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

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

Milner, Patricia E. "Regulating the new borderlands| An event history analysis of state cross-border distance higher education policy adoption." Thesis, University of Colorado at Colorado Springs, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560685.

Full text

Abstract:

Cross-border state distance higher education policy is a complex web of complicated and often contradictory regulations stretching across 50 states and 14 US territories. This study examined the applicability of strategic choice theory to state higher education policy innovation in the context of the adoption of polices that regulate the distance education operations of out-of-state, regionally accredited higher education institutions. Using Event History Analysis, the role of power structures and the political and social environment in which policy adoption decisions were made were examined alongside established policy adoption predictors. Significant applicability of strategic choice theory to state distance higher education policy adoption was identified. Findings indicate that cross-border distance higher education policy adoption diverges from established trends in state higher education policy adoption, and that public and non-public institutions have the potential to play key roles in shaping future policy adoption.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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. 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

APA, Harvard, Vancouver, ISO, and other styles

5

Parker, Matthew. "For the "true lover of the law"---the origin of LL.M. programs| A case study of the University of Pennsylvania Law School." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746348.

Full text

Abstract:

Legum Magister, or LL.M., degrees have come under increasing criticism in recent years in the United States. Observers have accused law schools of offering these and other graduate law degrees simply to increase revenue, and argue that they provide no value to graduates as they are not respected in the traditional legal services market. Despite these negative appraisals, the number, size, and types of these programs have continued to grow rapidly. While much has been written criticizing this growth, almost nothing has been written on how and why these programs came into existence, even though a number of law schools claim that their programs were founded over a century ago. As graduate law programs continue to blossom and law schools attempt to address the rising tide of criticism aimed at them, law school leaders would be well advised to examine the origin and history of these degrees. Is it possible that law schools have been hoodwinking innocent lawyers into getting a useless degree for decades? Who were these degrees originally intended for and who ultimately chose to matriculate into these programs? What were the curricula for these programs like? Through historical analysis and archival research, this case study of the development of graduate law programs at the University of Pennsylvania reveals that they were founded in response to a perceived need to make the study of law more scholarly, and to ensure that law school training was not wholly confined to the necessities of legal practice. These programs arose amidst a drive toward professionalization and standardization at the turn of the twentieth century that was visible across a wide sector of American society, and reflected one aspect of the long simmering tension between those who viewed law as a scholarly enterprise much like philosophy or political science, and those who viewed it as a trade, to be mastered like medicine or engineering. This disagreement persists to the present day and an examination of the origins of graduate programs vividly illustrates that the study of law has meant different things to different people from the earliest days of legal education.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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. 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?

APA, Harvard, Vancouver, ISO, and other styles

7

Craig, Alan Thomas. "Institutional responses to underprepared students at the University of Georgia| 1801--2001." Thesis, Grambling State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251881.

Full text

Abstract:

This historical study explored and chronicled the history of institutional responses to underprepared students at the University of Georgia including its two primary historical branches, the State Normal School and the State College of Agriculture and the Mechanic Arts, from 1801 to 2001. This study examined the evolution of responses to underprepared students at the University of Georgia with a view to how these responses reflected the larger social, economic, and political context of Georgia history. Archival research was conducted at University of Georgia Hargrett Rare Book and Manuscript Library in Athens, Georgia, the State of Georgia Archives in Atlanta, Georgia, the Georgia Historical Society Library and Archives in Savannah, Georgia, and other archives or document repositories identified during the research phase of the study. The study revealed significant efforts throughout the history of the University of Georgia in support of underprepared students.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Hewitt, Vicki L. "A challenge to excel| Creating a new image for elite women's colleges in the 1970s." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704008.

