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1
Moore, Sara R. "Literacy Through Photography| Third-Year and Beyond, First-Generation College Student Experience with Culture and Academic Discourse." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729098.
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<p> This qualitative portraiture study examines current issues that surround the experience of third-year and beyond, first-generation college students. There is a need to understand the self-perceptions of first-generation college students. Very few studies follow the group into the third year of college. Most programs track the population for just one year beyond matriculation. Success for first-generation college students is vital, as the group has been identified as a growing population with low college completion rates. This study is presented at a critical time, when the President of the United States claims a college education is necessary to live above the poverty line and achieve middle-class status. The United States government has based public policy and higher education funding upon both student need and institution completion rates. This study used arts-based research and literacy through photography techniques to explore the narrative experience of a small sample of first-generation college students while engaged in interpretative photography. The technique aimed to promote imagination, creativity, critical thinking, and personal reflection. The study engaged participants in literacy through photography and sought to synthesize data in the form of writing samples, interpretative photography, and transcribed interviews to uncover patterns that better explain the tenants of culture leading to academic discourse within a disadvantaged population. The portraiture method was used to provide rich and descriptive data by illuminating themes through participant-researcher collaboration with reflective and narrative components.</p>
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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.
3
Collins, David D. "Funding of Higher Education in Tennessee: A Qualitative Study of the Perceptions of State Legislators and Higher Education Leaders." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2897.
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The purpose of this study was to identify issues that are considered important to the legislators and higher education leaders of Tennessee in making decisions that affect the funding of higher education. A further purpose was to identify actions that such individuals believe should be taken by higher education leaders to ensure that higher education is accountable and worthy of continued or increased financial support. Using a qualitative research design, interviews were held with 10 legislators and 6 higher education leaders selected in accordance with the concept of purposeful sampling. Legislative participants included five members from the Senate and five members from the House of Representatives. All participants served on either the Education Committee or Finance Ways and Means Committee within their chamber. Higher education leaders consisted of a university president, the President of the University of Tennessee System, Chancellor of the Tennessee Board of Regents, Executive Director of the Tennessee Higher Education Commission, Comptroller of the Treasury, and a member of the University of Tennessee Board of Trustees. Issues identified from the interviews were reduced to eight categories: (a) issues affecting higher education and (b) findings regarding the accountability of higher education. The issues category was divided into eight categories: (a) financial issues that was further subdivided into funding issues, accountability issues, capital expenditures, taxes, fees, and other general financial issues; (b) administrative structure and costs; (c) quality outcomes; (d) faculty issues; (e) technology; (f) program duplication; (g) relationship to K-12 education; and (h) other general issues. Issues that emerged related to accountability included the measurement of educational outcomes and the communication of those results to legislators and the public. Based on the findings of this study, three recommendations are offered: (1) a committee consisting of appropriate representatives should be established to study the issue of accountability and determine appropriate measurements that will provide relevant information; (2) leaders in higher education should make a concerted effort to improve communication with legislators and their staffs; and (3) those in higher education must improve their communication with the public.
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Seay, Sandra E. "The Relationship of Presidential Leadership Style and the Financial Health of Private, Nonproprietary Institutions of Higher Learning." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2790.
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The primary purpose of this study was to determine if a relationship existed between the financial health of academic institutions and the leadership style of college and university presidents. Financial health was defined as the ability of an institution to pay its current debts. Secondly, the study tested a number of hypotheses derived from the contingency model of leadership effectiveness. Lastly, the study attempted to determine if there was an association between two lists of institutions considered to be led by effective presidents. The study involved a stratified random sample of 263 private institutions accredited by the Southern Association of Colleges and Schools (SACS). Data analysis for seven of the eight null hypotheses posed was based upon the scored responses from 77 presidents and financial data from 53 of their associated institutions. Financial data from 199 institutions was used to test the remaining hypothesis. The data were analyzed by means of the Jaspen's M correlational technique, one-way analysis of variance, directional t tests for independent data, and a point-biserial correlation. From the data analysis, it was determined that a significant association did not exist between financial health and leadership style and financial health and institutional degree granting status. The scored data failed to support, as well, the major tenets of the contingency model. In addition, a significant association was not established between institutions led by presidents with reputations for effective leadership and institutions led by presidents who were considered effective by the terms of this study. The data analysis did establish that the majority of the responding presidents were task-oriented leaders operating in high control situations and that institutions which offered the bachelor's degree as their highest degree awarded were those most frequently found in the good financial health category while those which offered the master's degree as their highest degree awarded were those most frequently found in the poor financial health category.
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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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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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Harris, Michel Renee. "The relationship between psychological well-being and perceived wellness in graduate-level counseling students." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/778.
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It is imperative that those who provide personal therapy to others be well-adjusted in their personal and professional lives and possess a keen and accurate perception of wellness. Yet, persons drawn to careers in counseling often have unresolved psychological issues. Counselor education programs should have a systematic way to evaluate and improve wellness in their students. Studies addressing the well-being of counselors-in-training, their perception of wellness, and their need for self-care are lacking in the professional literature. This study, therefore, examined the relationship between psychological well-being and perceived wellness in a sample (N = 97) of graduate students in a CACREP-accredited counseling program. Based on person-centered theory, the participants' psychological well-being was measured with the Scales of Psychological Well-Being (SPWB), and their perception of wellness with the Perceived Wellness Survey (PWS). Multiple regression analysis revealed a significant relationship between psychological well-being and perceived wellness. Adding a self-assessment tool to counselor education and, thus, facilitating the students' best possible psychological functioning has positive social-change implications: Considering that 57.7 million individuals sought mental health services in 2006, at a cost of {dollar}68.1 billion, working toward greater well-being of counseling students will help them provide the best therapeutic care to their future clients.
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Derry, John L. "Factors Related to Enrollment Decisions of Accepted Traditional-age Students At Milligan College." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2666.
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This study examined an aspect of enrollment management at a private liberal arts college. Factors related to enrollment decisions of students accepted for admission to Milligan College were analyzed by comparing two groups: matriculants and nonmatriculants. The population consisted of 438 traditional-age applicants for the 1995 fall semester. Data were collected from the application for admission, financial aid application, and a survey instrument designed to obtain information relative to influences on the enrollment decision. The Purposes of the research were to determine if significant differences existed between the two groups and to identify the characteristics of the students most likely to enroll at the college. Analyses were conducted by calculating measures of central tendency, the chi-square test of significance, the independent t-test for equality of means, and multiple linear regression. Among the variables considered were financial aid resources, academic achievement, distance from the campus, church affiliation, attendance by relatives, and campus visit. Subjects were also asked an open-ended question on the survey regarding the primary reasons for their decisions. Major findings revealed significant differences between matriculants and nonmatriculants with respect to completion of the financial aid award process, church affiliation, scholarships and grants received, ACT scores, and campus visit. The survey respondents identified as primary reasons for a decision to enroll, the Christian atmosphere, programs of study available, and quality academics. Primary reasons for a decision not to enroll included, distance from the college, high cost, and the desired program of study was not available. Based on the results of the research the following recommendations were made. Steps should be taken to ensure completion of the financial aid award process is a high priority for all applicants. Scholarships and grants should be awarded at the optimum level for each qualified applicant. Recruiting efforts should focus on those areas, geographically and demographically, in which the prospects who are most likely to enroll can be identified, based on selected characteristics.
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Walters, Tanaya M. "The Relationship Between Emotional Intelligence and Career Intentions of First-Year College Students at Historically Black Institutions in the Southeast." Thesis, Benedictine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974495.
