). Due to the debate about digital natives (Prensky, 2001) and “students' heavy use of technology” in private life (Luo, 2010, p. 32), teachers have started to explore possible applications of modern technology in teaching and learning. Especially wikis have become popular and gained reasonable attention in higher education. Wikis have been used to support collaborative learning (e.g. Cress and Kimmerle, 2008), collaborative writing (e.g. Naismith et al., 2011), and student engagement (e.g. Neumann and Hood, 2009). A wiki is a “freely expandable collection of interlinked Web ‘pages’, a hypertext system for storing and modifying information - a database, where each page is easily editable by any user” (Leuf and Cunningham, 2001, p. 14; italics in original). Thereby, wikis enable the collaborative construction of knowledge (Alexander, 2006). With the intention to take advantage of the benefits connected with collaborative learning, this doctoral thesis focuses on the facilitation of collaboration in wikis to leverage collaborative learning. The doctoral thesis was founded on a constructivist understanding of reality. The research is associated with three different research areas: adoption of IT, computer-supported collaborative learning, and learning analytics. After reviewing existing literature, three focal points were identified that correspond to the research gaps in these research areas: factors influencing students' use of wikis, assessment of collaborative learning, and monitoring of collaboration. The aims of this doctoral thesis were (1) to investigate students' intentions to adopt and barriers to use wikis in higher education, (2) to develop and evaluate a method for assessing computer-supported collaborative learning, and (3) to map educational objectives onto learning-related data in order to establish indicators for collaboration. Based on the research aims, four studies were carried out. Each study raised unique research questions that has been addressed by different methods. Thereby, this doctoral thesis presents findings covering the complete process of the use of wikis to support collaboration and thus provides a holistic view on the use of wikis in higher education.

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Magoula, Angeliki-Elen, and Christopher S. Myers. "Cost in higher education." Monterey California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/10222.

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MBA Professional Report State and Federal legislature require that standard data on education-related expenditures be provided by universities and colleges in order to standardize methodology and accountability used nationwide by institutions of higher education. The aim is to review existing cost criteria and procedures for determining costs. Accounting structures vary by institution, and by school. This variability across schools makes decision making a difficult task. The objective of this research is to look into the cost structure used presently by two institutions of higher education, namely the Naval Postgraduate School (NPS) and California State University of Monterey Bay (CSUMB). The financial data that determines the consistency of the cost metrics in the decision making process of these institutions is considered. An analysis of the cost information used to make and support decisions is presented. The variety of the cost structures within the researched institutions is analyzed and compared, in order to identify the factors that generate the differences. The research concluded that both institutions should continue to develop the cost structure to have a comparative view across schools for more efficient planning and the tracing and updating of estimates.

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Smith, Shannon Tucker Fulton-Calkins Patsy. "Megatrends in higher education." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9028.

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Quinn, Lynn. "Teaching in higher education." Routledge, 2014. http://hdl.handle.net/10962/66557.

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publisher version As Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.

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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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Komljenovič, Janja. "Making higher education markets." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702882.

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Drew, Simon. "Dyscalculia in higher education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.

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This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.

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Taylor, Eileen. "Leading organizational change in higher education." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685153.

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Leaders are frequently required to lead change due to mergers, expansions into new markets, and new initiatives to enter global markets compounding the need for change leadership. Frequent change is more the rule rather than the exception. Change is more needed today yet a poor result from leading change can adversely impact a leader's influence. How does a leader know when to lead a change initiative or when to take the easier route and simply stay with the status quo? An in depth study of what appeared to be a very risky and highly successful organizational change initiative was thought to possibly shed light on answering these difficult leadership questions. This inductive qualitative case study discovered a university that achieved a successful, sustainable organizational change. The leader overcame the organizational change odds of one-third to two-thirds of the outcomes are often unsuccessful (Beer & Nohria; Bibler; as cited in Gilley, Dixon, & Gilley, 2008). "The rate of failure to deliver sustainable change at times reaches 80–90%" (Cope as cited in Gilley, Dixon, & Gilley, 2008, p. 153). The leader in the private university organization in the Midwest that led the successful organizational change was inspired by his personal vision. He did not lead change using a theoretical framework. He was successful in persuading the board to authorize implementation of his vision. The president established goals to lead the way for workers to help achieve the organizational change. He effectively communicated his vision and goals and met resistance due to the status quo. The president overcame the challenges of status quo, and the successful organizational change resulted in an effervescent campus environment with record breaking-fundraising. Regardless of the type or size of the major change, organizations that seek to make change may glean insights from this study of how leaders of one organization approached significant change.