Full text

Abstract:

When elite men's colleges began to open their doors to women in the late 1960s, elite women's colleges were faced with a dilemma that threatened their institutions' continued existence. These colleges needed to redefine their purpose and communicate a new image in order to remain successful in a challenging environment. To investigate this process, I studied how three elite women's colleges responded to the challenging landscape of the 1970s, particularly the specific challenge of responding to elite men's colleges' conversion to coeducation. These elite women's colleges were successfully able to promote a new image of their institutions that argued for their validity, and the women's movement was an important influence on that process. Mount Holyoke, Smith, and Wellesley decided to remain single-sex colleges for women after the elite men's colleges moved to coeducation, and I argue that they were able to do so because student opinion drastically changed in the early 1970s due to the influence of the women's movement. Despite similar goals, the elite women's colleges and the women's movement have not always supported each other. Although their relationship was strained, women's colleges benefited from the women's movement, not only because it changed students' opinions, but also because the women's movement opened up career opportunities and encouraged women to pursue them. This made it possible for women's colleges to successfully create and disseminate a new image based on the assertion that they best prepared young women for professional careers. This new image, grounded in an attack on coeducation that also borrowed from the women's movement, made it possible for women's college to justify their continued existence.

APA, Harvard, Vancouver, ISO, and other styles

12

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

13

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

15

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

16

Stewart, Mark. "The transformation and development of Christian institutions of higher education." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2557.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

17

Cuppett, Kevin S. "How Do Stakeholders Engaged in School-University Partnerships Create Value for their Own Organizations?" Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613386.

Full text

Abstract:

The purpose of this study was to determine how stakeholders engaged in school-university partnerships, specifically in the work preparing future school administrators, created and captured value for their own organizations. These case studies examined three partnerships that involved three school systems who all partnered with the same college, which allowed for multi-site and within site analysis. The study used the voices of key stakeholders, partnership documents, and observations of key events within the partnerships as data sources to focus on what stakeholders took away from the partnerships for their own organizations. The review of literature included research on the role of school-university partnerships in principal preparation reform, and the impact of such reform on leadership succession in schools. In addition, the literature on collaboration provided a clear context for identifying, analyzing and interpreting the actions of stakeholders in these partnerships. The partnerships were examined using negotiated order theory as a conceptual and theoretical framework. This framework proved valuable for determining the actions stakeholders in regard to the preconditions and processes of collaboration, with specific focus on value creation and capture as outcomes. The findings showed that value creation and capture were specific and significant for all organizations, although there was variance across the partnerships as to what and how value was created and captured. Recommendations were offered for organizations interested in creating school-university partnerships. Recommendations could also be broadly applied to many types of organizations in the social sector that are interested in partnering as a means of creating and capturing value for their own organizations.

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

19

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

20

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

21

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

22

Pratschler, Marianne. "Effects of mentoring preservice teachers on inservice teachers in professional development school environments." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/694.

Full text

Abstract:

Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers' mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice teachers' perceptions regarding mentoring interactions, effects on their own classroom practices, and professional growth. The purposeful sample was comprised of 17 mentor teachers from 3 elementary schools that had PDS partnerships with a local college. Individual interviews and school cohort focus group transcripts were coded and analyzed using a data analysis spiral. The researcher also collected unobtrusive data relevant to professional development activities in the PDSs. Results indicated that mentor teachers viewed mentoring experiences as positive and felt rejuvenated. Participants noted that reciprocal learning took place and that they had grown professionally. The local college has implemented changes and plans to continue to improve programs based of the study findings. Other colleges and universities can utilize the study results and the PDS model to improve inservice teachers' mentoring experiences. Inservice teachers may be empowered by successful mentoring experiences to create change in their schools as they take leadership roles, engage in action research, and promote academic success for all learners in the 21st century.

APA, Harvard, Vancouver, ISO, and other styles

23

Albert, Ernst. "Overcoming the Challenges of Retaining Novice Teachers in a County Public School." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602144.

Full text

Abstract:

Retaining novice teachers in a Northeast Florida county public school is an ongoing challenge. Research indicates that 14% of new teachers will leave the field within 5 years. The purpose of this case study was to investigate the major factors that contributed to this unique group of novice teachers’ decisions to continue to teach at the school during their first 5 years in the field. The societal model served as the conceptual framework for this study of factors affecting teacher turnover, with emphasis on teacher and school characteristics in relation to teacher attrition. Data collected from 9 interviews and an observation and analyzed inductively were used to answer the key research question about what factors contributed to new teachers’ retention. The findings of this study indicated that teacher preparation, administrative support, school environment, working conditions, and student characteristics influenced teacher retention at the local site. Recommendations that stemmed from the findings were formulated into a proposal for a new teacher professional development series that the participating school can use to improve new teacher retention rates. This study promotes positive social change by implementing measures to stabilize new teacher retention rates, which will improve student learning and promote academic success by creating stability in the learning environment.