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<p> With the new era of the workforce dawning, employers emphasize the need for educators to educate young people about the skills and knowledge employers are looking for in the 21st century. In fact, 88% of employers indicated the importance of colleges and universities ensuring all students are prepared (Hart Associates, 2015). In terms of the broad range of knowledge and skills, employers place great value on candidates who demonstrate proficiency in written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings (Hart Associates, 2015). </p><p> According to the Hart Associates (2015), Hay Group (2014) & the International Youth Foundation (2013), employers indicated the need for college graduates to possess a broad range of knowledge and skills to achieve long-term career success. One way to address this gap is through social-emotional intelligence. Emotional intelligence conceptualized in 1990 by psychologists Mayer and Salovey and later popularized by Daniel Goleman in 1995 in his book <i>Emotional Intelligence: Why It Can Matter More Than IQ.</i> Mayer and Salovey (1990) suggested emotional intelligence is the capacity to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and intellectual growth. Goleman’s (2006) later work re-examined the social component of emotional intelligence. Thus, Goleman (2006) postulated social intelligence offered a fresh outlook to human aptitude and human interaction in relationships. </p><p> The purpose of this study is to examine the relationship between emotional intelligence and career intentions of first-year college students at Historically Black Institutions, often referred to as Historically Black Colleges and Universities (HBCU’s). The study will aim to address the following question: What is the relationship between emotional intelligence and career intentions of first-year college students? Information extracted from this study will aim to build on existing emotional intelligence research, as well as, aim to offer new insights into practices that would aid career counselors in their work and inform curriculum design for introduction courses for first-year college students at higher education institutions across the academy.</p><p>
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Silver, Canady Tisa. "The Relationship between Financial Aid Advising and Community College Student Engagement." Thesis, Morgan State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642094.
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<p> The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014–2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long & Riley, 2007; Myers, 2008). Community college student support services such as financial aid advising, contribute to promoting successful student outcomes (Cooper, 2010). More research is needed regarding the role of the campus financial aid adviser as it relates to community college student outcomes (McKinney & Roberts, 2012). </p><p> The purpose of this study was to use the theory of student engagement as defined by Kuh et al. (2006) as it relates financial aid advising to the engagement of community college students. Ex post facto data from the Community College Survey of Student Engagement (CCSSE) 2014 Cohort was used to investigate whether a difference in student engagement existed between students who reported use of financial aid advising and those who did not. The researcher also examined the relationship between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement as well as the five CCSSE benchmarks of effective practice. </p><p> The results of the study show students who indicated use of financial aid advising reported significantly higher levels of student engagement than those who did not. The researcher found weak to moderate positive relationships between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement. Additionally, each of the financial aid advising variables served as predictors of at least one CCSSE benchmark and student engagement. These findings provide meaningful information regarding the relationship between financial aid advising, particularly student satisfaction with the advising, and student engagement.</p><p>
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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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<p> 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. </p><p> 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. </p><p> 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.</p><p>
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Narkawicz, Melanie G. "Marketing Acceptance and Its Relationship to Selected Institutional Characteristics in Higher Education Institutions." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2757.
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This study examined the level of acceptance of marketing by colleges and universities in the United States. It was based upon the "Four Stage Model Reflecting the Acceptance of Marketing in Higher Education Institutions" developed by Simmons and Laczniak (1992). The primary purposes of this study were to validate the model and to identify the operational level of marketing acceptance at colleges and universities. Secondary purposes were to determine if the level of acceptance differed according to source of control/affiliation (public v. private), highest level of degree awarded (associate, baccalaureate, master's, doctors), regional location, urban location, and institutional size. Variables were measured through a survey instrument developed by the researcher. A pilot test was conducted for reliability and validity testing of the instrument. It was then sent to a random sample of institutions which was chosen from the population of all nonproprietary colleges and universities in the United States. Responses from 243 institutions were used for data analysis. Major findings include: (1) stage completion was associated with the source of control (public v. private), a greater percentage of private institutions have completed each stage; (2) source of control/affiliation should be controlled for when comparing marketing of institutions; (3) most colleges have completed Stage One (marketing as promotion), with fewer than half completing Stage Two (marketing as market research), and about a quarter completing Stages Three (marketing as enrollment management), and Four (strategic marketing management); (4) there were no differences in stage scores based on the highest level of degree awarded, regional location, urban location, and institutional size when controlling for the source of control/affiliation; (5) the Four Stage Model has some validity, but more research is needed, particularly regarding the latter stages. Several recommendations were made. They primarily focus on the model, sampling and measurement, and future research needed on marketing acceptance.
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Smith, Penny L. "Planned Change in Higher Education: A Case Study of the NASSP Alliance for Developing School Leaders." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2795.
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The problem was that much effort was being put into an alliance for preparing school leaders with little evidence concerning how effective such groups were in promoting positive change. The purpose of this study was to provide a historical background for the National Alliance for Developing School Leaders that included the rationale for the endeavor, the identification of key actors and their roles, and perceived changes resulting from Alliance affiliation. The information gleaned from the study was intended to answer the formulated research questions. Data were collected using semi-structured interviews and through examination of relevant documents. Data were coded and clustered to assist with the organization of a plethora of information. The information was then used to tell the story of the National Alliance for Developing School Leaders as told by those directly involved in the conception and development of the Alliance. Evidence indicated that change had occurred as a result of the National Alliance for Developing School Leaders, however, the degree of change experienced varied across university sites. Conclusions drawn indicated that the Alliance provided faculty and students exposure to new materials and teaching techniques, opportunities for increased presentations and publications, higher visibility, professional development opportunities that included area school administrators, and increased professional dialogue regarding changes needed in administrator preparation programs. Evidence existed that more on-site visits and opportunities to dialogue about the successes of each program as well as the difficulties encountered by the universities attempting to change their preparation programs were desired by Alliance participants. Participants reflected on their experiences resulting from involvement with the National Alliance for Developing School Leaders and then shared insights regarding essentials necessary for successful multiorganizational collaborative efforts.
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Stewart, Mark. "The transformation and development of Christian institutions of higher education." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2557.
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A qualitative case study was conducted of Bethany College of the Assemblies of God in Scotts Valley, CA. A twofold purpose motivated this study: The first was to add to the understanding of the transformation processes of Christian higher education institutions, and the second was to develop a set of principles to be applied to the changing Christian institution by administrators and governing boards. From the study, which consisted primarily of document analysis and was supported by interview data, findings were reported and five major emergent themes were identified. These themes were: (a) The vital role of key leaders and the qualities they exhibited; (b) the importance of maintaining an unchanging core central mission; (c) the necessity of ongoing program expansion; (d) the environment or climate impacting change; and (e) the role of other key “players” in the growth and change process. Findings were discussed from the perspective of an administrator in Christian Higher Education.
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Lachman, Macey W. "A Problematic Yet Necessary Effort| White Women in Student Affairs and Anti-Racist Allyship." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749935.