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Gibbs, Patricia J. "Self-Efficacy and the Leadership Development of Women in Academic Medicine| A Study of Women Alumnae of the Hedwig van Ameringen Executive Leadership in Academic Medicine(RTM) (ELAM) Program." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687681.

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Despite the fact that women have reached parity in entering and graduating from medical schools (AAMC, 2014), the percentage of women who advance to leadership positions is small. The purpose of this study was to explore the connection between self-efficacy and leadership development over a multi-year period among women in academic medicine following their participation in a specialized leadership development program. The purpose was addressed by analyzing secondary interview data from alumnae of the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) Program for Women, using a content analysis research design based on a constructivist paradigm of inquiry. The research problem addressed in this project was that the existing literature is deficient in studies that focus on the exploration of self-efficacy and how it influences the leadership development over time of women in academic medicine. Using Bandura's (1997) self-efficacy theory, this qualitative study was based on the thesis that Bandura's four sources of self-efficacy (performance accomplishments, vicarious experiences, verbal persuasions, and physiological states) are determinants of success over time for ELAM alumnae who achieve leadership positions in academic medicine. This study had five major findings. First, this study supports each of Bandura's (1997) four sources of self-efficacy. Second, the most robust evidence of self-efficacy was found in the performance accomplishments self-efficacy source. Third, there was development of self-efficacy over time with the greatest growth within the self-efficacy source of performance accomplishments in the area of skill development relating to negotiation, delegation, budgeting and finance, communication, political savvy, and leadership enhancement, followed by vicarious experiences, and verbal persuasion. Physiological states had the least growth. Fourth, the research and subsequent analysis of findings extend Bandura's (1997) previous research domains to include the demographic of women in academic medicine which could have transferability to highly educated and successful women professionals working in leadership roles in male-dominated fields. Fifth, Bandura's (1997) self-efficacy sources may need to be expanded. This study fills a gap in the research and adds to the body of knowledge related to self-efficacy and leadership development.

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Warner, Carla E. "An Analysis of the Relationship Between Power Style, and Locus-of-control for Selected Academic Deans." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2823.

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The concept of locus of control, as an aspect of the human personality, has remained of interest to researchers since its identification by Julian Rotter in the 1960s. Beginning with the work of French and Raven in the 1950s, the concept of power and its interrelationship with leadership ability has also continued to be of interest to social scientists and educators. This study was completed in response to the lack of previous research on the relationship of locus of control to power style usage and preference. Four hundred and eighty academic deans from one hundred and nine Comprehensive II institutions within the Southern Region completed the Rotter Internal/External Locus of Control Scale and Hersey, Blanchard and Natemeyer's Power Perception Profile-Perception of Self to identify: (1) their locus of control orientation and (2) their preferred power style(s). Other variables examined were age, gender, and academic discipline. These variables were measured through responses to a demographic survey developed by the researcher. Patterns of power style preference endorsed by deans were independent of locus of control orientation, age, and gender for the coercive, connection, expert, information, legitimate, referent and reward power styles. A statistically significant relationship was found between deans with undergraduate majors classified as "hard, nonlife" and the expert power style. Deans in "hard, nonlife", disciplines scored higher, and more frequently selected, items on the expert power style than did deans in "soft, life" disciplines. Years of experience in the deanship was found to be significantly related to the preference for and usage of connection power. Connection power was selected more frequently by the responding deans with the fewest years of experience than by deans with the greatest number of years of experience. A greater percentage (87.2%) of the respondents were found to be internally oriented with a Rotter Scale mean score of 6.84. The most frequently endorsed power styles were expert, legitimate and reward. The mean number of years in the deanship was 7.7 with 67.7% aged fifty-five and younger. The ratio of males to females was 4.4 to one. (Abstract shortened by UMI.)