APA, Harvard, Vancouver, ISO, and other styles

24

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

25

McKeithan, Tashon. "Racial perceptions and its relationship with perceptions of school success." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662626.

Full text

Abstract:

The White-Black achievement gap still persists, leaving Black children far behind their White peers. Research shows that children who struggle during their early childhood years are more likely to be at risk for academic failure in their elementary and high school years. Educators and social scientists continue to grapple with creating schools that improve Black educational achievement. This study is grounded in the premise that racial perception is intrinsically linked to school success. Racial preferences are explored through participant selection in the forced choice questionnaire. Racial perceptions are examined in this study by how children take in racial stimuli and their reactions in response to these stimuli. Two themes emerged from the participant responses: physical attributes (or visual cues) and behavioral attributes. Generally, participants perceived the physical traits of the Black doll positively. In the past, the studies of racial perception indicated that Black children were rejecting the visual images (dolls, pictures, etc.) that indicated internalization of negative physical (visual) perceptions of Black images. Unlike these former studies, the participants in this study show positive perceptions of physical characteristics of Black images. The participants ascribed negative behavioral characteristics to the Black doll, especially those related to school. The fact that Black children are ascribing negative behavioral traits to the doll they most identify with should not be overlooked. The consistent assignment of negative behaviors to the Black doll by Black children is problematic because the children identify with the group which they believes regularly behaves undesirably. This presents a conflict in how Black children are developing their racial perceptions and the perceptions of school success that may incorporate into their developing racial identity structures. This study has raised several issues for further research and also suggests a need for intervention during the early childhood years. The disconnect between the students identifying positively with physical characteristics of Blacks but assigning negative behavioral traits to Blacks is too great to ignore. Given that racial perceptions are tied to school success, interventions that develop positive racial identity outcomes are necessary in schools.

APA, Harvard, Vancouver, ISO, and other styles

26

Sokoya, Kinaya. "A Historical Analysis of the Contributions of the Black Power Movement to Higher Education| 1960 -- 1980." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615879.

Full text

Abstract:

The purpose of this research was to study the link between the Black Power Movement and changes that occurred in higher education between 1960 and 1980. The main research question study was, "What effect did the Black Power Movement have on changes in higher education from 1960 - 1980?" The intent of this historical research is to reconstruct knowledge on the complexity of the African American freedom struggle through the voices of thirteen Black Power activists, who were leaders of Black Power organizations, faculty in Black Studies programs, and students. The study used an interview process to conduct the study. Data was collected through semi-structured interviews and a document analysis. The document analysis included primary documents, books, scholarly journals, and organizational websites. The sampling strategy was purposive because of the special knowledge of the participants. The findings were presented within organizations and across organizations. Lewins model of change was used to analyse the catalysts for change and the response of higher educational institutions. There was a consensus among the participants interviewed and the literature reviewed that the Black Power Movement was a student-driven movement that was responsible for the formation of Black student organizations on campuses, particularly Black student unions, establishment of Black studies departments, an increase in African American faculty, and changes in curricula. The researcher discerned five major themes that describe the era, 1) the challenges of first-generation African American students on predominately White campuses, 2) the role of Black student unions in the success of African American students, 3) the lack of representation of Africans and African Americans in college courses, 4) the role of Black studies departments in providing information on Africans and African Americans, and 5) confusion between the accomplishments of the Civil Right Movement and the Black Power Movement. The major findings of the study have implications for higher education institutions in 1) student affairs, 2) adragogy, 3) curricula, and 4) diversity education. Based on the findings, it is recommended that higher education institutions maintain and build on changes made in the past based on the lessons learned from the Black Power Movement.

APA, Harvard, Vancouver, ISO, and other styles

27

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

28

Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.

Full text

Abstract:

Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.

