Dissertations / Theses on the topic 'Higher Students Student Deutschland'

The purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations.

Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory.

Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.

Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force allied health educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average, science grade point average, prior experience as a radiation therapist, and previous academic degrees) and the successful completion of a medical dosimetry program as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student’s previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample representative of more medical dosimetry student populations and additional studies concerning the relationship of a prior history in radiation therapy and the impact on success as a medical dosimetry student. Based on the quantitative correlation analysis, allied health leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant’s undergraduate cumulative GPA and increase the weight assigned to previous degrees.

The purpose of this study is to examine the influence of educationally-related peer relationships, students’ understanding of faculty expectations, and student characteristics on the persistence of doctoral students in non-traditional, residential, cohort programs in educational leadership. Drawing on the concepts of academic and social integration (Tinto, 1975, 1993) and role ambiguity (Rizzo, House, & Lirtzman, 1970), this correlational, cross-sectional study used a quantitative survey instrument to examine students’ perceptions of their doctoral program experiences.

Scales were drawn from four existing instruments to measure students’ relationships with peers and students’ understanding of faculty expectations. In addition, demographic questions that are typical to persistence studies were included to measure student characteristics. Participants chose to respond to the survey either online or via postal mail. A total of 243 participants responded to the survey, yielding a 54.73% response rate.

Hierarchical logistic regression was used to answer each of the research questions. Gender, educationally-related peer relationships, and students’ understanding of faculty expectations increased the odds of persistence of doctoral students in educational leadership cohort programs. The influence of race, marital or domestic partner status, and the number of dependents varied based on the program of study that was examined. Age and employment did not influence the persistence of doctoral students. Peer relationships were recognized for being more assistive in achieving persistence than was previously understood. Therefore, the results of this study may help to refine theory on doctoral student persistence as it pertains to peer relationships. Students with a clear understanding of faculty expectations were more likely to persist than students who were uncertain about faculty expectations. This outcome was expected given the critical role that faculty play in clarifying students’ responsibilities and helping them navigate their graduate programs. Several recommendations were offered to administrators to assist them in developing environments that foster collaborative relationships among students and accessible relationships between students and faculty.

International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.

The purpose of the study was to explore the perceptions of university students with disabilities and the factors that contribute to or deter them from accessing Disabled Student Services. The sample was based on availability and convenience and consisted of 36 students. A self-administered survey was used.

The results indicated that students tended to seek services to access accommodations and to learn more about services that can help them succeed. They tended to delay seeking services in order to have a fresh start in college and due to their fear of stigma. Individuals with mental health disabilities were less likely than other students to report self-determination and support and more likely to experience stigma.

Social workers can play a vital role in assisting students with disabilities in identifying their specific barriers and in assisting them to access programs and services in a postsecondary education setting.

• efficient and effective management of HE institutions;
• a reorientation of academic cultures, practices and values;
• the reduction of professional autonomy, power and control through enforced institutional and national accountability procedures;
• the representation and empowerment of the student as 'customer';
• a reorientation of the purpose of (the) higher education (curriculum);
• summative and formative evaluation of professional practice in HE teaching.

This qualitative research study explored student affairs administrators’ spirituality and leadership. In light of recent research into the spiritual lives of students and faculty in higher education, this study sought to explore if student affairs administrators could articulate any connection between spirituality and their leadership, as well as how they view and support the spiritual concerns of their students. By interviewing 8 participants, 4 themes emerged, (a) I know who I am, (b) different paths to leadership, (c) working with others, and (d) supporting student spiritual concerns. These 4 themes demonstrate how student affairs administrators articulate their spirituality, how that spirituality influences their leadership, and how they support the spiritual concerns of their students. This study adds to the research on spirituality in higher education, and offers recommendations for further exploration into the spirituality of student affairs administrators.

Despite meeting admittance standards, there are many college students who struggle to be academically successful, which sometimes results in them being placed on academic probation. Colleges implement various programs and interventions to help probationary students achieve success at their institutions. Student success courses (SSC) are one type of intervention used; however, much of the literature on the efficacy of SSCs focuses on first semester freshmen. Currently, there are only a few empirical studies on the effectiveness of SSCs with probationary students, but the results of these existing studies are promising. At Copper University (CU), there were limited college-wide supports available to students on probation, leaving them at great risk for academic failure. In an attempt to better support probationary students, a semester-long SSC called Dynamics of Student Success (DOSS), for first- and second-year students on academic probation was piloted in the fall of 2016. DOSS was designed to assist probationary students gain the college success skills necessary to increase their grade point averages. This study assessed the effectiveness of DOSS by comparing the archival data of probationary students who participated in DOSS in the fall of 2016 to those who did not participate. Participants in the treatment and control groups saw gains in their semester GPAs after the fall 2016 and spring 2017 semesters; however, the results of two simultaneous multiple regressions revealed that course participation was not a significant predictor of semester GPA at either point in time. As a result, the researcher concluded that it was other factors, not DOSS, that positively influenced the changes in semester GPA demonstrated by the sample.