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<p> As overt acts of racism are becoming increasingly visible and publicized on college campuses, institutions may be tasked with addressing issues around hate speech or racist marches. Meanwhile, white supremacy covertly impacts institutions through biased policies and practices. In this context, student affairs professionals can either perpetuate or combat racism. This study examined how 10 white women working as mid-level student affairs professionals in highly diverse institutions in Southern California made meaning and engaged in anti-racist allyship. The findings were organized along four themes: perceptions of campus climate at diverse institutions, developing white racial consciousness, efforts toward anti-racist allyship, and complexities of white allyship. Participants noticed the impact of historical and geographical contexts, and they identified aspects of climate specific to their institutions. They described the process of developing racial consciousness in a cyclical way, and they understood anti-racist allyship as advocacy. The complexities of white allyship included role confusion, difficulty identifying racism, white privilege, and the consequences of allyship. Emerging from this theme, a conceptual model of white anti-racist identity development is proposed. Recommendations for policy and practice include revision of the ACPA and NASPA (2015) social justice and inclusion competency, increased professional development opportunities around racial justice, and the inclusion of research on racial identity development and disrupting white supremacy in graduate degree programs. Recommendations for future research are also provided.</p><p>
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Kariuki, Patrick N. "The Relationship Between Student and Faculty Learning Style Congruency and Perceptions of the Classroom Environment in Colleges of Teacher Education." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2748.
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The purpose of this study was to determine the extent of congruence between teachers' and undergraduate education majors' learning styles in selected colleges of the Tennessee Association of Colleges for Teacher Education, and to determine if the style congruence was related to student perceptions of the classroom learning environment. A related purpose was to identify needed changes in classroom environments based on the characteristics of the actual and ideal classroom environments as perceived by students, characteristics of the actual classroom environment as perceived by their teachers, and characteristics of actual and ideal classroom environments as perceived by men and women students. A relationship of classroom environments was also examined. Kolb's Learning Style Inventory and the Adult Classroom Environment Scale were administered to students and teachers in selected colleges for teacher education that were members of the Tennessee Association of Colleges for Teacher Education during the Fall, 1994. Data were analyzed using measures of central tendency and measures of dispersion, t-tests for dependent (correlated) means, t-tests for independent means, and Pearson Product Moment Correlations. Results indicated that the predominant learning style for both students and teachers was Accommodator. The students preferred Diverger as their second dominant learning style while the teachers preferred Assimilator. The teachers incorporated logical thinking, systematic thinking, and intellectual thinking in their learning behavior, while the students preferred to learn by viewing situations from different points of view and to observe without taking action. Matching students' learning styles with those of teachers was not found to be related to the ratings of the classroom environment. Significant relationships were found to exist between all classroom dimensions except Task Orientation and Student Influence. Both teachers and students viewed Teacher Support as the most prevalent element of the actual classroom environment and Student Influence as the least noticeable element of the classroom environment. However, the teachers' views for the actual classroom environment were higher than students' views in all subscales except for Organization and Clarity.
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Lancaster, Amber F. "A Qualitative Study of Male Students' Experiences in Counseling Programs and Male Professional Counselors' Experiences Post-graduation." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877129.
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<p> Little is known about what attracts men to the counseling profession and what their experiences are in counseling programs and the profession post-graduation. This qualitative case study examines what attracts men to the counseling profession, recruitment strategies, and proposed recruitment strategies that could affect prospective male students. It also reveals the experiences of males in counseling programs and the counseling profession, after graduation. Findings indicated men are attracted to the field for various reasons. Most participants did not notice any specific recruitment strategies directed toward males. The participants shared ideas for future male recruitment. Findings also indicated there are benefits and challenges associated with being a gender minority in counseling programs and the profession. Implications for counselor preparation programs are presented.</p><p>
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Ruhl, Taylor D. "Organizational culture in the private liberal arts college: A case study." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2583.
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The purpose of this study was to describe the organizational culture of Pacific Union College (PUC), a part of the Seventh-day Adventist system of higher education in North America. The design of this research project was a case study, and the methodological paradigm on which this study was based is that of naturalistic inquiry. Three means of inquiry were utilized: an organizational culture survey, interviews, and content analysis. The survey was administered to all salaried personnel of the college. Each respondent also submitted a demographic profile. Interviews further contributed to the triangulation of this study. They were conducted on the campus with 16 faculty selected by the researcher because of their familiarity with the college and their potential to be articulate and informative regarding it. A content analysis of the last institutional self-study done by Pacific Union College (Pacific Union College, 1990) furthered triangulation. Formative studies such as this are conducted for the purpose of improvement rather than to answer a hypothetical question or prescribe for practice. The study addressed five research questions. The results of this study indicated a predominant perception that the collegial culture is dominant. The findings further revealed that the collegial culture is perceived to be dominant without the application of demographics. This contrasts with analysis of the Self-Study (Pacific Union College, 1990) which indicated that the managerial culture was dominant. The findings indicated that there was not cultural congruence between the faculty and administration, but that there was closer congruence between the administration and the department chairs. The findings of the survey showed that the collegial culture was dominant among the faculty while the managerial culture was dominant with the department chairs and administration.
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Seipel, Sandra Helene. "Stakeholder Perceptions| The Impact of a University-based Laboratory School on a Campus-based University Educator Preparation Program." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877170.
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<p> A gap in research on the impact of a university-based laboratory school on a campus-based educator preparation program and a decrease in the number of university-based laboratory schools requires current laboratory school programs to evaluate strengths and weaknesses to provide quality evaluative data to ensure continued viability. This qualitative study sought to expand the extant research by identifying perceptions of stakeholders, educator preparation program students, faculty, administrators, and laboratory school teachers, parents, and administrators—to examine the impact of a laboratory school on an educator preparation program. The case study outlined stakeholder perceptions at one university and one laboratory school and investigated the perceptions of stakeholders regarding the impact of a university-based laboratory school to a campus-based educator preparation program. Four major themes emerged related to the impact of a laboratory school on an educator preparation program include: experimentation, early practice and ability to bridge theory to practice, expertise of faculty and teachers, and safety and support of environment to practice new learning. A fifth overarching theme was identified as significant to research: complexity of the organization.</p><p>
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Thomas, Sally S. "Innovation in Student Affairs: The Influence of Individual and Organizational Factors on Programmatic and Technological Change." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2982.
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The purpose of this paper was to explore the influence individual and organizational factors exerted on technological innovations, programmatic innovations and combined technological and programmatic innovations. Student affairs divisions in Comprehensive I colleges and universities constituted the administrative unit examined. The two types of program innovations examined were substance abuse prevention/education programs and retention/academic support programs. The technological innovations examined were financial aid computerized award calculation and computerized career counseling. The individual factors examined were professionalism, gender and age of the chief student affairs officer. The organizational factors were vertical, horizontal and combined vertical and horizontal complexity, centralization and size. Size was measured as student body size, a combined staff size within the four units examined and combined student body and staff size. The method of study was survey. One hundred chief student affairs officers were surveyed for responses about their institutions' innovations and the factors of professionalism, age, gender, centralization, complexity and size. The findings were: (1) There was a significant relationship between professionalism and technological innovation. The more professional the chief student affairs officer was, the more technological innovation was reported. (2) There was a significant relationship between age and combined programmatic and technological innovation. The higher the age of the chief student affairs officer, the lower the level of combined technological and programmatic innovation was reported. (3) There was a significant relationship between complexity and programmatic innovation. The more complexity present, the more programmatic innovation was reported. This significance held across the three different measures of horizontal, vertical and combined complexity. (4) There was a significant relationship between complexity and combined technological and programmatic innovation. The more complexity, the more combined technological and programmatic innovation was reported. This significance held across vertical and combined measures for complexity. (5) There was a significant relationship between the size and programmatic innovation. The larger the size, the more programmatic innovation was reported. This significance held for staff size and combined size measures. The major conclusion was that different factors may impact programmatic innovation differently than technological innovation or combined programmatic and technological innovation. Future study of innovation should consider these differences.
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Warner, Tony R. "Staffing Patterns in Campus Activities Departments." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2990.