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Slater, Michael D. "Crisis Management by Higher Education Leaders." Thesis, Edgewood College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10686482.

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The purpose of this quantitative study was to explore crisis management teams’ (CMTs) perceptions of higher education leaders’ competencies in managing crisis situations. It addressed the following research question: What are relationships among CMT members’ perceptions of leadership orientations and perceived competencies of their crisis management leaders? Exploratory data analyses showed the presence of two of Bolman and Deal’s (2013) primary leadership frames: human resource and structural. Analyses also showed relationships among lower reported leadership frame behaviors, crisis preparedness, and crisis-leader ratings. More extensive research on crisis leadership is recommended.

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Duong-Killer, Jane. "Suicide prevention training| Its impact on college students of color." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1595765.

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The purpose of this quantitative study is to investigate whether QPR (Question, Persuade, Refer) suicide prevention training is effective in increasing knowledge of suicide prevention among students of color, specifically Latino/a, Asian American, and Black/African American college students. This study involves secondary data analysis of 502 students who participated in a QPR training from Fall 2012 to Fall 2014. The data was collected by a suicide prevention program in Counseling and Psychological Services (CAPS) at a public university in Southern California. The findings of the study revealed statistical significance in all nine areas of knowledge for all participants before and after receiving QPR training. The findings indicate an increase in knowledge among students of color and the likelihood that the participants would approach someone who may be at-risk for suicide and assist the individual in seeking appropriate professional resources. Implications, recommendations for practice, and directions for future research are discussed.

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Khwaja, Tehmina. "The language of leadership a feminist poststructural discourse analysis of inaugural addresses by presidents of high profile research universities." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618807.

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Heuvel, Sean Michael. "Culture Clash: A case study of the issues that non-traditional college presidents face in adjusting to academic culture." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1550154087.

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Maddox, Robert Benjamin. "The evolution of internationalization initiatives at three highly selective U.S. research universities." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158540.

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“Arguing against globalization is like arguing against the laws of gravity.” This statement by Former United Nations Secretary General Kofi Anan acknowledges the growing pervasiveness and seeming inevitability of global economic and cultural interdependence that characterizes globalization. The benefits and detriments of this phenomenon continue to be debated widely across political, social, cultural and national spectra. Globalization is the set of larger socio-economic forces shaping our world and internationalization is how institutions respond. More specifically, internationalization describes the operational, organizational and strategic processes, policies and practices that institutions put in place in response to globalization. Manifestations in higher education include enhanced study abroad programs, branch campuses, public and private partnerships and increases in international student engagement strategies. In order to better understand internationalization in higher education, this study explores how, why and in what ways internationalization has evolved at three large, highly selective U.S.-based research institutions: Cornell, University of California in Berkeley and New York University. The undertakings at each reflect the unique history, willingness to innovate, organizational culture and aspirations of these highly complex, diverse, public and private institutions. The study explores disparate strategic elements, challenges, obstacles, and opportunities as well as the common and disparate drivers for changing internationalization strategies over time at each and across the three institutions. The findings underscore common themes, such as the importance of linking institutional identity and culture to the strategy; the careful consideration, selection and negotiation of partners; and the serious process and operational planning that need to be made in order to accommodate the new strategy and sustain the altered operation. The findings further affirm that although the approaches are distinctive and one size definitely does not fit all, several broad domains of emphasis emerge as framing mechanisms and shared experiences that might benefit others interested in exploring and understanding internationalization in higher education.

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Le, Ky Phuoc. "Factors affecting student persistence at public research universities in Oklahoma." Thesis, Oklahoma State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10190774.