APA, Harvard, Vancouver, ISO, and other styles

29

Shea, Thomas McKennon Jr. "The Value of Why| Understanding Alumni Giving Motivation and Identity in the Graduate and Professional Theological School Context." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828069.

Full text

Abstract:

As graduate school enrollment continues to grow and more graduate institutions become responsible for their own fundraising efforts, attention to the specific context of graduate and professional school fundraising will be increasingly important. This study sought to identify the primary motivations of graduate alumni to make financial gifts to their graduate alma maters. Secondarily, it explored how prior experiences with undergraduate institutions, particularly through the lens of research related to organizational identification, affected their giving behavior. Data gathered from alumni and development staff interviews at four graduate theological institutions indicated 11 distinct themes that could describe the variety of giving motivations mentioned by alumni. At the individual level, alumni were found to have a cluster of motivational themes, typically three to six themes, that they described as influencing their giving behavior. The themes of mission, involvement, and vocational alignment appeared in alumni motivation clusters more frequently than others. Additionally, each institution had a particular motivation that was mentioned more prominently than others, leading to the conclusion that institutions are a major influencer on the motivations of their alumni. Nearly all of the alumni not only gave equally or more frequently to their graduate alma mater than their undergraduate alma mater, they also reported equal or greater identification with their graduate alma mater. This affirms the prior research of Mael and Ashforth (1992) that organizational identity is a significant contributor to alumni giving and that having attended other institutions is not detrimental to the formation of a graduate school identity. Overall, this study demonstrated that identifying the giving motivations of graduate alumni can be an important step in crafting strategies for effective alumni fundraising. Given the discrete set and limited range of possible motivations, graduate institutions similar to those in this study would be able to identify both the primary motivations of their alumni donors as well as the motivations unique to their own institutional identity. With that knowledge, they would then be able to cultivate alumni as donors in ways that are more engaging, relational, and authentic.

APA, Harvard, Vancouver, ISO, and other styles

30

Green, Althea C. "Nontraditional Military-Enlisted Students?Increasing Diversity in Medical School Cohorts." Thesis, Keiser University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815668.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

31

Krapfl, Kristen A. "Judicial affairs: history, moral development, and the critical role of students." Kansas State University, 2011. http://hdl.handle.net/2097/8446.

Full text

Abstract:

Master of Science Department of Special Education, Counseling and Student Affairs Kenneth F. Hughey Judicial affairs play an integral role in the functioning of an institution and in the moral development of students. Thus, it is critical to have an understanding of the structures that are utilized, how to choose the most effective structure for one’s specific institution, and how to successfully bring about the moral and ethical development of students. The purpose of this report is to examine the judicial structures that are in place at institutions of higher education and their impact on students. Topics discussed include the history of discipline and current judicial structures that are commonly utilized (e.g., legalistic, collaborative, honor codes, and restorative justice), how they function, and if an ideal judicial structure exists. In addition, the report addresses the theoretical foundations of moral and ethical development through the work of Gilligan (1982), Kohlberg (1964), Perry (1981), and Piaget (1965), and provides perspectives and insight on the judicial process from both judicial and student affairs administrators as well as students who have experienced the process. The findings presented in the report include the transition from judicial systems run by administrators to those run primarily by students, and the importance of understanding theories of student moral development despite the process that is chosen. Also noted are the significant impact of a student’s moral development on their perceptions of the process and on their resultant behaviors, and the role the campus environment plays in regards to behavior and discipline. Additionally, the findings convey the importance of employing judicial structures that are effective for the student population at the institution, and not subscribing to a one-size-fits-all model. Finally, the crucial role of evaluation and continual improvement in creating an effective structure, and the implications for future practice that come from this are discussed.

APA, Harvard, Vancouver, ISO, and other styles

32

Lombo, Lombo. "Second Chance for School Dropouts in Kenya through Adult Education." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1696.