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The purpose of this study was to analyze the organizational structures and staffing patterns in campus activities offices or operations within selected institutions. These institutions were selected from the membership of the National Association of Campus Activities (NACA) during the 1994-95 academic year which are also public, Master's (Comprehensive) Universities and Colleges I and II institutions. Focus was placed on identifying the sizes and types of the campus activities departments at the institutions surveyed. A survey was developed and administered to a population of 355 institutions. The data from 269 (76%) responses were then carefully analyzed. Frequency analysis produced a number of revelations about dominant staffing patterns, titles, and size. Analysis indicated that there is a relationship between organizational structure and its staffing pattern in small institutions. A direct relationship was identified between the size and type of the staff and use of technology. There was no relationship between the funding base and staffing patterns or between organizational departmental structures and the size of the departmental budgets. Further, no relationships between organizational structure and funding bases or between the size and type of staff and the organizational structure. Conclusions were drawn concerning organization and staffing patterns. These included the fact that most institutions have campus activities departments with a director as the head, reporting to a vice president or dean. Activity fees are a primary source of funding in nearly all institutions. Few institutions have more than 9 professional staff and 12 clerical staff. Currently there is little faculty involvement in campus activities offices. Basic, mainstream technology is used to support the efforts of the offices. It is hoped that the study will be useful as a proactive management tool for those administrators in higher education who are structuring or restructuring administrative offices supporting the campus activities functions at institutions of higher education.
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Craft, Katherine Grace. "The Connection Program| An Examination of One Developmental Education Program." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720300.
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<p> Developmental education continues to be an area of concern for higher education institutions. Understanding and developing programs to provide support and increase retention, completion, and success rates for developmental education students is vital to increasing degree attainment in the United States. This study explored one developmental education program at a Midwest community college implemented in 2011. A mixed-methods approach was executed to compare completion and success rates two years prior to implementation and two years following implementation, as well as to obtain qualitative information regarding perceptions of the program. Quantitative data analysis revealed increases in developmental education rates for qualifying Connection Program students when viewed holistically; however, varying degrees of program effectiveness were seen in discipline-level results. Qualitative data analysis revealed four emerging themes: 1) Flawed Placement, 2) Positive Intentions, 3) Flawed Execution, and 4) Student Ambiguity. These findings coincided with research in the developmental education field as areas of importance in regard to increasing degree attainment for these students.</p>
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Cole, Michele Tamamian. "The impact of the 2003 California Preliminary Administrative Services credential requirements on educational administration programs in institutions of higher education." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2519.
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This study focuses on the impact of the 2003 changes in the California Preliminary Administrative Services credential on programs of educational administration in institutions of higher education. Through five case studies of educational administration programs in institutions of higher education, several themes emerged: department chair K–12 background may predict early adoption; faculty are confused about the credential requirements; full- rather than part-time professors design programs; new competitors have already challenged enrollments; ambiguous policy creates compliance uncertainty; integration of technology in educational administration programs is limited; communication among stakeholders is weak; the culture of educational administration programs is different from other parts of the academy; the early adopter is more knowledgeable about the requirements, has purposeful collaboration, requisitions sufficient resources for change, uses many forms of communication, enthusiastically embraces new ideas, and reduces bureaucratic barriers to change. Early, middle and later models of program adoption emerged from the data. The final chapter of the research explores ways to minimize ambiguity and maximize program compliance. A new model of implementation of 2003 standards is presented, which uses early adopters as an example and existing professional organizations as disseminators of promising practices.
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Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.
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The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.
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Wang, Xiaoping. "Readiness and Achievement Motivation: An Investigation of the Validity of the Readiness Scales in Hersey and Blanchard's Situational Leadership." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etd/2822.
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The purpose of the study was to investigate the construct validity of the two instruments measuring readiness in Situational Leadership: the Readiness Scales--Manager Rating Form and Staff Member Rating Form--developed by Hambleton, Blanchard, and Hersey (1977). The study examined the relationships between readiness and achievement motivation, and between readiness and faculty education and work experience. The study also explored the concurrent validity of the two instruments measuring McClelland's (1961) achievement motivation: The Achievement Orientation Scale and The NachNaff Scale. The respondents were 66 department chairs and 156 faculty from 12 comprehensive institutions in the South. Data on faculty readiness were collected with the Readiness Scales. Data on achievement motivation were collected using the Achievement Orientation Scale and the NachNaff Scale. A faculty demographic questionnaire was used to collect data on faculty education and work experience: amount of education, length of teaching experience, publications and presentations, public service, and rank. The results of the study provided only partial support for the construct validity of the Readiness Scales. Faculty work experience was significantly correlated with faculty self-rated job readiness for teaching (r =.16, p $<$.05), research (r =.29, p $<$.001), and service (r =.23, p $<$.23). Significant differences were found in faculty self-rated job readiness for teaching (F (2, 143) = 5.08, p $<$.01) and for service (F (2, 139) = 4.33, p $<$.05) among full, associate, and assistant professors. Significant differences were also found in faculty self-rated job readiness for teaching (t = 2.59, p $<$.01) and research (t = 2.79, p $<$.01) between faculty with a doctorate and those with a master's degree. However, the study did not find any relationship between readiness and achievement motivation. From the results of this study, there was no evidence for the concurrent validity for the Readiness Scale--Manager Rating Form and the Readiness Scale--Staff Member Rating Form. There were no statistically significant correlations between faculty self-ratings and department chairs' ratings of faculty readiness. Additionally, no evidence was found for the concurrent validity of the two instruments of the Achievement Orientation Scale and the NachNaff Scale.
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Mccabe, Susan M. "Leadership for Learning: Narratologic Pedagogy and Knowledge Construction in Higher Education." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2946.
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Leadership and learning are human activities occurring within an interpersonal, social context. This study was concerned with rendering the lived experiences of leaders and learners as intelligible, allowing for understanding of factors affecting knowledge construction and learning in higher education settings. The individual, personal experiences of teachers and learners were explored in order to identify factors that can be influenced by teacher leadership. Phenomenology was the philosophical and methodological structure of this study. Fifty-two nursing students enrolled in a senior level course at a regional state university participated in the study, as well as the two course co-teachers. All participants engaged in a narratologic journaling process that reflected their personal experiences with learning. Journals were kept for a 12 week-period, and narrative data reflecting individual learners and leaders' personal engagement with learning were collected at six discrete intervals during the study. The textual data were systematically analyzed, consistent with qualitative research processes, using constant comparative methods, and assisted by QSR NUD.IST computer software. Sixteen major themes and 36 sub-themes representing meaningful expressions of the lived lives of participants were identified. The lived lives of participants are about power, tension, mistakes, expectations, and most significantly about caring. Examination of the interrelationship of themes led to identification of factors impacting leadership and learning within the study classroom. Three interrelationship theme clusters were found and represent the study's major findings. The interrelationship clusters are reported as three conceptual models reflecting what it is to be a learner or leader in the classroom of study. These models are (a) the positive power of leadership, (b) tension and learning, and (c) leadership for learning, and lead to identification of pedagogy seen as positively impacting knowledge construction in a higher education classroom setting.
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Lahti, Tunnell Michele Lynn. "Women and Philanthropy in Higher Education: A Collective Case Study of Major Donors." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/40.