In the United States, colleges and universities are under pressure from multiple sources to improve course completion and graduation rates and to reduce the cost of obtaining a degree. This qualitative phenomenological case study, underpinned by the social constructivist perspective, explored second-year manufacturing degree students’ perceptions of the impact of their teachers’ servant leadership behaviors on their successful course completions at a Midwest technical college. Servant leadership was the theoretical base for the study, which consisted of Q sorts by, and interviews with, students from two manufacturing degree programs. One program had higher course completion and graduation rates and the other had lower course completion and graduation rates. The responses were coded using data from an extensive literature review and were analyzed for themes according to the perspectives of the participants’ Q sorts and responses to interview questions. While the study did not reveal a simple, straightforward solution to the very complicated student success problem in technical college manufacturing programs, it did identify the elements of an emergent model recommended for manufacturing teachers: servant teaching.

Post-secondary student retention and persistence is on the minds of professionals at various higher learning institutions due to the disparities in educational attainment. These disparities may lead to inhibited social mobility, and lack of cultural and social capital. This study examined what factors Southern Connecticut State University sophomore students perceived as aiding or impeding their degree path. It questioned how underrepresented students shaped their perception on their educational attainment and how this compares to the existing research and literature on the success practices of underrepresented students in higher education. The study was conducted using open-ended semi-structured interview questions administered to second year sophomore students at Southern Connecticut State University. Specifically, they were underrepresented students defined as being low-income, racial minority, and first-generation students. This study aimed to explore the narrative of underrepresented students by exploring why college access doesn’t necessarily result in college completion.

College student success outcomes have become increasingly significant to many stakeholders as student attrition has proven costly for students, institutions of higher education, and the economy (Foss, Foss, Paynton, & Hahn, 2014; Jobe & Lenio, 2014). Historically, a positive relationship between college students who live on-campus and retention has been found (Astin, 1993; Bronkema & Bowman, 2017; Chickering, 1974; Pike & Kuh, 2005; Schudde, 2011; Soria & Taylor Jr., 2016; Walsh & Robinson Kurpius, 2016). However, commuter students now make up most of the current college student population (Skomsvold, 2014). The purpose of this mixed methods study was to advance the understanding of the commuter student phenomenon within the context of the institution. Quantitative data included first- to second-year retention rates and six-year graduation rates for the three most recent cohorts of commuter and residential students at one Midwest university. The first- to second-year retention rate was 63.21% for commuters and 66.07% for residential students; the six-year graduation rate was 35.07% for commuters and 33.68% for residential students. There were not statistically significant differences in the first- to second-year retention rates or six-year graduation rates of commuter and residential students. Qualitative data were gathered using student focus groups and faculty interviews, including 16 and nine participants respectively. Responses were reviewed through the lens of Strange and Banning's (2015) campus ecology model, and four themes emerged: getting from here to there, the double-edged sword of convenience, independence, and it is who we are. Based on the findings, higher education leaders should continue to observe and assess student groups within the context of their own unique institutions.

This quantitative correlational non-experimental study examines some major implications of student loan debt that Hispanics face upon graduation from institutions of higher learning. It provides both descriptive and correlational statistics to help view how Hispanics differ from non-Hispanics graduate students in their plight to live the American dream of social mobility. Hispanics now represent over 50 million and are the fastest growing (43% between the 2000 and 2010 U.S. Census) segment of the U.S. population.

The belief that gaining a college degree will enhance social mobility may in fact impede it, or at least, delay it for Hispanics. With the increase in borrowing to gain college access, Hispanic families may face financial constraints impeding social mobility. This study explores the surveys conducted (2008–2012) by the National Center for Education Statistics and consisting of approximately 13,500 students in postsecondary schools across the United States. The statistical analysis suggests that for Hispanic student graduates in higher education there may be a relationship between student loan debt and financial difficulties, including home affordability, getting married, and having children. The analysis explores the differences between Hispanics and non-Hispanics along these four dimensions.

Additionally, this study suggests several leadership practices as a way of influencing initiatives that may help address student loan debt for Hispanics. Recommendations for additional research include assessing measures that address the rise in borrowing by Hispanic graduates.