Full text

Abstract:

Most Kenyan high school dropouts do not have a school reentry option, and without a high school diploma, they lack access to tertiary or higher education institutions for training and career development. This case study was an investigation of how an adult learning center in Kenya educated high school dropouts and helped them to gain access to vocational training or higher education. The research questions addressed the pedagogy, learning experiences, and curriculum of the Baraka Adult Learning Center (BALC) and also focused on how the BALC met students' aspirations, needs, and goals based on the perceptions of teachers and adult learners. The conceptual framework was based on liberatory education theory, transformative learning theory, and andragogy. Data collected from classroom observation s, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the principal were analyzed inductively by sorting and coding to generate emergent themes. The results of the study indicated that instructors followed the regular high school curriculum with little adaptation and lacked training about teaching adult learners and self-directed learning approaches. The adult learners perceived returning to school as getting a second chance. A professional development project for BALC instructors was developed to address some of the needs identified in the study. This training could have an impact on the adult learners by better assisting them to gain access to vocational training and higher education.

APA, Harvard, Vancouver, ISO, and other styles

33

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 text

Abstract:

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. Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

34

LaPrince, Shelly L. "A qualitative exploration of management education| Business school offerings in comparison to employer expectations." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568149.

Full text

Abstract:

The exploratory qualitative research study explored management education business school offerings in comparison to employer expectations. Through the lens of alumni and human-resources personnel participants, the research examined the skills deemed as transferrable to the workplace and competencies that undergraduate-management education alumni lack upon entry into the workplace. This research study used interviewing as the data-collection method to explore the experiences of undergraduate business-school alumni from two universities, which from here on out will be referred to as University A and University B, as well as human-resources personnel from the states where these universities are located. Existing literature relating to the effectiveness of management education programs did not fully address the problem at the undergraduate level. The findings of this study reaffirmed the need for employers, business school administrators, and faculty to increase collaborative efforts to ensure that undergraduate business-school program competencies are aligned with employer expectations.

APA, Harvard, Vancouver, ISO, and other styles

35

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.

Full text

Abstract:

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). 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). 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. 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.

APA, Harvard, Vancouver, ISO, and other styles

36

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.

Full text

Abstract:

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.)

APA, Harvard, Vancouver, ISO, and other styles

37

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

38

Horn, Daniel Alan. "The effects of curricular and institutional changes on student-faculty and student-student relations at the Sloan School of Management." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289758.

Full text

Abstract:

This study tests hypotheses posed in a 1983 article regarding the Sloan School of Management and the Harvard Business School (HBS). In this article, Van Maanen (1983) states that student-faculty and student-student relations in the two MBA programs differ due to their contrasting institutional and curricular characteristics. Subsequently, the Sloan School of Management adopted some of the same characteristics found at HBS. By adopting a cohort system, eliminating the master's thesis as a degree requirement, increasing its program size, and placing greater emphases on student in-class participation and faculty teaching quality relative to research production, the Sloan School has begun to resemble HBS structurally. Through interviews with MBA students, faculty members, and administrators as well as observations of classes and analysis of documents including course syllabi, this study attempts to determine whether the Sloan culture resembles that found in the literature on HBS. The results show that Sloan's culture looks more similar to that at HBS in some ways. Most importantly, the implementation of the cohort system has increased the sense of cohesiveness among students. In this manner, the Sloan culture has begun to resemble that at HBS. The more dramatic effects on student-faculty and student-student relations that are attributed to the HBS cohort, however, have not begun to appear at Sloan. Nor have the increased emphases on student in-class participation and faculty teaching quality had the same effects at Sloan as they have at HBS.

APA, Harvard, Vancouver, ISO, and other styles

39

Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.

Full text

Abstract:

African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong feelings to share about the phenomenon under study. The theoretical framework was based on Vygotsky's sociocultural theory of human learning. The research question focused on assessing African American HSE students' lack of pursuit of higher education. Semistructured focus group interview and individual interview data were thematically analyzed using open-coding. Findings revealed that participants believed the lack of high school credentials, family background, intrinsic motivation and educational values, sociocultural influences, teacher and peer influence, and socioeconomic factors impacted their pursuit of higher education. A professional development project was developed based on study findings to provide HSE educators with training on the HSE exam, Common Core State Standards, and best practices to enrich the academic achievement of African American HSE students at the study site. Results have implications for positive social change among African American HSE students by emphasizing the importance of higher education on educational, sociocultural, professional, and personal advancement.