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The current funding challenges affecting public colleges and universities place a greater reliance on philanthropy, and women represent one of the most attractive donor segments. As private giving becomes increasingly essential to ensuring access to quality public higher education, the need exists to better understand women’s philanthropic patterns, motivations, and behavior so that practitioners of higher education fundraising can apply the knowledge tools that will facilitate more effective strategies when cultivating, soliciting, and stewarding major donors. This qualitative study explored an existing conceptual framework with the intent to substantiate its application with women who were major donors to public higher education. The framework, coined by its authors (Shaw & Taylor, 1995; Shaw-Hardy, 2005; Shaw-Hardy & Taylor, 2010) as the Six Cs Plus 3 of Women’s Giving, consists of nine themes, each starting with the letter C, that embody the motivations and outcomes of women philanthropists. Using collective case study methodology and cross-case synthesis as an analytic technique, a composite of six women was presented and reported as a representative case to protect the confidentiality of the study’s participants. The representative case displayed evidence of support for five of the nine C s in the women’s philanthropy framework (create, connect, celebrate, control, and confidence). Across the cases, minimal or no support surfaced for four of the Cs (change, commit, collaborate, and courage). Based on the data collection criteria relating to geographical parameters, the study introduced an additional C, context, as a motivation to donate. From these findings, suggestions on the application of the women’s philanthropy framework in relation to donor giving levels is proposed. Moreover, the study’s conclusions underscore the call for continued scholarship in the area of women and philanthropy, particularly as it relates to women making significant financial contributions.
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Welch, Catherine E. "Factors Affecting Postsecondary Enrollment among Vermont High School Graduates| A Logistic Regression Analysis." Thesis, New England College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859163.
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<p> The State of Vermont has long had one of the highest high school graduation rates in New England, hovering around 87.8% with a lagging college enrollment rate of 52.3% at any 2- or 4-year postsecondary institution in the country (New England Secondary School Consortium, 2015). This research explored the factors that have the greatest effect on the college enrollment patterns of Vermont high school graduates. Specifically, this study explored the relationship between the following factors and 2- and 4-year college enrollment: (a) academic preparation, (b) access to college information, (c) early career exploration and education planning, (d) gender, (e) grade point average, (f) parent educational attainment, (g) parental expectations, (h) student location, and (i) student perception of affordability. </p><p> This descriptive, correlational quantitative study used binomial logistic regression to determine which of the factors listed in the preceding section had the greatest impact on the college enrollment patterns of Vermont high school graduates. The dataset for this research was the Class of 2014 Senior Survey from the Vermont Student Assistance Corporation, administered to all students graduating from Vermont high schools in 2014. This research looks to inform work currently being done at the state level to raise the number of adults living in Vermont with a postsecondary credential to 70% by the year 2025</p><p>
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Olson, Joseph B. "Common Transitional and First-year Experiences of Newly Appointed Community College Deans: A Qualitative Analysis." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2761.
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The purpose of this qualitative research study was to identify common transitional and first year experiences of newly appointed community college deans. A population of deans from the states of North Carolina, Virginia, and Texas was identified. Through the use of qualitative research techniques, personalized accounts were collected from a sample of eleven deans. Through a qualitative analysis of these personalized accounts, thirteen themes were developed. These themes identified common issues and backgrounds encountered and shared by the eleven deans. These themes reveal that: (1) prior community college administrative experience was a prerequisite to the deanship, (2) there were no commonalities in staff reporting patterns, (3) external candidates have the advantage in terms of job appointments, (4) the new dean's effectiveness is not restricted by his/her area of supervision, (5) minority participation at the administrative level is not increasing, (6) career preparation within a community college is the most helpful experience, (7) academic preparedness related to a community college component is helpful, (8) new deans were prepared to move up within one college component area, (9) new deans encounter increased responsibility, (10) career planning is integral to career progression, (11) new deans encounter personal challenges, (12) there is resistance to changes employed by new deans, (13) and that the new dean should expect some period of adjustment in the new position, but personal confidence outweighs frustrations which may be encountered. From the findings, the researcher reached several conclusions. First, it appears that new deans encounter very little transitional difficulty. Secondly, community college search processes seem to be effective. Thirdly, it is extraordinary for a dean's position to be filled by a non-community college administrator. Further, an initial deanship commonly takes place in the area where the incumbent is most experienced. Women are gaining ground in college administrative positions. Lastly, new deans enjoy the challenge of the deanship, and careful career planning is important.
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Jewett, Orval Albert. "High School to College Transition Among Black Males: An Action Research Project." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4381.
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A participatory action research project involving social workers as stakeholders from high schools and the local community college in Nassau County, New York, provided the basis for an inquiry that addressed the effectiveness and implementation of clinical social work practice with Black male students transitioning to community college from high school. This study addresses how clinical social work practice may be utilized to enhance the experience of the transition process for Black male students from high school to college. Through the use of a qualitative in-depth interview process, 16 school-based social workers provided professional perspective and expertise that resulted in a transformational change project identifying key aspects of psychosocial treatment planning most relevant to the needs of Black male students hoping to persist from high school to college graduation. Social exclusion theory formed the theoretical basis for understanding the socioeconomic and psychosocial experiences of Black male students, whereas grounded theory provided a foundation for theory generation through a process of identifying and classifying emerging patterns and themes within the in-depth interview transcripts. As a result of this doctoral capstone project, key deficiencies in school social work practice, such as the need to adapt to a more community-based form of social work practice, were identified and addressed at a local level through a summary of recommendations, forming the basis for a credible and transferable knowledge base that can be used to improve social work practice. Ultimately, the outcomes of this project improve services for Black male students transitioning from high school to college, and it will lead to positive social change for this student population.
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Spencer, Rosa Chiffon. "A Study of High School Dual Enrollment Participation at Alabama's Public Colleges and Universities." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639302.
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<p> This case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs. </p><p> This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?</p><p>
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Brett, Armand George. "Stages of affirmative action and diversity policy in the California State University system." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2944.
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Demographic changes in California have made the goal of a more culturally diverse faculty extremely important to the future of higher education. Confounding issues associated with affirmative action policy seemed to be contributing to a stalling of progress. This study sought to identify a range of conceptions and approaches used in dealing with affirmative action and to assess the work of affirmative action directors regarding their dealings with faculty and the hiring process. Value conflict and political sensitivity discovered during preliminary research led to the use of a qualitative, key-informant, semi-structured interview approach with assurances of anonymity placed in the forefront. Interviews were conducted with five affirmative action directors and ten department chairs on five California State University campuses. The data were analyzed to develop categories then re-analyzed to test emergent theory. Four ideological stages associated with the evolution of affirmative action emerged from the data. This framework is used to organize the complex issues and show that some of the problem stems from divergent conceptions of affirmative action. Also found was a significant amount of miscommunication. Affirmative action directors did not seem sufficiently aware of the common ground they shared with faculty relative to solving the diversity problem. A range of sub-issues associated with the structure and culture of a complex university are also identified. These sub-issues illustrate three things: variations of purpose between affirmative action directors and faculty; views of affirmative action directors toward faculty; and a legitimacy problem which depends on the administrative placement of affirmative action directors, their administrative style and their credibility with faculty. The four stage framework helps to show that while faculty appear to be reconceptualizing quality to meet the diverse cultural needs of a drastically changing student clientele, affirmative action policy adjustments are failing to keep pace. For the purpose of minimizing conflict and streamlining transition, recommendations include changes in affirmative action directors' jobs. Also recommended is: use of the framework to study other universities; and alternation of the type of procedures used in this research with quantitative methods to refine the framework or develop others.
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Bartell, Nancy O. "Implementing Total Quality Management in Business and Academe: A Case Study." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2635.