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Prior studies have demonstrated that most college dropouts happen at the transition to the third semester of college. Using a state dataset that includes student data for the 2013-2014 time span in the state of Oklahoma, the researcher examined the validity of students’ background characteristics, high school performance, and financial aid status in predicting first-year college performance and persistence beyond the second semester of college. Data from 116,991 degree-seeking first-year students enrolled at research universities in Oklahoma from fall 2013 to fall 2014 were entered in the SPSS software for data analyses, which include both multiple linear regression and multiple logistic regression. The researcher finds that students’ enrollment status and federal Perkins loans do not yield strong predictions of how students will perform academically or whether they will return to the second year of college. For tuition waivers, the associations with college performance and persistence are stronger, but still not significant. In contrast, spring GPA, Oklahoma’s Promise, high school grade point average, American College Testing scores, and gender are useful for predicting persistence to the third semester, and have a strong association with their college performance. These findings might reflect current efforts by the Federal Government, State agencies, institutions and schools to promote student success, help them pay college tuition, and increase students’ pre-college performance.

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Barr, Denny Hayes. "High Academically Achieving Rural High School Students' Perceptions of the Influences on Their College Choice Decisions." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788082.

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Research on college choice decisions of high school students has increased over the past forty years but has generally centered on demographic characteristics such as race, gender, or socio-economic status of students. There has been little research on the influences on the college choice decisions of high academically achieving students from rural areas. Nationally, 27% of rural high school students attend four-year colleges, compared to 37% of students who come from urban or suburban areas. In addition, 73% of students choose to attend college within their home state. However, preliminary data from one rural school system in North Carolina showed that over a two-year period, 96.45% of students who attend high school in that county school system remained in the state of North Carolina for college. This data implies that rural high school students remain in state for college at a higher rate than students from urban and suburban areas and do not seek admission to highly prestigious colleges around the United States to which they may be attractive candidates for admission. Seven to nine students and the faculty member or members who works most closely with students during their college search were interviewed from one rural high school each in North Carolina, South Carolina, and Virginia to determine their perceptions of the influences on their college choice processes. Focus group sessions were held with the student participants at each of the high schools to insure the accuracy and understanding of data and to expand on themes identified during the coding of data. This study found that rural students face a variety of barriers in their college search processes. These barriers, both real and perceived, worked to lead rural students to choose in state colleges that were in proximity to their homes. Rural students and the high school faculty who work with them often work with incomplete or inaccurate information of the opportunities available to students outside of their own states of residence.

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Farris, Victoria E. ""I Wish They Would . . ."| The Role White Student Affairs Professionals Can Play in Disrupting Systemic Racism in the Supervision of People of Color in Higher Education." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829181.

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The purpose of this study was to understand the role that White people can play in dismantling systemic racism and oppression in the supervision of people of color in student affairs. The primary goal of the study was to better understand, from the perspectives of people of color, how systemic racism and bias in the supervision of people of color could be disrupted and what role, if any, White people can play in the disruption. Using a critical race theory (CRT) framework, the study sought to outline how White people can demonstrate allyship and engage in dismantling systemic racism. This was a qualitative research study using a CRT framework. The researcher conducted 20 interviews with participants who all identified as student affairs professionals of color about their experiences with workplace racism, what inclusive workplaces would look like, and how White folks can play a role in contributing to an inclusive environment. The findings showed that workplace racism was prevalent among participants, with many outlining experiences with bias or racism in multiple roles and on different campuses. Further, all 20 participants agreed that there is a role for White folks to play in fostering inclusive environments. Based on participant descriptions and a CRT lens, a framework emerged for White people who seek to engage as allies and accomplices to racial justice in student affairs. This framework includes: learning, understanding, self-reflection, and action on the individual, group, and organizational levels.

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Rosenberg, Joseph. "Leadership development among fraternity presidents| Can leadership be learned?" Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242201.