APA, Harvard, Vancouver, ISO, and other styles

40

Walker, Sandra Lee. "The Role of Local History in the Curriculum at a Rural, Southeastern Community College." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1233.

Full text

Abstract:

Local history knowledge informs citizens of the political, social, economic, and cultural aspects of their communities. Community colleges are uniquely situated to address citizens' educational needs because of their historic mission to serve local people. The problem at a rural college located in a southeastern region of the United States was the perception of a lack of local history in the curriculum. Dewey, Schon, Brookfield, and Mezirow's perspectives on reflection guided this case study. Two research questions focused on how faculty and staff at the college perceived the role of local history and its relationship to the curriculum and how local history could be included in the curriculum. Using a qualitative case study approach, 12 faculty, administrators, and staff were selected through purposeful and maximum variation sampling. Qualitative data collected from open-ended questions and history and humanities course syllabi were inductively analyzed and coded towards an emergent approach. The most important findings related to (a) the high value of local history knowledge to educators, students, and communities; (b) the abundance of internal and external resources to address local history in the curriculum; and (c) the desire of faculty to participate in future reflective activities designed to improve teaching and learning. Based on these findings, a position paper was developed for administrators, faculty, and staff, which included 3 recommendations: curriculum review, community partnerships, and professional development and faculty reflective practices. This study identified strategies and resources that may more effectively support students' learning outcomes and developmental needs, in relation to local history knowledge, which positions the institution to employ the curriculum as a vehicle to encourage citizens to actively participate in a democratic society.

APA, Harvard, Vancouver, ISO, and other styles

41

Brodie, Carol Ann. "Environmental sustainability programs in higher education: Policies, practices and curriculum strategies." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2505.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

42

Amador, Luis A. "Motivators and Demotivators of Dominican Immigrant High School ESL Students in Puerto Rico." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5601.

Full text

Abstract:

The problem is that Dominican student immigrants enrolling in Puerto Rican high schools need to be English proficient and the English as second language program (ESL) is not effectively supporting these students to develop English proficiency to graduate from the target high school. The purpose of this qualitative case study was to understand the perceptions of Dominican immigrant ESL students regarding motivators and demotivators in ESL classes to develop English proficiency at the target site. Using Krashen's conceptual framework, students' perceptions of motivators and demotivators regarding ESL classes, and their suggestions for improving the ESL instruction were explored. A qualitative case study design, using purposeful sampling was used to collect data through semi structured one-on-one interviews from 8 ESL students who met the criteria of being a Dominican ESL student and being 18 years or older. Data were analyzed using ATLAS.ti 7. The findings indicated more time and instructional support was needed for ESL students to develop English proficiency and targeted professional development was needed for the ESL teachers. Themes emerging from the findings were that ESL teachers should (a) use motivators and specific instructional strategies, (b) be aware of demotivators, and that (c) additional instructional time was needed to improve students' English proficiency. A white paper with recommendations to improve ESL instruction developed to present to district stakeholders. The adoption of these recommendations will result in social change by strengthening ESL students' English and literacy support, leading to ESL students' academic success, high school graduation and opportunities to attend college or join the workforce.

APA, Harvard, Vancouver, ISO, and other styles

43

Harraman, Joshua Michael. "Rivals for Governance of the Land-Grant University: Farmers, Alumni, and Administration at the Ohio State University, 1870-1910." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557827101149822.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Barr, Krispin Wagoner. "The Historical Legacy of a Secret Society at Duke University (1913-1971)| Cultural Hegemony and the Tenacious Ideals of the "Big Man on Campus"." Thesis, North Carolina State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575890.