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Total quality management (TQM) is a philosophy and process that has been successfully implemented in many business firms. Other organizations, including institutions of higher education, have become increasingly interested in adopting it. It is likely that facilitators need to be cognizant of organizational differences and adjust facilitation methods and strategies accordingly. This dissertation is an exploratory study designed to examine the role of the TQM facilitator in diverse settings. Specifically, the study is an in-depth two-case research study of TQM implementation in an international manufacturing firm and a regional institution of higher education. The primary foci of this dissertation are to (1) investigate differences in context and processes of each organization, (2) compare implementation events, (3) examine the facilitator's role at various stages of TQM implementation, and (4) identify barriers involved with TQM implementation in each organization. Conclusions of the study are that the facilitators' level of involvement in TQM implementation varied over time and at different stages of team development. Facilitators at the manufacturing firm used TQM tools and techniques more frequently than did facilitators in the academic setting. Lastly, outside facilitators had to adjust language, stories, and examples in the academic setting. They also relied heavily on an internal steering committee to plan agendas and assess the degree of acceptance by those involved in early stages of implementation.
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Davis, Maria Salome E. "Dual enrollment| A correlational analysis of high-school students' participation and college persistence in Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648295.
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<p> The purpose of this quantitative correlational study was to determine the relationship between dual enrollment (DE) participation and college persistence among 399 high-school students enrolled in the five campuses of a state college in southeastern Florida from Fall 2010 to Fall 2012 using archived student records. Multiple regression was used to examine the correlation between college persistence and DE credits earned, GPA earned in DE courses, and algebra grades and to determine which variable was the greatest predictor of college persistence. The results of the study indicated that there was a significant but small correlation between DE participation and college persistence. Using analysis of variance, the result showed that there was a significant difference between the college persistence of DE and non-DE students. DE students had a mean college persistence score higher than non-DE students. The results of the study using Pearson correlation also showed that there was no significant correlation between GPA earned in DE courses and college persistence. No significant correlation between algebra grades and college persistence was found. The most important result of this study indicated that there was a highly significant correlation between a student’s DE credits earned and his or her college persistence and the best predictor of college persistence was the DE credits earned. Based on these findings, more research is required to investigate how DE and non-DE students compare in terms of the relationship between the variables GPA, DE credits earned, algebra grades, and college persistence. </p>
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Brodie, Carol Ann. "Environmental sustainability programs in higher education: Policies, practices and curriculum strategies." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2505.
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The purpose of this mixed-methods study was to describe and analyze the policies and practices at selected universities in response to the environmental sustainability movement, as defined by the Talloires Declaration. A survey was conducted of sustainability coordinators at 26 institutions of higher education. Interviews were then conducted at three selected schools in the Western United States. From the data many themes emerged, including the region where the schools reside, culture, people that help or hinder, factors about the sustainability movement, regulations and mandates, financial considerations, physical characteristics of the schools, school atmosphere and politics, tactics used to implement environmental sustainability, and personality characteristics. The importance of leadership was a key finding in this study, as was the commitment of resources, regional culture, and communications.
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Llewellyn, Joan. "Teacher Efficacy and Instructional Attentiveness| Exploring Perspectives of Academic Advising at a Tertiary Institution in Jamaica." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690661.
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<p> The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. </p><p> This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning. </p><p> The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.</p><p>
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Balayan, Ariana. "A Study of the Factors and Conditions Associated With Graduate Enrollment Management Practitioners' Participation in Professional Development." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/2.
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This investigation was designed to determine the factors and conditions associated with graduate enrollment management practitioners’ participation in professional development activities (PD). The sample consisted of members of a professional association, focused solely on supporting graduate enrollment managers and related staff, whose patterns of involvement in various PD events for the previous 5 years were classified as low or inconsistent. In an effort to identify member preferences, as well as characteristics associated with PD activities, the investigator sought to provide information useful to developing future PD programs for the association.
An electronic quantitative instrument, the Professional Development in Graduate Enrollment Management (PDGEM) survey, consisted of closed-ended questions related to PD grouped under the following headings: Demographic Information, Support for and Knowledge of Professional Development Activities, Attitudes and Beliefs About Professional Development: Individual and Institutional, Components of Professional Development in Graduate Enrollment Management, Professional Development Plans, Participation and Involvement in Association Professional Development Activities, Other Organizations’ Professional development, and Professional Development Overall. It was disseminated to 1,461 members of the Association, with a return rate of 163 (11%). Descriptive and linear regression analyses were conducted in order to discern (a) the frequency of participation in PD and (b) the demographic and other variables predictive of participation in PD.
The study’s findings revealed that about one-quarter of the respondents participated regularly in association-sponsored PD and that the involvement levels of the remainder of the membership were inconsistent. Additionally, on-site activities were favored over online, content relevance greatly influenced whether practitioners participated, and member interest in conducting academic research was low. Cost was also a primary factor in determining participation in professional development.
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Ferrell, Anne C. "Advisement in Teacher Preparation Programs| Relational Trust in Advising Graduate Students of Color." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10975504.
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<p> There is ongoing debate in the current teacher preparation landscape about what type of training best prepares teachers for the classroom. As the larger field seeks to improve issues of recruitment and retention, many teacher preparation programs are trying to figure out the best ways to support new teachers, particularly those teaching in urban areas where both academic results and teacher attrition rates have struggled. Fewer scholars have examined how to support graduate students of color studying to become teachers most effectively. In addition to building human capital through teacher training programs, social capital could influence the experience of new teachers. Positive, trusting relationships with a faculty advisor could influence the experience and success of graduate students. </p><p> This qualitative methods study, at an alternative certification program in New York City, seeks to understand better the graduate student / new teacher experience in an advisement model designed to support teachers pursuing their master’s degree in education while teaching in a classroom full time. More specifically, through surveys and interviews of recent program alumni, this study seeks to understand better the experience of graduate students of color in their relationships with their academic advisors, and how relational trust is built.</p><p>
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Hockersmith, Wendy. "Transition Experiences of First-Generation Students Enrolled in a High School to Community College Partnership Program." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076140.
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<p> A significant issue facing high schools is preparing students for their transition to college. High school students who are the first in their family to attend college have more difficulties preparing for this transition. Studies have explored the transition experiences of first-generation college-going students participating in partnership programs, showing that not all program components strengthen the transition experience for this population (Domina & Ruzek, 2012; Jordan, 2006; Watt et al., 2008). Since participation in these programs may contribute to a successful transition experience, it is crucial to expand our understanding of how participation helps these students overcome the numerous challenges in the transition process (Barnett et al., 2012; Choy, 2001).</p><p> This qualitative study involving interviews of 20 first-generation students examined how a district-level high school to community college readiness partnership program facilitated a successful transition from high school to community college for first-generation college-going students. The study drew on a conceptual framework involving cultural capital (Bourdieu & Passeron, 1977) beyond the “deficit” model (Ovink & Veazey, 2011), social capital (Coleman, 1988), and ecological systems theory (Bronfenbrenner, 1977).</p><p> Participants described both partnership program components and individualized attention through human resource relationships as being pivotal contributors to their positive transition experience. Although participants stated that the partnership program addressed many barriers to support their successful transition to community college, their transition experience remained challenging at times. Participants shared that their parents’ inexperience with the college process gave them a feeling of “being on their own” during the transition from high school to community college. As a whole, however, participants stated that they had a successful high school to community college transition because the partnership program gave them the background knowledge they needed. In addition, participants shared that with guidance from the partnership program, they felt more prepared than they would have had they not participated in the partnership program.</p><p> Based on participants’ transition experiences, this study offers a deeper understanding of the aspects of the partnership program that support a successful transition experience, with implications for existing and future programs, as well as policy.</p>
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Thomas, Linda Sue. "The moral and academic tacit curriculum in higher education." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2363.
