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

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

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

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

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

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

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

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

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

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

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

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

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Edgell, David. "Reframing Higher Education| A Case Study of the Educational Leadership of Elmer Towns." Thesis, Southeastern Baptist Theological Seminary, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808056.

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The purpose of this qualitative, single case study is to examine the leadership traits of Elmer Towns and the strategies employed as co-founder of Liberty University. In order to accomplish this purpose, this study will assess the behavioral traits, work habits, communication patterns, and organizational concepts he employed as the Dean of the School of Religion at Liberty University. The “Portraits of Leadership” pattern is defined by viewing the university as a complex organization through which leadership behaviors and traits are manifested as a part of managing the governance structure, the internal operations, and the academic functions of the institution. The case study method is employed by the examination of the leader’s background, formal education, influence of mentors, and defining events. The case study is individual in its focus and seeks to analyze the leadership behaviors of Towns in the context of the “Reframing Patterns” of higher education leadership of Lee Bolman and Joan Gallos. The data from the study is organized into the concepts of reframing and identifies four frames of academic leadership in which administrators of higher education often function. The data from documents, interviews, and observations are placed in four framing categories and serve as chapter headings in the research findings: Structure, Politics, Human Resource, and Symbols. The research design for the case study uses three methods of research. The first method is document research. The study examines books and articles written by Towns in order to find leadership principles identified as essential to an organization. They also serve to identify situations and events related to the history and the function of the school. Documents related to the school and to the faculty are examined for communication and organizational factors. Faculty senate minutes, accreditation reports, catalogs, faculty handbooks, Liberty University policy documents and publications are included as data for triangulating research within the case study. The second method of research includes interviews conducted with the dean, faculty and administration. Persons selected for the interviews worked at Liberty University for a significant part of Elmer Town’s tenure and served under him in various capacities. Three of the faculty members included in the study have written previous dissertations on Elmer Towns. The third research approach included observations of Towns and his work with students and faculty. Observations were made while attending classes taught by Towns. Informal discussions with faculty and students also proved helpful in confirming and rejecting conclusions made during the five years. The researcher made observations from interactions with Towns in meetings, at church, and during appointments held in his office and at a local restaurant. The researcher also became a Liberty University Online adjunct professor during the time period in which the research was conducted. This allowed additional access to documents and to videos related to the leadership of Towns Concluding findings of the case study categorize leadership traits and actions employed by Towns as Dean of the School of Religion. These traits and actions are applied within the context of higher education as a model for leaders and for deans serving in other institutions of higher learning.

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

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

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

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

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Cole, Michele Tamamian. "The impact of the 2003 California Preliminary Administrative Services credential requirements on educational administration programs in institutions of higher education." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2519.

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This study focuses on the impact of the 2003 changes in the California Preliminary Administrative Services credential on programs of educational administration in institutions of higher education. Through five case studies of educational administration programs in institutions of higher education, several themes emerged: department chair K–12 background may predict early adoption; faculty are confused about the credential requirements; full- rather than part-time professors design programs; new competitors have already challenged enrollments; ambiguous policy creates compliance uncertainty; integration of technology in educational administration programs is limited; communication among stakeholders is weak; the culture of educational administration programs is different from other parts of the academy; the early adopter is more knowledgeable about the requirements, has purposeful collaboration, requisitions sufficient resources for change, uses many forms of communication, enthusiastically embraces new ideas, and reduces bureaucratic barriers to change. Early, middle and later models of program adoption emerged from the data. The final chapter of the research explores ways to minimize ambiguity and maximize program compliance. A new model of implementation of 2003 standards is presented, which uses early adopters as an example and existing professional organizations as disseminators of promising practices.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Martin, Kevin Joseph. "Educational Development Needs of Higher Education Faculty Working With ELLs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5098.