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There is an absence of research examining the relationship between the experiences that occurred while holding formal student leadership positions and leadership identity development. This study will investigate if leadership can be learned through the lenses of the leadership experience of men who hold the formal student leadership position of chapter president within their local chapters of their national social fraternal organization. The design of the study is quantitative in nature and will utilize an electronic survey to examine the impact of a college student’s leadership identity development from holding a position of leadership within a student organization.

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Kent, Davis Linda. "Boundary spanning, networking, and sensemaking/sensegiving| how career services directors enact mid-level leadership." Thesis, University of Massachusetts Boston, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247061.

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This study seeks to understand higher education leadership overall by exploring how mid-level leadership is enacted by career services directors. Given that higher education institutions are facing a wide range of challenges that require an equally wide range of skills to address them, colleges and universities may need to become more inclusive regarding who contributes to institutional leadership. Mid-level leadership is defined in this study as a process of social interaction that originates with a middle manager and that cuts across functional areas and/or hierarchical levels to impact institutional goals. Three research questions frame the study: 1) How do career services directors develop the capacity for social influence within their institutions, 2) How do career services directors use their social influence to cut across functional areas and hierarchical levels, and 3) What institutional goals are advanced when career services directors enact mid-level leadership? A collective case study methodology was employed. Twelve career services directors whose profiles matched the study’s selection criteria for individual characteristics (e.g. years working in a director-level position in career services, years working at the director level at their current institution, minimum of master’s degree, evidence of engagement in leadership activities on- and off-campus), unit characteristics (e.g. unit size, staff configuration, and scope of services offered), and institutional characteristics (e.g. geographic location, institutional size, four-year public or non-profit status) took part in interviews for the study. Study findings indicated that career services directors developed the capacity for social influence by creating internal networks, involving staff in increasing the visibility of the unit, and establishing themselves and/or their unit as a critical institutional resource. They utilized their social influence by deliberately leveraging their networks, providing access to information and resources, and framing issues for institutional stakeholders. The study found that when career services directors enacted mid-level leadership, the institutional goals they impacted included the development and/or implementation of the institution’s strategic plan, curriculum development and student learning, and the advancement of diversity initiatives.

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Kolomitz, Kara. "The New College President| A Study of Leadership in Challenging Times." Thesis, Johnson & Wales University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252939.

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Minimal research has explored the realities of new presidential leadership of small private colleges and universities. These institutions that comprise the majority of the one-third of higher education institutions already confronting financial and environmental challenges, also face other challenges of paramount concern (Lyken-Segosebe & Shephard, 2013; Selingo, 2013a). Among these challenges is that of providing presidential leadership from a diminishing pool of experienced candidates qualified or willing to lead them (Cook, 2012; Song & Hartley, 2012). Using the presidential office as the pivotal point of inquiry, this qualitative phenomenological study sought to answer the following: What is the unique lived experience of new presidents at a small private institution while meeting the leadership challenges of the office within the current landscape of private higher education? This phenomenological study was conducted with N = 7 presidents (new to office within a bounded timeframe), N = 1 elite interview, supplemental document analyses, interview observations, and guided observation of campus visits. Moustakas’ (1994) thematic analytical strategy was applied to all data sources. Five themes emerged from this study: presidents of small private colleges and universities are dedicated to the substance of their work and do not merely seek the prestige of the office of president (Theme #1), that they are not the ‘saviors’ of their institutions (Theme #2), they bear significant burdens in carrying out their roles—both institutionally and personally (Theme #3), they are steering a course towards sustainability amidst turbulent times (Theme #4), and they are well aware that they, alone, cannot render their institutions successful (Theme #5). The findings highlight the characteristics and strategies of novice presidents at small private institutions and which may advance an understanding of the complexities and uniqueness of the presidential role in this market share. This study may also provide a foundation for understanding the profiles of small private college presidents in the contemporary higher education landscape, and of the formative and influential experiences upon them.

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Menna, Tamene Yoseph. "The Relationship of Cultural Intelligence, Transformational Leadership Style, and Team Performance in Culturally Diverse Student Leaders in Christian Higher Education." Thesis, Biola University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600568.