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Faculty in higher education overtly teach content and skills to their students in their courses. However, faculty teach and demonstrate a tacit curriculum in their interactions with their students as well. This study examined how faculty believe they articulate and personally demonstrate these tacit goals and objectives to their students. This study examined the interview responses of ten female university English instructors. The faculty were questioned regarding the values, moral principles, ethical standards, and academic goals that they believe they demonstrate and enforce among their students. In addition, faculty were asked if they believed if the elements changed over time as faculty gained teaching experience or if they changed according to the students' academic rank. As the data from this study was coded, a grounded theory of the tacit curriculum in higher education emerged. This grounded theory can best be seen as a developmental model through which female English Department faculty progress as they gain classroom teaching experience. Faculty in this study progressed through three stages in their development as teachers; Show-Off Lecturer, Audience Respecter, and Mentor/Teacher, and developed a tacit curriculum as they gained teaching experience. These stages correspond with movement from novice to expert status in teaching. The presence of this developmental model lends credence to the phenomenological model of human learning developed by Hubert and Stuart Dreyfus and supports Polanyi's concepts of the personal and tacit dimensions of human knowing. This responses in this study indicate that as faculty develop teaching skill, they also develop tacit moral aims to their teaching. It is unclear if the development of these moral aims are deferred until tenure is obtained or if the process of their development just takes about the same time as the tenure process. In addition, while there is no way to exclude all other influencing factors in the faculty member's lives, the data in this study suggests that experience is central in the development of the faculty's tacit moral curriculum.
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Anderson, Sandra Mains. "The cost of operation of state-level boards for higher education and the cost of administration in public, four-year institutions of higher education." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52332.
Full textAbstract:
Forty-seven of the fifty states had some form of state-level board for higher education in 1981. Critics have expressed concern that the level of those boards' involvement in institutional affairs has steadily increased, while others have observed that administrative costs at the institutional level have gradually risen. It is not known if there is a relationship between the cost of operation of state-level boards and their level of involvement in the affairs of the institutions under their purview; nor, is it known if there is a relationship between the cost of operation of state-level boards and the cost of administration at the institutional level. The purpose of this study was to investigate these relationships.
The population for the study consisted of twenty state-level boards for higher education, eleven governing boards and nine coordinating boards. The population further consisted of 216 public, four-year bachelor degree and higher degree granting institutions located in twenty-three states, including Delaware, Vermont, and Wyoming which had no state-level board for higher education in 1980-1981.
Seven variables were hypothesized as factors either influencing the cost of administration in public, four-year institutions, the cost of operation of state-level boards for higher education, or the relationship between the two. These variables were formulated with data obtained from a survey of State Higher Education Executive Officers (SHEEO) member agencies and from Higher Education General Information Survey (HEGIS) financial and enrollment tapes.
Pearson product-moment correlation and one-way analysis of variance were used to test for significance of relationships between pairs of variables. An analysis of each of the research questions was presented in textural and tabular form.<br>Ed. D.
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Hopper, Phillip Michael. "Relationship between levels of perceived leadership effectiveness and selected dimensions of thinking style among chief student affairs administrators." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/449694.
Full textAbstract:
The purpose of the study was to investigate relationships which existed between levels of perceived leadership effectiveness and selected dimensions of thinking style among chief student affairs administrators in four-year colleges and universities. The initial research sample consisted of 96 randomly selected chief student affairs administrators and selected professional student affairs staff members who reported directly to chief student affairs administrators.Chief student affairs administrators completed the Level 1: Life Styles Inventory, comprised of 240 short phrases and words producing a twelve-dimension thinking style profile. Professional student affairs staff members (subordinates) completed the thirty-item Leadership Effectiveness Questionnaire (L.E.Q.). The L.E.Q. allowed subordinate student affairs staff to evaluate levels of leadership effectiveness of superordinate administrators on 30 specific task and relationship behaviors identified by practicing student affairs professionals as being important behaviors for effective leadership in student affairs.Sixty-three chief student affairs administrators and 293 subordinate student affairs staff members were included in data analysis. Responses of subordinates from each institution to the L.E.Q. were averaged to obtain a single leadership effectiveness score for respective chief student affairs administrators. The distribution of scores was divided into four equal sub-groups based on quartile splits of the total distribution of scores.Multivariate analysis of variance procedures (MANOVA), subsequent analysis of variance (ANOVA) and post-hoc Nevnan-Keuls procedures there appropriate, were utilized to test 12 null hypotheses pertaining to perceived leadership effectiveness and thinking style among chief student affairs administrators at the .05 level.Findings of the study included the following:1. No significant differences were found among sub-groups of chief student affairs administrators when responses to all 12 scales of the Level 1: Life Styles Inventory were grouped together.2. Ten of 12 dimensions with no significant differences were: (a) humanistic-helpful, (b) affiliative, (c) conventional, (d) avoidance, (e) oppositional, (f) power, (g) competition, (h) competence, (i) achievement, and (j) self-actualization.3. Significant differences on the approval and dependent thinking style dimensions existed between chief student affairs administrators who were perceived by subordinates to be low-average in leadership effectiveness and administrators who were perceived to be high-average or high in leadership effectiveness.
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Williams, George M. "Machiavellian Attitudes Acknowledged by Principals of Tennessee Secondary Schools." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2827.
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The purpose of this study is to determine the level of Machiavellian attitudes acknowledged by secondary school principals as measured by the Mach V Attitude Inventory Scale. The data were collected from an ex post facto survey of 169 public and nonpublic secondary school principals, grades 9-12. Principals completed the Mach V scale and a 13-item demographic survey. Sixteen research questions were formulated to examine the relationship among the variables which produced seventeen null hypotheses. Of the seventeen null hypotheses, four were found to be significant and thirteen were nonsignificant. A review of the descriptive data indicated that the majority of Tennessee secondary school principals acknowledge low-Machiavellian attitudes. In addition, the data indicated that the gender of the principals reflected a significant difference in Machiavellian attitude. Significant differences were found in the subgroups of views, morality, and tactics based on their total Machiavellian score. The descriptive data were generated by using a frequency distribution, t-tests for independent means, and one-way analysis of variance. The following conclusions of the study are offered: (1) Principals acknowledge that they possess low-Machiavellian attitudes. (2) The findings of this study are parallel with those of Christie and Geis who found that educators tend to be low-Machiavellian. (3) Female principals are more Machiavellian than male principals. (4) leadership at exemplary secondary schools is not provided by high-Machiavellian principals. (5) On the basis of the demographic information, a typical secondary school principal is defined as follows: a male Caucasian who has served 1 to 7 years as a public school principal and has 24 to 31 years of educational experience and who is satisfied with his position, serves an appointed superintendent, and desires to remain in his position as principal. (6) Based on the high rate of return and the even distribution of responses from the three areas of East, Middle, and West Tennessee, the results of the survey are descriptive of all secondary school principals. In addition, the even distribution and rate of return indicate that principals are interested in responding to research studies involving leadership attitudes. (7) Low-Machiavellian principals are serving superintendents who were appointed. (8) The subscores of views, morality, and tactics reflect a level of Machiavellian attitudes similar to the total Machiavellian scores of Tennessee secondary school principals, indicating that the Mach V Attitude Inventory Scale is a valid instrument for measuring Machiavellian attitudes.