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This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to their institutions and demographics. With N = 66, statistically significant results were found for the faculty's self-perceived responsibility to teach academic skills to their ELLs based upon teaching experience; and language skills based upon ethnicity. Significant results were observed for self-perceived needs related to addressing the academic needs of their ELLs based upon ethnicity; and language skills for gender, home language, where they grew up, and experience living abroad. The institutional context yielded significant results for the self-perceived responsibilities to teach academic skills based upon their ELL students' full-time study status; however, nonsignificant results were found for the impact of existing ED on the needs and feelings of responsibility for addressing the academic and language skills of their ELLs. This study contributes to positive social change by adding evidence-based information on the needs and feelings of responsibility of HE faculty working with ELLs. The results may have broader implications for improving and expanding ED for HE faculty by providing insights into their curriculum, instruction, and assessment needs.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Avila, Sumer Ann. "The relationship between deans' transformational leadership skills and student graduation rates in vocational colleges." Thesis, Chapman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036397.

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The Relationship between Deans' Transformational Leadership Skills and Student Graduation Rates in Vocational Colleges by Sumer Avila The purpose of this mixed-methods study was to investigate the relationship between San Joaquin Valley College deans’ transformational leadership skills and student graduation rates, as measured by the Transformational Leadership Skills Inventory (TLSi). Additionally, this study sought to determine why specific transformational leadership skills, if any, impacted student graduation rates based on the personal experiences of the deans. Transformational leadership skills were measured using the Transformational Leadership Skills Inventory (TLSi), a 360-degree survey that gathers data from up to five stakeholder groups. The TLSi measures 10 elements of leadership: Character/Integrity, Collaboration, Communication, Creativity and Sustained Innovation, Diversity, Personal/Interpersonal Skills, Political Intelligence, Problem-solving/Decision-making, Team-building, and Visionary Leadership. The TLSi results and student graduation rate data were used to address the first 11 research questions. Semi-structured interviews were conducted to address research question #12. The quantitative components of this study were measured with a convenience sample, and snowball sampling was used for the qualitative component. The findings indicated that three of the transformational leadership skills (Character and Integrity, Personal and Interpersonal Skills, and Team Building) have a mild positive relationship with student graduation rates; but there is no relationship between the remaining seven transformational leadership skills (Collaboration, Communication, Creativity and Sustained Innovation, Diversity, Political Intelligence, Problem Solving and Decision Making, and Visionary Leadership ) and student graduation rates. In addition, this study found that there was little difference between the deans and their employees’ ratings of the deans’ transformational leadership skills. Qualitative findings indicated Personal and Interpersonal skills of Deans foster relationships with faculty and students positively impacting student graduation rates. Based upon the findings and conclusions from the study, recommendations were made regarding the utilization of college leader training programs.

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Dueben, Rebecca Marilyn. "Faculty attitudes toward assessment." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043064.

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Within the field of undergraduate program assessment, anecdotal evidence abounds about negative faculty attitudes. Regardless of the common wisdom, there is little research that corroborates these reports. If reports are correct that faculty resistance is wide spread, it is still not clear if that resistance is toward accreditation, professional development, institutional requirements, other calls for accountability, or assessment. In fact, faculty members can be seen as spending much of their careers assessing: Faculty members routinely assess their students, a textbook they are using, whether the curriculum has adequately prepared students for the next class or their careers, and more. Faculty attitudes toward program assessment remain unclear and largely uninvestigated. The focus of this study is based on 18 interviews of faculty members in three programs of study at a large, research-intensive, land grant institution. The approach is socially constructivist in nature; the theoretical lens is that faculty members have constructed concepts of assessment and that their constructions inform their participation. The study provides information about faculty attitudes toward assessment with a nuanced understanding toward the factors that influence their attitudes. The study reveals that faculty members view student learning outcome assessment as a call for accountability, a reaction that supports their fear that the information they provide will be used to cut positions and programs of study. When assessment is initiated within the program, however, faculty willingly participate to gain the information that assessment provides to improve their curriculum and their teaching. Additionally, how faculty construct their understanding of assessment is related to the epistemological foundations of their disciplines. The study adds to the body of literature on faculty attitudes toward assessment. Next steps include incorporating faculty perspective and participation into the assessment process. Additional research will reveal the support needed for faculty to engage in assessment and for institutions to support that engagement.

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Pemberton, Ryan M. "Senior Academic Leaders' Involvement in and Interpretation of the Presidential Transition Process at Private, Selective, Nonprofit Colleges and Universities Analyzed Through an Organizational Decision-Making Framework." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076390.