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The purpose of this study was to examine the relationship between cultural intelligence, transformational leadership, and team performance in one private Christian higher education institution in Southern California. The study further conducted initial exploration of how student leaders’ Christian worldview (humility) influences their cultural intelligence, transformational leadership, and team performance. A quantitative research design was used to carry out this study. Data were collected from 174 student leaders from four departments including Resident Life, Spiritual Development, Global Students Development and Student Enrichment and Intercultural Development. The quantitative data was analyzed using descriptive statistic and correlational analysis on SPSS software. The finding of this study revealed that there was no significant relationship between overall cultural intelligence and overall team cohesion of student leaders. Analysis on the subscale level revealed that there was a very weak negative relationship between cognitive CQ and task cohesion. In addition, a significant weak relationship was found between transformational leadership and team cohesion. The social cohesion subscale was significantly correlated to all of the five subscales of transformational leadership scale. The individual attraction subscale was significantly correlated with four of the subscales of transformational leadership except for intellectual stimulation. The task cohesion subscale was not related to any of the subscales of transformational leadership. An initial exploration of student leaders’ understanding of humility was conducted using six survey questions developed by the researcher based on five key elements of humility stated by Tangany (2000). Based on the results of the survey data analysis, participants appeared to exhibit certain aspects of cultural intelligence, transformational leadership behaviors and team cohesion. This survey was intended to serve as an initial step for future research to fully explore how student leader’s Christian worldview (humility) contributes to their leadership effectiveness and team performance. In summary, overall cultural intelligence was not related to overall team cohesion. There was a significant very weak relationship between overall transformational leadership and overall team cohesion. These findings suggest that there are still more underlying factors that influence overall team cohesion of student leaders in a Christian higher education context.

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Davis, Nicole M. "A Quantitative Study of Institutional Attributes that Contribute to Success of Nontraditional Students in Traditional Four-Year Universities and Communities Colleges." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269134.

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Nontraditional student enrollment in institutions of higher education has steadily risen in the past twenty years. Studies predict that this trend will continue in the next ten years. With emphasis on retention and competition, universities must focus their attention on their nontraditional students. The overarching research question the guided the research is: What are the institutional factors contributing to the success of nontraditional students? Thus, the purpose of this dissertation was to do the following: identify the college services used by nontraditional students in higher education; determine services nontraditional students express that they desire, but that are not available in higher education institutions; determine how actively engaged nontraditional students are on college campuses; determine to what extent nontraditional students who attend traditional four-year institutions desire different services than those nontraditional students who attend community colleges do; and identify to what extent nontraditional students who attend traditional four-year institutions differ in their degree of campus involvement from those nontraditional students who attend community colleges.

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Emmanuel-Frenel, Rouseline. "A Study of the Relationship Between Distance Learners' Perception of the Value of Student Support Services and a Sense of Belonging in the University's Learning Community." Thesis, Gwynedd Mercy University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622513.

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This study asked two primary questions: (1) to what extent do distance learners find value in student support services; and (2) is there a relationship between the value placed on student support services and students’ sense of belonging in the university’s learning community? Value was defined as the frequency of use, importance, and satisfaction with student support services. The participants in the study were drawn from undergraduate and graduate students enrolled in one or more online courses in a Catholic University in Pennsylvania’s accelerated adult learning program. These students were taking at least 80 percent of their formal instruction online, and were enrolled in the spring and/or summer sessions of 2016. The research was conducted using a quantitative correlation research design. The variable of value in student support services was measured using a web-based survey assessing the respondents’ frequency of use, perceived importance, and satisfaction with 14 student support services. The variable of online students’ feelings of connection to the wider university community was measured using the Social Connectedness subscale of the Campus Connectedness Scale. To examine the relationships between the perceived value of student support services and respondents’ sense of belonging, a Pearson correlation coefficient was computed for total use of support services, total perceived importance of support services, and total satisfaction with the total sense of belonging scores. The findings revealed a positive correlation between the extent that distance learners used and were satisfied with the student support services and the students’ sense of belonging in the learning community. However, sense of belonging did not significantly correlate with the perceived importance item. The combined results of this study demonstrate that online learners use and satisfaction with student support services had a positive impact on these students’ sense of engagement and belonging in the institution as a whole.