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Avalos, Deborah Anne. "Poverty and the public school system: Student persistence from elementary school to college graduation." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/18.
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Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor children (Burney & Belike, 2008). ). Education can be a sufficient route out of poverty for young people (2009). However, since the 1970's researchers found that family income is a major detriment to higher educational attainment (Jencks 1972; Kelly 1995; Mortimore & Whitty 1997; Bynner & Joshi 2002; Demie, Butler, & Taplin 2002; Bell 2003; UNICEF 2007). The purpose of this study was to better understand the phenomenon that is the process that at-risk youth employ to graduate from college. More specifically, this study described, analyzed, and interpreted the experiences of people who formerly lived in chronic poverty and graduated from college using resilience as a framework. Using a phenomenological approach, I interviewed nine adults who lived in chronic poverty as a child and later graduated from college. Sources of data included audio-recorded interview transcripts, notes and pictorials. Data analysis followed Moustakas' and van Manen's modifications of phenomenological methods. The analysis of the audio taped interviews led to the following emerged themes: Being the other in the family; Moving as a positive route; Helpful counselors and college-preparatory programs; Hiding and disassociating from the poverty identity; Education as utility; Rebelliousness against authority and; Not belonging to a social class. Findings of this study lead to a deeper understanding of the ways in which people who formerly lived in poverty and later graduated from college experiences and how these experiences have influenced their resilience. These findings offer researchers future research opportunities in various areas such as, how cultural and aspirational capital can lead to college graduation for children living in poverty.
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Green, Althea C. "Nontraditional Military-Enlisted Students?Increasing Diversity in Medical School Cohorts." Thesis, Keiser University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815668.
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<p> The U.S. physician population lacks diversity, and this lack of diversity is reflected in the medical student population. Medical schools have implemented various types of programs to increase the diversity of their student population, and by extension, the physician population. A public Northeastern medical school implemented a postbaccalaureate premedical (PBPM) program for military enlisted service members with a goal to increase diversity among its medical school cohorts. A quantitative causal-comparative ex post facto study compared diversity variables of the PBPM military enlisted students with the public medical school student group, as well as the national student group.Chi-square analysis found significant differences between the military enlisted students and the two other comparison groups in four of five diversity measures. The military students were statistically different in age, marital status, number of dependents, and socioeconomic background. The groups did not differ significantly in terms of their racial/ethnic demographics. The study validated Tinto’s framework of student persistence with a military population.</p><p>
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Wilson-Soga, Nancy. "Personality traits, self -efficacy of job performance, and susceptibility to stress as predictors of academic performance of nurse education programs." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/652.
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The United States is experiencing a shortage of registered nurses, and institutions of higher education are unable to graduate enough prepared nurses to reduce this employment shortage. A significant relationship between personality traits and academic performance has been found; however, how personality traits combine with students' self-efficacy of job performance and stress susceptibility to impact nursing students' academic performance has yet to be demonstrated. This study, grounded in the five-factor model (FFM) of personality traits, self-efficacy, and stress theories, sought to determine whether self-assessments of the NEO-Five Factor Inventory, the Nursing Practice Self-Efficacy survey, and the Susceptibility Under Stress Survey would predict academic performance, as measured by grade point average (GPA). The sample consisted of 197 nursing students attending 2-year nurse education programs at 3 community colleges in the northeastern United States. This correlational, quantitative study examined the relationship among the personality traits of the FFM, self-efficacy of job performance, stress susceptibility, and the GPAs of nursing students. Multiple regression analysis was used to examine the strength of the relationship among the variables. Self-efficacy and conscientiousness were significant predictors of GPA. Given that nurse education programs are a rigorous field of study with high attrition rates, the implications for social change include the addition of specific types of support for nursing students to facilitate their progress and success in a competitive degree program that will benefit them and address the nursing shortage, which ultimately benefits hospitals and patients.
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Freeman, Amy L. "Articulation Practices of Two- and Four-year Public Colleges in Tennessee." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2912.
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This study had two purposes. The first was to identify present articulation practices within Tennessee public colleges. The second was to select recommendations for ideal articulation practice that might lead to improved transfer/articulation among two- and four-year public colleges in Tennessee. A survey instrument was sent to persons identified as chief articulation officers within Tennessee public colleges. They were asked to evaluate identified articulation practices according to present practice and according to ideal practice. Results were used to determine which transfer and articulation practices were currently used in Tennessee public colleges, which transfer and articulation practices ideally should be used in Tennessee public colleges, and whether there were significant differences between present practices and ideal practices in articulation among Tennessee public colleges. Research has found that there may be differences in two- and four-year colleges in articulation practice; therefore, survey results were evaluated to determine if differences in perception existed between Tennessee community college chief articulation officers and university chief articulation officers with regard to the actual usage of identified articulation practices, as well as differences in perception concerning the ideal usage of articulation practices. Significant differences were identified, especially within the areas of leadership, faculty, interinstitutional relationships, record keeping, and evaluation. Results were used to develop recommendations that may facilitate smoother student matriculation between Tennessee public colleges.
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Nolan, Christy David. "Broadening the learning community experience| An outdoor orientation program's impact on engagement, persistence, and retention." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602586.
Full textAbstract:
<p>The Keystone Learning Community was implemented by the Department of Campus Recreation to address retention at the institution. This learning community for incoming freshmen consists of two phases. Phase I is as an outdoor orientation program that includes a three day, two night canoeing and camping experiencer lead by upperclassmen leaders. Faculty and staff from the institution complete every aspect of Phase I with the freshmen. Phase II is class time that concentrates on development of critical thinking and writing skills. </p><p> Through surveys and interviews, participants in the Keystone Learning Community reported strong peer, faculty, and upperclassmen engagement initiated by the completion of Phase I. Participants in the Keystone LC considered Phase I to a be a significant event in their transition to college. The engagement facilitated in Phase I created and strengthened the ability to persist in the participants. The strategies to persist the students gained through their engagement leads to retention of the participants. Both persistence and retention as facilitated through the Keystone Learning Community feed back into deeper engagement at the institution. A conceptual framework is introduced that purposes a non-linear alternative to the Tinto model of student departure. This new framework highlights the dynamic complexity and interactions between engagement, persistence, and retention. </p>
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Blanton, William H. "A Regression Model of the Interactions Between Higher Education and High-tech Industries in East Tennessee and Southwest Virginia." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2882.
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This study examined the interactions--(1) research grants and contracts, (2) faculty consultation, (3) employee training, (4) student internships and co-ops, (5) universities sharing firm facilities, and (6) firms sharing university facilities--between higher education and high-tech industries in East Tennessee and Southwest Virginia using multiple regression modeling. The purpose of the study was the development of a vision of what the future could be and the strategies to successfully overcome the threats and enrich the opportunities that exist between higher education and high-tech industries. Data were collected from the engineering and engineering technology faculty at Tennessee Technological University, East Tennessee State University, Virginia Polytechnical Institute and State University, the University of Tennessee at Knoxville, and the University of Tennessee at Chattanooga and selected high-tech firms in East Tennessee and Southwest Virginia. The analytical process included four phases: (1) data collection and preparation, (2) reduction of independent variables, (3) model refinement, and (4) model validation. The analysis suggested that large universities with well-defined organizational channels seemed to have an advantage in obtaining research grants and contracts from large firms that were strongly involved in research and development. Likewise, faculty members seemed to use the facilities of large high-tech firms that were near to the university. More importantly, the study emphasized the mutual benefits that universities and industries could share through university-industry interactions if each could overcome formidable barriers that have been established through tradition, culture, and bureaucratic processes.