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Senior Academic Leaders’ Involvement in and Interpretation of the Presidential Transition Process at Private, Selective, Nonprofit Colleges and Universities: Analyzed Through an Organizational Decision-Making Framework This study described, interpreted, and analyzed the way in which senior academic leaders were involved in the presidential transition process at private, selective, nonprofit colleges and universities. This topic was important to study because senior academic leaders’ interpretations of organizational decision-making provides insight into the way colleges and universities deal with tension between academic values and economic forces. The study addressed one research question: What is the role of senior academic leaders (i.e., provost or vice president for academic affairs) in the various phases of the presidential transition process at private, selective, nonprofit colleges and universities? There was one analytical question: How did the senior academic leaders describe the decision-making process during the various phases of the presidential transition process? There is a lack of empirical research about presidential transition processes in higher education. This study, therefore, relied heavily on research from other discourses and narratives of practitioners. It connected literature about leadership transitions and the academic presidency in order to examine how the transition process can support a newly appointed president. This study was conducted using a basic interpretive design consistent with a constructivist research paradigm. Data were collected from semistructured interviews with 19 senior academic leaders from 19 different institutions. The data were coded and analyzed to identify 10 themes consistent with the literature reviewed. The 19 participants described their experiences in three phases (reflection, selection, and onboarding) of the presidential transition process. Participants reported being involved in the reflection phase of the process by leading and participating in planning processes. They reported serving as advocates for the academic program during the selection phase. The study also found that the role of senior academic leaders during the onboarding phase was to facilitate the development of relationships. The analysis was interpreted through the analytic framework of organizational decision-making. The study produced four findings, which indicated why decision-making processes were and were not present, identified tension between academic and market values during the transition, and showed how the transition process may affect a presidency. Recommendations were provided for practice and further research.

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Di, Maggio Lily M. "An analysis of study abroad as a factor to increase student engagement and reduce dropouts in higher education institutions." Thesis, Saint Peter's University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108237.

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Study abroad has been a part of the curricular and co-curricular programming of higher education since 1875. Yet, despite the long history, a literature search revealed that study abroad is the least examined of the high impact practices (HIPs) related to engagement theory. Further, despite its promise as a retention strategy, study abroad has never been fully explored as a solution to the retention ills of higher education. Therefore, using data from the 2011 National Survey of Student Engagement (NSSE), this study analyzed the engagement and retention value of higher education, principally through the use of MANOVAs and Mann-Whitney U tests. To learn more about the engagement practices of students who study abroad and elucidate learning style characteristics of study abroad participants, an analysis using Chi-square testing was conducted about students’ participation in study abroad, other voluntary high impact practices, and co-curricular activities. The results of the analysis illuminated that study abroad participants have a significant, impactful tendency to hyper-participate during and after their study abroad experience, suggesting an overall positive effect on the outcome variables. Students who studied abroad made significant gains in relation to Tinto’s construct of social integration; this was consistent across race/ethnicity, academic major, and gender factors. The students made different gains in retention, albeit to varying degrees, as measured by level of academic integration and positive feelings about institutional actions. Finally, students demonstrated engagement gains that were mostly significant; these differed by race/ethnicity, academic major, and gender. As a result of these findings, leaders in higher education should consider study abroad as a tool to help students socially integrate, increase their engagement, and, among certain student populations, increase retention. If study abroad were integrated as a part of the core curriculum, study abroad would stifle the high dropout rates currently plaguing American higher education.

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Persson, Anton. "Strategic Management of Higher Education Enterprises." Thesis, Linköping University, Department of Management and Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9905.

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Educational institutions are becoming increasingly important for regional and national economies. Recent developments in Europe have drawn attention to the need for elite institutions. After a long domestic debate, Germany appointed three of its universities to Eliteunis in the fall of 2006. Similar discussions and initiatives have taken place in Finland and Denmark. In 2007, the Swedish university chancellor, Anders Flodström, initiated a public debate about improving the Swedish system of higher education by concentrating it to fewer institutions of higher quality. As a contribution to these discussions, it is of general interest to understand why and how educational institutions become successful. The purpose of this study is therefore to investigate what strategy and external factors that has made one particular institution – Massachusetts Institute of Technology – successful. The findings of the study show that MIT’s success depends on the possession of several important strategic resources: faculty and student quality, endowment, reputation and campus location. Thanks to these resources, in combination with some external factors, primarily the influx of large amounts of federal research funding and the (entrepreneurial) success of MIT alumni, the Institute has been able to attract: federal and private research funding, donations and more high quality faculty and students. Faculty are motivated to excel through a well-devised promotion and incentive system. There is a strong virtuous cycle dynamic between the resources. For example, an institution with strong reputation will attract good students and faculty. This will lead to increasing faculty and student quality which will improve the reputation further. To enter the virtuous cycle, significant financial resources are required. MIT, received much of these resources through the immense research efforts that were funded by the U.S. government during World War II, the Space Race and the Cold War. This enabled MIT to attract excellent faculty and build its reputation.

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Toscano, Linda A. "The Influence of Diversity Experiences on Undergraduate Students' Universal Diverse Orientation (UDO)." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353011574.

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Derry, John L. "Factors Related to Enrollment Decisions of Accepted Traditional-age Students At Milligan College." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2666.

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This study examined an aspect of enrollment management at a private liberal arts college. Factors related to enrollment decisions of students accepted for admission to Milligan College were analyzed by comparing two groups: matriculants and nonmatriculants. The population consisted of 438 traditional-age applicants for the 1995 fall semester. Data were collected from the application for admission, financial aid application, and a survey instrument designed to obtain information relative to influences on the enrollment decision. The Purposes of the research were to determine if significant differences existed between the two groups and to identify the characteristics of the students most likely to enroll at the college. Analyses were conducted by calculating measures of central tendency, the chi-square test of significance, the independent t-test for equality of means, and multiple linear regression. Among the variables considered were financial aid resources, academic achievement, distance from the campus, church affiliation, attendance by relatives, and campus visit. Subjects were also asked an open-ended question on the survey regarding the primary reasons for their decisions. Major findings revealed significant differences between matriculants and nonmatriculants with respect to completion of the financial aid award process, church affiliation, scholarships and grants received, ACT scores, and campus visit. The survey respondents identified as primary reasons for a decision to enroll, the Christian atmosphere, programs of study available, and quality academics. Primary reasons for a decision not to enroll included, distance from the college, high cost, and the desired program of study was not available. Based on the results of the research the following recommendations were made. Steps should be taken to ensure completion of the financial aid award process is a high priority for all applicants. Scholarships and grants should be awarded at the optimum level for each qualified applicant. Recruiting efforts should focus on those areas, geographically and demographically, in which the prospects who are most likely to enroll can be identified, based on selected characteristics.

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Tsevi, Linda. "Quality assurance in private higher education| The case of Ghana." Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720240.

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This study explores private higher education and implementation of quality assurance procedures in Ghana, a country in West Africa. While focusing on the three main isomorphic classifications (coercive, mimetic and normative) of DiMaggio and Powell’s (1983) institutional theory, this study examines how regulatory measures are not only designed to enhance the quality of private higher education institutions, but also how they impact the efforts employed by private providers towards meeting quality assurance standards in the environment in which they are located. Using a qualitative methodology, participants from five private university colleges and two private chartered institutions are selected as constituting the sample for this study. In addition, quality assurance documents from the website of the Ghana’s National Accreditation Board (NAB) as well as documents from the websites of seven private higher education institutions are coded using NVivo 10 to determine the kind of efforts made by institutions to convey the message of legitimacy across to students and other clientele. Other participants are officials from the NAB, higher education specialists and retired faculty of public higher education institutions in Ghana. In general, the outcome of open-ended interviews with selected participants as well as documents analyzed found evidence of efforts private institutions are making towards meeting their quality assurance requirements through mimetic, coercive and normative isomorphism. These are indicated through institutional affiliations, conformity to mentoring (supervising) institution’s programs, quality assurance requirements and measures established in conformity to the NAB requirements. Higher education specialists advocate that a specific policy aimed at addressing shortage of faculty members in Sub-Saharan Africa should be formulated to take on a more regional dimension. The Ghanaian private higher education landscape has a number of issues including shortage of academic and non-academic staff, dependence on adjunct faculty, and non-compliance to time frame given for program and institutional accreditation. These issues will require a holistic approach involving the NAB and the PHEIs in order to find long lasting solutions. As a result of the continual growth of private higher education providers in Ghana, it is imperative that the NAB make the quality assurance process very welcoming to genuine actors.

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Collins, David D. "Funding of Higher Education in Tennessee: A Qualitative Study of the Perceptions of State Legislators and Higher Education Leaders." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2897.

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The purpose of this study was to identify issues that are considered important to the legislators and higher education leaders of Tennessee in making decisions that affect the funding of higher education. A further purpose was to identify actions that such individuals believe should be taken by higher education leaders to ensure that higher education is accountable and worthy of continued or increased financial support. Using a qualitative research design, interviews were held with 10 legislators and 6 higher education leaders selected in accordance with the concept of purposeful sampling. Legislative participants included five members from the Senate and five members from the House of Representatives. All participants served on either the Education Committee or Finance Ways and Means Committee within their chamber. Higher education leaders consisted of a university president, the President of the University of Tennessee System, Chancellor of the Tennessee Board of Regents, Executive Director of the Tennessee Higher Education Commission, Comptroller of the Treasury, and a member of the University of Tennessee Board of Trustees. Issues identified from the interviews were reduced to eight categories: (a) issues affecting higher education and (b) findings regarding the accountability of higher education. The issues category was divided into eight categories: (a) financial issues that was further subdivided into funding issues, accountability issues, capital expenditures, taxes, fees, and other general financial issues; (b) administrative structure and costs; (c) quality outcomes; (d) faculty issues; (e) technology; (f) program duplication; (g) relationship to K-12 education; and (h) other general issues. Issues that emerged related to accountability included the measurement of educational outcomes and the communication of those results to legislators and the public. Based on the findings of this study, three recommendations are offered: (1) a committee consisting of appropriate representatives should be established to study the issue of accountability and determine appropriate measurements that will provide relevant information; (2) leaders in higher education should make a concerted effort to improve communication with legislators and their staffs; and (3) those in higher education must improve their communication with the public.

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Mallett, Christopher. "A study of postsecondary competency-based education practices in the context of disruptive innovation theory." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142057.

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The American public’s interests are well-served by a strong, effective postsecondary education system. And yet the industry’s predominant learning and service paradigm, one that credentials learning by measuring student’s time on task and that treats all learners largely the same from a pacing and a requirements perspective is inconsistent with the realities, circumstances, and expectations of 21st century students. Competency-based education, with its emphasis on the attainment of mastery through the measurement of learning, not time, and its focus on operational efficiency and effectiveness, has the potential to evolve and shape the postsecondary education industry by introducing simplicity, convenience, accessibility, and affordability where complication and high cost are the status quo. The purpose of this qualitative, exploratory study was to understand and describe the competency-based education practices of American higher education institutions within the context of Christensen’s theory of disruptive innovation. The practices and programs of eight institutions that offer accredited, competency-based certificate and degree programs were examined. An exploratory, qualitative review of publically available artifacts that describe the competency-based approaches employed by these eight institutions provided the primary data for this study. Prominent industry reports on competency-based education published from September 2014 through January 2016 were examined and are described. The researcher ’s professional responsibilities and observations while engaged in the design and delivery of competency-based programming also informed this study. Specific characteristics, practices, and two distinct methods for the delivery of competency-based education were identified and are described. Consistent mission, tuition, and student demographic realities were found to exist among the examined institutions and are discussed. Variable findings related to program design practices, the nature of assessment, the role of faculty, and provider-specific outcomes emerged and are also presented. The current state of the practice was found to be consistent with Christensen’s theory of disruptive innovation. The practice was further found to be workforce aligned but only minimally deployed within the postsecondary education industry. Characteristics of examined programs were found to be non-distinct. Program evaluation criteria and outcomes were determined to be unclear at this time.

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Mednick, Takami Lisa. "Chief Diversity Officers in U.S. Higher Education| Impacting the Campus Climate for Diversity." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286152.

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Chief Diversity Officers remain a relatively new phenomenon among higher education executive leadership positions. Existing literature on CDOs’ professional profile, their ability to impact campus climate for diversity, and their obstacles in the pursuit of campus climate change and deeper cultural transformation is still quite limited. This basic qualitative study explored the lived experiences of 13 chief diversity officers and two senior diversity professionals working at public colleges and universities in the United States. Hurtado, Milem, Clayton-Pederson, and Allen's Racial Climate Framework and Gusa's White Institutional Presence formed the conceptual framework to analyze the data. The study found that while CDOs come from a wide range of academic disciplines and professional backgrounds, they share key skill sets and a profound commitment to social justice change. Given a CEO’s backing and integrated campus partnerships and planning, CDOs can make significant impact on their institutions’ policies, practices, and systems such as diversity hiring and promotion, admissions criteria, and curriculum, though they must apply resilience, grit, and skill to confront the current socio-political context following the 2016 U.S. presidential election, the broader pervasive manifestation of White privilege in U.S. higher education settings, and problems including insufficient budgets. Findings provide a greater understanding of the professionalization of the higher education CDO role. Findings also revealed that CDOs strike a balance between addressing a campus’ past racial incidents and developing a hopeful and forward-looking mindset, and they engage race talk using both direct and indirect means. The CDO seeks structural changes to benefit historically marginalized students, faculty, and staff which transcend campus leadership including the CDO. CDOs of Color can experience the need to use White surrogates to be heard at work and distinguish executive advocacy from activism to their racial ethnic community. Recommendations are made to replicate best practices in CDO work, influence policy makers to consider procedures affecting historically marginalized populations, and conduct further qualitative and quantitative empirical inquiries on CDO leadership and the impact on the campus climate for diversity.

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Hoover, Daniel R. Jr. "A Balancing Act: Division III Student-Athletes Time Demands and Life Roles." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618271.

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A majority of the research on student-athletes occurs at the Division I level, acid less is known about Division III student-athletes. The scant research addressing the experiences of Division III students-athletes focused on academics, campus involvement, development, and athletic identity (Griffith & Johnson, 2002; Heuser & Gray, 2009; Richards & Aries, 1993; Schroeder, 2000; Umbach, Palmer, Kuh, & Hannah, 2006). What remains unknown is how they manage life roles as Division III student-athletes.;This case study sought to address the time demands and life roles (e.g. athletics, family, friendship, religion, academic, and romantic interests) of student-athletes. Two private, Division Ill institutions in the Midwest were selected. A total of 21 student-athletes from both men and women's basketball teams were interviewed. The findings suggest student-athletes are strained by time demands, yet have developed strategies to better manage their time. Family serves as a foundation and the most important life role for a majority of student-athletes. Teammates, coaches, and athletic involvement offer additional support as student-athletes transition through college. The life roles of religion and romantic relationships, however, were not seen as important for student-athletes. This research concluded that Division III student-athletes juggle multiple roles but their priorities change over time. of note, participant's integrated roles over time and particular transition phases existed for students. Moreover, instead of border keepers vying to reinforce borders between roles, this study concluded that border bridgers existed instead that sought to aid students in blurring boundaries between their various roles. Male athletes were less able to describe how they managed time, whereas female athletes readily identified organizational strategies and stronger team bonds.

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

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Seipel, Sandra Helene. "Stakeholder Perceptions| The Impact of a University-based Laboratory School on a Campus-based University Educator Preparation Program." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877170.

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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.

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Bell, Michael Terrell. "Ascending the Ivory Tower| The Barriers to Black Leadership in Higher Education Administration." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747028.

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Contemporary higher education is becoming more diversified, both in student populations and the ranks of faculty and staff. However, that same level of diversification does not extend to the upper echelon of higher education administration. The following research examines African Americans in positions of higher education administrative leadership and the obstacles that prevent advancement to those positions. The study utilizes a qualitative ethnographic approach and examines the experiences and perceptions of 10 African American leaders in higher education. Their experiences and perceptions are analyzed with five themes ultimately emerging. These themes of 1) insufficient representation of African Americans in higher education administration, 2) insufficient opportunities for mentorship of African American administrators, 3) overall isolation of African American Administrators, 4) various socio-economic barriers that impede educational obtainment and career advancement, and 5) institutionalized cronyism and elitism that hinders promotion of African American administrators represent barriers or obstacles that hinder African Americans from ascending the ivory tower of higher education administrative ranks. The recommendations in this study include further research about African Americans in higher education administrative leadership. Further study may potentially aid in the creation of programs aimed at increasing the advancement of minorities in leadership roles at higher education institutions.

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

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