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Goward, Shonda L. "Social Class and Sense of Belonging| A Quantitative, Intersectional Analysis." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742884.

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The purpose of this study is to understand how social class background plays a role in student experiences on selective campuses. This study centers the experience of low-income students and extends the work of Ostrove and Long (2007). Previous research has indicated that race, gender, and social class status have each, respectively, been demonstrated to have statistically significant relationships to sense of belonging. This research affirms existing research, but also finds that there are more positive relationships than previously theorized. Minoritized students had higher mean scores related to personal-emotional adjustment and social adjustment. Students from the lowest social class also reported higher scores on the same two adjustment scales than their peers. Based in the theory of critical quantitative analysis (Stage, 2007), the research uses the Student Adaptation to College Questionnaire (Baker & Siryk, 1999) in order to assess sense of belonging. This survey measures overall sense of belonging, academic adjustment, social adjustment personal-emotional adjustment and institutional attachment. Examining these measures in an intersectional way revealed results that were more nuanced than was previously found in the literature. The data was analyzed using simple linear regression, analysis of variance, and hierarchical multiple regression. The survey was conducted among undergraduate students at The George Washington University, a private, urban institution in Washington, D.C. In demonstrating that minoritized and economically and educationally challenged students may be adjusting better than has been previously stated, this study emphasizes the need to affirm students in the identities they hold for themselves rather than studying them through deficit models. Reinforcing the cultural and social norms of marginalized groups aids in their personal growth and development, which often leads to a university’s desired outcome, which is retention and graduation.

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Cioffi, Daryl. "College President Perceptions of Personal Wellness| Exploring "Well-ish" and the Work-Life Balance of Mid-Career Private College Presidents." Thesis, Johnson & Wales University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746629.

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Leadership has entered an age of chronic unrest. Scholars have emphasized the impact of healthy and effective leaders on organizations (Crother-Laurin, 2006), yet recent studies reveal high stress and burnout in the contemporary workplace (Walsh, 2005, 2013). The academy faces their own organizational challenges, (Archibald & Feldman, 2010) calling into question the health and effectiveness of leaders, especially at the presidential level (Duderstadt, 2010). While the study of college president wellness has been explored through multiple lenses (McNair, Duree, & Ebbers, 2011; Tekniepe, 2014; Walker & McPhail, 2009), some researchers highlight the unique needs of mid-career presidents of private institutions. To date, minimal research has been conducted on wellness for this population. Using the presidential office as the pivotal point of inquiry, this qualitative interpretive constructivist study sought to answer the following research questions: RQ1: How do mid-career college presidents perceive personal wellness? • RQ1a: What value does wellness play in the lives of mid-career presidents? • RQ1b: How do mid-career college presidents apply wellness techniques in their lives? • RQ1c: Have these wellness practices changed throughout their time as president? Interviews with (N = 10) mid-career private college presidents were conducted, as well as an (N = 1) elite interview with an executive coach. These data were analyzed using Giorgi’s (2009) analytical strategy. Interview observation data and document analyses of various institutional documents (websites and presidential social media) supplemented the data set. Boyatzis’ (1998) data analysis strategy was applied to observation and document data. Hettler’s (1976) six dimensions of wellness were used to guide study design, develop instrumentation, and contextualize the definition of wellness used in this study. Five themes emerged from this study: mid-career college presidents identified the continuous challenges of their position, transitional issues and the need to mitigate stressors, their conscious acknowledgement of wellness, their need for social connections and family, and their efforts to pursue personal wellness in a taxing environment. These findings highlight the complexities of the mid-career college president’s quest for personal wellness. This study may assist academic leaders and board members with the knowledge to develop programs and resources for presidents, supporting wellness for future leaders.

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Dissertations / Theses on the topic 'Higher education administration|Education|Higher education'

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