Full text

Abstract:

Collegiate secret societies, as distinguished from Greek-letter fraternal organizations, enjoyed prominence within many American campus communities from the early nineteenth century through the mid-twentieth century (Baird, 1879; Hitchcock, 1863; Slosson, 1910; Veysey, 1965). The establishment of these elite groups preceded the maturation of university administrative structures responsible for managing students’ extracurricular life, as well as the mass democratization of American higher education which occurred after World War II (Rudolph, 1990; Cohen, 2010). The presence of prestigious secret societies is documented and celebrated in college yearbooks and newspapers, reflecting a period in higher education's past when the hegemony of the white, male prevailed in student culture and fostered the composite ideal of the “Big Man on Campus” (“B.M.O.C.”) – the handsome varsity athlete, fraternity man, and club president destined for success in American public life. Although collegiate secret societies “disappeared” on many campuses in the Civil Rights Era amidst accusations of elitism and reactions against established white, Anglo-Saxon Protestant norms, their legacy lingers into the twenty-first century, along with many unanswered questions about their historical role as a source of student power on campus. Their roots can be traced to the prestigious all-male boarding schools of the Northeastern United States in the late nineteenth century where patterns of upper-class masculine socialization developed. Due to a dearth of historical research on this topic, however, institutional leaders are challenged to understand the origins, purpose, and legacy of this type of student association that still holds meaning for students and other stakeholders in some campus communities. This study utilized critical social theory from Bourdieu and Gramsci and the emerging scholarship of whiteness studies to provide an historical analysis of the rise and fall of the Order of Red Friars senior class secret society that was active at Duke University (Trinity College prior to 1924) between 1913 and 1971. Student leaders who manifested the “B.M.O.C.” ideal were tapped for membership in this group and collaborated with presidents, trustees, administrators, and select faculty on an agenda for student life (Durden, 1993). Utilizing archival research methods and oral history interviews, I was able to explore the involvement of the Order of Red Friars in the administration of student affairs at Duke University for sixty years during the twentieth century. This study provided basic knowledge about the phenomenon of the collegiate secret society and a deeper understanding of the cultural hegemony from which they emerged that continues to influence campus cultures today. The history of American higher education literature documents how faculty discarded their in loco parentis responsibilities for managing student behavior as their field professionalized in the late nineteenth century (Rudolph, 1990; Thelin, 2011; Veysey, 1965) and how specialization of the student affairs profession coalesced four decades later in the 1930s (ACE, 1937; Biddix & Schwartz, 2012; Lloyd-Jones, 1934; Schwartz, 2003). Yet, the historical role of students in the campus power structure of the early twentieth century, and particularly their role in sustaining their extracurricular affairs during this period, has been largely unexamined. This study addresses the gap that exists in the history of higher education literature about collegiate culture in the early twentieth century in the South, as well as the phenomenon of the collegiate secret society as a source of power on campus. (Thelin, 1982; Veysey, 1965).

APA, Harvard, Vancouver, ISO, and other styles

45

Scown, Andree. "School leader preparation in the Nazarene university system| A qualitative study of the role of emotional intelligence." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643041.

Full text

Abstract:

The overall intent of the study was to understand the role of emotional intelligence in school leader preparation programs in the Nazarene university system. A qualitative exploration of the understanding and presence of emotional intelligence (EI) theory and associated concepts in two Nazarene university principal preparation programs was conducted along with an investigation of the need, hindrances, and solutions to including such topics in the universities' programs. Two educational leadership program directors from each university acted as participants by responding to semi structured interview questions about the topics. The results revealed a perceived need for the inclusion of EI theory and associated concepts in the universities' principal preparation programs. Hindrances and possible solutions for including EI in the curriculum resulted in clear guidelines for incorporating the topics in the universities' courses of study. Implications for application of the results to other universities were discussed as well as the potential for development and implementation of training in EI for a broader set of educational leaders, including preservice and existing principals, teachers, education specialists, various levels of school leaders, and community partners in leadership roles affecting schools. Recommendations were made for further research extending the study of EI theory and associated concepts into universities outside the Nazarene university system as well as employing a quantitative approach to further investigate the ten themes which emerged regarding the relationship between EI and principal leadership. A comparison study using the same methods to explore the topic of servant leadership was also suggested.

APA, Harvard, Vancouver, ISO, and other styles

46

Fung, Pui Wing. "The development of higher education in a developing city : Hong Kong, 1900-1980." Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:3107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Ruhl, Taylor D. "Organizational culture in the private liberal arts college: A case study." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2583.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

48

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

49

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

50

Warner, Tony R. "Staffing Patterns in Campus Activities Departments." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2990.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles