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

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

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

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

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2

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

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

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

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

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

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

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5

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

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

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

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

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

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

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

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

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Taylor, Nancy D. "RISE OF THE ADMINISTRATOR IN HIGHER EDUCATION: FOCUS ON PROFESSIONALIZATION OF THE REGISTRAR AT THE UNIVERSITY OF KENTUCKY FROM 1910 TO 1937." UKnowledge, 2015. http://uknowledge.uky.edu/epe_etds/27.

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The decades following the Civil War saw a tremendous growth in the number of colleges and universities, both public and private, due in large part to funds provided by federal legislation under the Morrill Act of 1862 and a surge in philanthropy on the part of wealthy industrialists. In the early colleges and universities, administrations were typically run by the president alone. With increased enrollment and the demand for expanded services, one man could no longer handle all the administrative functions, and thus was born the administrative professional in higher education. Due to the increased demand for record-keeping, one of the earliest of these positions was the registrar. The object of this dissertation is to study the early evolution of administrators in higher education, with emphasis on the role of registrar, and then focus on how that position evolved at the University of Kentucky. Did the role progress at the University of Kentucky in the same manner as other colleges and universities? Did it develop into an actual profession? The primary focus of the study in relation to the University of Kentucky is on the historical period beginning with the time leading up to the first official registrar (1910) through the end of his tenure as registrar (1937). Data for the study came from books about organization theory and higher education administration, institutional histories, and biographies; proceedings of the American Association of Collegiate Registrars; materials from the University Archives’ Special Collections, such as catalogues, annual reports, Board of Trustee minutes, Report of the Investigating Committee of 1917, and personal recollections of Ezra Gillis, the first officially recognized registrar. The dissertation consists of an overview of organization theory in relation to higher education, a historical perspective of early administrators, the rise of the registrar and the attempts toward professionalization of the role, and the origin and evolution of the earliest registrars at the University of Kentucky.

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Pirjan, Sevetlana S. "Making history and overcoming challenges| The career pathways and career advancement experiences of female provosts in the California State University system." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141722.

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<p> The California State University (CSU) system is the largest public university system in United Sates. In 2014, female student population was 56% and 42% were male. Overall, there are higher percentage of female students than male students in the CSU system, yet there are only 10 female Provosts in the CSU system. The purpose of this qualitative study was to explore and describe the career journeys of women Provosts in the CSU system in order to learn more about: (a) what factors have motivated these women to executive leadership roles in the CSU system, (b) their career pathways, (c) any obstacles they may have encountered and addressed on their career pathways, and, (d) any mentoring support they may have received on their career pathways. This study described the career journeys of seven female CSU Provosts. </p><p> This study was a qualitative portraiture design. Interviews consisting of 16 questions were conducted in person or over the phone. Nine themes emerged from the analysis of the interview. The themes were prior leadership experience, the mission of the CSU system, traditional and non-traditional career pathways, being female, balancing family and career, gender-based obstacles, formal and informal mentoring, and lastly female mentoring. </p><p> This study had four conclusions. First, CSU women Provosts concluded that the CSU mission and vision motivated women to their current role and the connection to the system. Second, the CSU system supports both traditional and non-traditional pathways to the Provost position. Third, like other women leaders, CSU Provost continue to face challenges in their executive career pathways. The main conclusion for the challenges was balancing family and career, in addition to gender-based obstacles. Finally, the study concluded that women CSU Provosts had role models and different styles of mentorship throughout their education and career pathway towards leadership roles.</p>

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

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12

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

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13

Stinson, Claire Sauls. "A historical review and financial analysis of higher education funding in Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1105103-122631/unrestricted/StinsonC112403f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-1105103-122631. Includes bibliographical references. Also available via Internet at the UMI web site.

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14

Stevens, Robert Allen. "Demise of an Antebellum College: A History of Illinois State University." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/33.

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This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark’s (1972) concept of “organizational saga,” the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford’s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta’s (2008) unique model of antebellum denominational college survival helped identify ISU’s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school’s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.

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Gregory, David. "Envisioning a career with purpose| Calling and its spiritual underpinnings among college students." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618888.

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<p> The current study tested the hypothesis that student spirituality would relate positively to the construct of calling and that these constructs together would lead toward career decidedness. To test this model, a sample consisting of 1139 students from a large Midwest university was surveyed. Results supported these hypotheses only in part. The results suggest the spirituality construct to consist of spiritual identity, spiritual quest, and equanimity consistent with the Astin, Astin, and Lindholm spirituality study. Both search for calling and presence of calling consisted of three parts consistent with Dik and Duffy's concept of calling: transcendent summons, purposeful work, and prosocial orientation. The career decidedness construct also consisted of three domains in accordance with Savickas' formulation: career path, academic major, and occupation. </p><p> Spirituality, in general, highly correlated with search for calling. Correlations were also high between search for calling and presence of calling. Because of this, search for calling was found to mediate an indirect influence of spirituality on presence of calling. However, the manner in which career decidedness related to the model was not expected. According to the data, career decidedness weakly but directly correlated with presence of calling and was determined to be a predicting influence, contrary to the hypothesis. Although no meaningful correlations were discovered between spirituality and career decidedness, equanimity was discovered to meaningfully associate with both spirituality and career decidedness. Theoretical and practical implications are explored.</p>

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Read, Kimberly. "Continuing the Career: An Oral History of an Emeritus Professor." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6571.

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The purpose of this study was to describe and explain the perspectives of a professor emeritus regarding his life experiences in the discipline of chemistry and in a career dedicated to research, service and teaching. Another purpose, interwoven within the perspective of this one individual, was to explore the potential influence a professor emeritus can have on his institution, and the impact the institution, its changing culture, and its shifting priorities may have on a member of the professoriate dedicated to this chosen career path. The research guiding questions for this study were: (a) What elements of this professor emeritus’ example constitute his perspective on his life as a professor? (b) What elements in his social context contributed to this perspective? And (c) What elements in his life have detracted from this perspective? The literature reviewed for this study focused on organization theory and identity theory as a lens for understanding the perspectives of a professor emeritus. Further, the specific environment of higher education was examined including the professoriate, shared governance and changes in higher education over the last couple of decades. These topics were also explored as they converge in the life of an emeritus professor. The experiences of an emeritus professor were gathered through topical interviews in both unstructured and semi-structured formats, continuing dialog between the researcher and the participant, a researcher reflective journal, and the life artifacts and site documents related to the participant. The presentation of data for this study includes a short narrative of the history and mission of the University of South Florida as well as that of the Department of Chemistry within the College of Arts and Sciences, which is the tenure home of the participant. The data also includes biographical information on the participant, Dr. Dean Martin, and presents data that relate to Dr. Martin’s perspective regarding his career through the lens of self-identity via the theoretical concepts of social and salient identity. The data illustrate the elements that Dr. Martin believes contributed to and detracted from his perspective as an emeritus professor. The data also looks at Dr. Martin’s viewpoint on the various components of the University of South Florida’s landscape. Its environment and how it has changed … or not changed through its history. Finally, this inquiry explores the idea that can we garner ideas from Dr. Martin’s experiences that will direct current and future members of the professoriate towards an engaged and mutually beneficial path. The study presents a discussion of the intersection of personal identity and organizational affiliation. The major findings include three components that are significant in the life of this professor emeritus: a commitment to his continuing career as evidence through ongoing writing, mentoring and philanthropy; the importance of having the opportunity to have an impact in the current and future discipline of chemistry and academia, and the ever present fear of becoming obsolete.

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Gomaa, Nabila. "A Case Study of a Public Higher Education Institution’s Engagement in Authorizing Charter Schools." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1308696781.

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Reinoehl, Jason Kent. "Association Between Tuition Discounting and Institutional Goals at the Largest Midwestern Private Universities." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1416029181.

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19

Sweatman, Timothy Augustus. "The Athens of the West: Education in Nashville, 1780-1860." TopSCHOLAR®, 1996. https://digitalcommons.wku.edu/theses/3038.

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Nashville, Tennessee, is known as the Athens of the South because of its reputation as a center of learning. The city’s commitment to education goes back to the days of its founding as a village on the extreme Western frontier of the United States. In 1785, five years after Nashville was first settled, Davidson Academy, an advanced classical school, was established. At the same time, numerous private schools operated in the Nashville area, providing many of the region’s children with a basic education. During the first quarter of the nineteenth century Nashville moved closer to becoming a major educational center. In 1806 Davidson Academy was rechartered as Cumberland College. Financial problems forced Cumberland College to suspend operation in 1816, but it reopened in 1825 and was rechartered as the University of Nashville the following year. In 1817 the Nashville Female Academy, which by 1860 was the largest and one of the most renowned schools for females in the nation, opened. Other private schools served Nashville as well; most were simple grammar schools that taught the basics, but some advanced schools operated as well. During the 1820s and 1830s, there were some efforts to establish state supported schools for the poor, but they failed because many poor parents refused to send their children to these “pauper’s schools,” as the state supported schools were commonly called. By 1850 Nashville’s educational landscape was on the verge of change. Financial difficulties forced the University of Nashville to close in 1850, but in 1855 it resumed operation after merging with the Western Military Institute and flourished until the Civil War. During the 1850s, the Medical Department of the University of Nashville and Shelby Medical College opened. Both schools enjoyed great success, and by 1860 Nashville was second only to Philadelphia as a center of medical learning. Also, during the 1850s Nashville established a successful system of public schools for all the city’s children. However, the Civil War would interrupt the city’s progress in education. Despite Nashville’s prominence in education, no comprehensive study of the city’s antebellum educational development exists. Based on several primary sources, most of which are available in the Tennessee State Library and Archives, and numerous secondary sources dealing with antebellum Nashville, this thesis represents an attempt to describe antebellum Nashville’s educational development.

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Gerda, Janice Joyce. "A History of the Conferences of Deans of Women, 1903-1922." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1100290629.

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Johnson, Benjamin A. "Fundraising and Endowment Building at a Land Grant University During the Critical Period, 1910-1940: The Failure of Ohio State." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386057443.

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Tuberty, Jared T. "The Council of Student Personnel Associations in Higher Education: A Historical Analysis of Inter-Association Collaboration in Student Affairs." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1539097186242367.

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Akulli, Ksenafo. "Education and the Individual: An Exploration of Enver Hoxha’s Philosophy of Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542907739330665.

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Leigh, Allison Patricia. "The Catholic and Marianist Culture at the University of Dayton as Revealed Through Students’ Voices." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1480673448251102.

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25

Filipan, Rhonda S. "Shouting from the Basement and Re-Conceptualizing Power: A Feminist Oral History of Contingent Women Faculty Activists in U.S. Higher Education." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1394049837.

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26

Alcorn, Kerry. "BORDER CROSSINGS: US CONTRIBUTIONS TO SASKATCHEWAN EDUCATION, 1905-1937." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/934.

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Thesis (Ph. D.)--University of Kentucky, 2008.<br>Title from document title page (viewed on November 25, 2008). Document formatted into pages; contains: x, 227 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 212-225).

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Fester, Heather Renae. "Rhetoric and The Scholarship of Engagement: Pragmatic, Professional, and Ethical Convergences." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237857845.

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Soltz, Wendy Fergusson. "Unheard Voices and Unseen Fights: Jews, Segregation, and Higher Education in the South, 1910–1964." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469136499.

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Carrubba-Whetstine, Christina R. "INTEGRATING LOCAL AND ACADEMIC KNOWLEDGE: AN EXPLORATION OF LOW-INCOME AND WORKING-CLASS COLLEGE STUDENT EXPERIENCES EMPLOYING AUTOETHNOGRAPHY AND INDIGENOUS EPISTEMOLOGIES." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1437570487.

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30

Drakeford, Lillian Dowdell. "What's Race Got to Do with It?: A Historical Inquiry into the Impact of Color-blind Reform on Racial Inequality in America's Public Schools." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1286127101.

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31

Ajunwa, Kelechi. "It's Our School Too: Youth Activism as Educational Reform, 1951-1979." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/150577.

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Urban Education<br>Ph.D.<br>Activism has the potential for reform (Howard, 1976). Unlike previous studies on high school activism this study places a primary focus on underground newspapers and argues that underground newspapers allowed high school students to function as activists as well as educational reformers. In order to make this argument, this study examined over 150 underground newspapers and other primary source publications. The goals and tactics of high school activists evolved from the 1950s to the 1970s. During this time there were some shifts in ideologies, strategies, and priorities that were influenced by both an ever increasing student frustration with school leaders and by outside historical events. Underground newspapers captured the shift that occurred in the objectives and tactics of student activists. As a result, the contents of underground newspapers were the primary focus of this study. My study reveals that there were three types of student activists: "incidental" activists who simply wanted to change individual school policies, "intentional" activists who wanted high school students to have greater authority and autonomy in schools, and lastly, "radical" activists who desired an end to oppression of people based on race, class, sex, and age. The evidence overwhelmingly indicates that for the most part incidental, intentional, and radical student activists were all working towards improving their high schools. This common goal was pivotal in the development of a Youth Empowerment social movement, which would be born out of the actions of all three types of high school activists. . Incidental activists were the focal point of attention for school administrators in the 1950s, however; intentional and radical activists would take center stage by the late 1960s. Throughout the 1970s intentional and radical activists would overshadow incidental activists and dominate the high school activism scene.<br>Temple University--Theses

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32

Hinton, Armenta. "Applying a Leadership Framework to Historically Black Colleges and Universities (HBCUs) Post Fordice." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382358660.

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33

Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.

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34

Kadyakapita, Mozecie Spector John. "A critical realist exploration of the emergence, development, management and sustainability of a Christian private institution of higher education in Malawi." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001818.

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This study was prompted by an interest in exploring ways in which the development of private higher education in Malawi could be more sustainable. It examines the challenges that private institutions of higher education face in different contexts and the underlying causes of these challenges. The aim of the study was to explore the emergence of private higher education (PHE) in Malawi, its management, development, the challenges it faces and the generative mechanisms of these challenges. The research is a case study of one of the earliest private institutions of higher education in Malawi. The institution is owned and operated by a Christian church organisation that has been operating a network of private primary and secondary schools and health centres since its establishment in Malawi in the early 1890s. Critical realism is used as an underlabourer for its stance on ontological, epistemological and ethical assumptions of reality and its views on agency and structure. Two theoretical frameworks - complexity theory and transformational leadership theories - are used as lenses to help make sense of the nature of social organisations and also as heuristic devices for organising and making sense of data. Data were collected using qualitative interviews, archival document content analysis and observation. Twenty participants were purposefully selected for interviews. The participants comprised a senior officer at the MoEST headquarters, proprietors, members of the top management team of the institution, administrative assistants, heads of academic and nonacademic departments, teachers and non-teaching staff and students. Abstracted data were analysed using inductive, abductive and retroductive modes of inference. The study established that the emergence of private higher education in Malawi was generated by a number of mechanisms. These include the need to survive the threat to socioeconomic development posed by global trends in scientific and technological issues that heavily rely on access to the knowledge economy; the need to respond to demand for equity and access to higher education; the need to carry out the mission of the Christian church; government’s failure to expand and widen access to higher education; and the agential need to survive economic demands. The research findings indicate that a critical challenge that the emergence of private higher education faced was the lack of adequate and efficient structures and systems in the Ministry of Education, Science and Technology to expeditiously process applications to establish and accredit, monitor and control the development of private higher education institutions. It was also found that the challenges that the private higher education faces include high level of authoritarian governance and management practices, weak institutional management and control systems and structure, secularisation, lack of adequate funds to meet operation and capital development costs, facilities and resources to support teaching – learning functions, learner support facilities and services and a critical shortage of appropriately qualified administrative and academic personnel. The underlying causes of the challenges include the perceived threat to personal power and survival; fear of apostasy and secularisation; cultural values, adverse socioeconomic conditions; lack of diverse sources of funding, ineffective communication skills; weak governance systems and structures; low level of self-control; unfavourable attitudes towards educational institutions and the need to restore equity. To make private institutions of higher learning more sustainable, the study recommends that governance practices be guided by clear structures, policies and guidelines in the interest of transparency and accountability. It also recommends that government works in close partnership with private providers, reviews unfair policies concerning government scholarships, subsidizes the cost of materials for instruction and infrastructure development, and provides technical assistance to prospective and active providers. Lastly, the study recommends that private providers form an association so as to share experiences and to collectively deal with issues of common interest and concern.<br>Adobe Acrobat 9.53 Paper Capture Plug-in

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Smith, William S. II. "Send in the...Scholars?: The History of the Fulbright Program from 1961-1970." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1305116307.

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36

Leftin, Adam Zook. "A Narrative Exploration of Free Speech Events by New Student Affairs Professionals." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594750157591483.

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37

Simmons, Elijah. "WHERE IS MA MIGO? : CRITICAL REFLECTIONS ON BLACK EMBODIMENT IN WRITING CENTERS." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1501284948474072.

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38

Stepp, Randolph Scott. "A comparison of classroom teachers' and superintendents' views of teacher salary schedule components." Ashland University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271445908.

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39

Shenkar, Miriam. "The Politics of Normalization: Israel Studies in the Academy." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1266866696.

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40

Jackoby, Henry Benjamin EdD. "The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

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41

Gregory, David. "Envisioning a Career With Purpose: Calling and Its Spiritual Underpinnings Among College Students." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364220599.

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42

Thomas, James W. "CAMPUS AS HOME: AN EXAMINATION OF THE IMPACT OF STUDENT HOUSING AT THE UNIVERSITY OF KENTUCKY IN THE PROGRESSIVE ERA." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/47.

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This dissertation explores how student housing impacted the college campus of the University of Kentucky in the Progressive Era. Student housing has long been part of the college ideal but lacked full engagement by many administrators. Through three examinations, housing will be shown to have directly influenced the administrative, social, and staffing elements of the college campus. The role student housing played in the interaction of political, rural, and sociological changes on the campus during the time period allows exploration in detail while addressing the changes within those areas of the state as well. While housing was an afterthought by the administration due to oversight and lack of funding throughout much of the examined history (1880-1945), its consideration was still an essential part of student life and part of the college ideal. Housing was a place wholly of the student – while administrators set policies and the government had a concern for it at various times, it was also a place where, originally, a “boys will be boys” mentality slid by, unapproved, but unthreatened. However, how did the politics of the state shape the college and its housing experience? How did the addition of women students, the first of many major additions that were foreign to the original student population of mostly rural males, change the campus and its structures? Originating in the “environment” of student-centered housing – be it boarding houses, Greek houses, or dormitories, the students who populated these facilities would cajole, alter, and sometimes force the campus through both intentional and unintentional engagements and interactions. This dissertation shall establish an understanding of how the administration, particularly the presidency, viewed student housing. Following the introduction, three sections shall detail instances of housing influencing the campus climate in ways previously understudied. First, an examination of the political climate of the state interacted with concerns about student housing as a key factor in ending the presidency of Barker. The second section will show how a judicial ruling created new forms of student services – granting in loco parentis control but also creating the need for the diversification of services beyond what had existed previously. The third section will denote, in detail, how housing women changed the college campus – expanding its borders and the need for services. Through such examinations, a previously unexplored role of student living quarters as affecting the growth and development of the University of Kentucky into the institution it is now shall become apparent.

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43

Berry, Autumn C. "The Historical Evolution of Malone: A Challenge to Keep Christ First in the Journey from Bible College to Christian Liberal Arts University." Malone University Undergraduate Honors Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ma1429718316.

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44

Mohon-Doyle, Keely i. Mobley. "REVISING THE RHETORIC: AN INSTITUTIONAL CRITIQUE OF INTERNATIONAL STUDENT ORIENTATION AND THE RHETORICAL REPRESENTATIONS OF INTERNATIONAL STUDENT IDENTITY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1500305599966207.

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45

Stewart, Ashley Estelle. "The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271.

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46

Jones, Jacquelyn Reneé. "College Self-Efficacy and Campus Climate Perceptions as Predictors of Academic Achievement in African American Males at Community Colleges in the State of Ohio." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396454704.

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47

Carver, Susan D. "High Stakes Testing and Accountability Mandates: Impact on Central Office Leadership." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227281262.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Feb. 22, 2010). Advisor: Anita Varrati. Keywords: accountability; case study; central office administrators; data driven decision making; directives; distributed leadership; high stakes tests; K-12 leadership; mandates; NCLB; Ohio; reform; state report cards; strategies; superintendent. Includes bibliographical references (p. 236-252).

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48

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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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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Graham, Daria-Yvonne J. "Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.

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