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Draper, Jason A. "Motivated Knowing in Higher Education| Epistemic Fluency and Goal Pursuit." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930138.
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<p> This exploratory study was designed to establish a foundation for understanding the relationship between college students’ epistemic fluency, the need (self-concordance); want (self-determination); and ability (self-efficacy) to think about their learning; their regulatory mode orientation (locomotion versus assessment), and their academic goals. A novel instrument measuring both epistemic fluency and regulatory mode orientation was constructed for this purpose. </p><p> Self-efficacy may be the most important element of epistemic fluency as well as the most important moderating factor in goal pursuit. Assessment, a mode of regulatory orientation, and goal activity are inextricably linked. Goal activity may be a metacognitive byproduct of regulatory mode orientation. The differential expression of epistemic fluency and regulatory mode orientation was observable through participant identified academic goals. Personal characteristics such as self-identified racial or gender identity were important moderators in the expression of both epistemic fluency and regulatory mode orientation. Minority or female students had higher factor scores. The extent to which a goal signals intrinsic motivation (value) governs the dynamic allocation of self-regulatory resources more so than the differential time horizons of goals</p><p>
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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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<p> 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.</p><p> 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. </p><p> 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.</p><p> 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.</p>
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Sparrow, Heather. "Teaching excellence : an illusive goal in higher education teaching and learning." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/582.
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In the last decades of the 20th Century, and through the first decade of the 21st Century, both the natural world and human society have experienced dramatic change. Contemporary society world-wide has high expectations of the contribution that universities can make in helping people learn to live with change, to lead change, to manage change, and to support improvement in all spheres of life. The global community seeks ‘excellence’ across all higher education roles: community engagement and leadership, research and innovation, and teaching and learning. However, universities are not always regarded as effective in fulfilling the needs of students, business or communities well.
This portfolio takes excellence in teaching and learning as its central theme. It presents a framework of seven lenses, through which the concept of excellence is analyzed and evaluated; and provides a series of eight papers, reporting on six research projects that investigate different aspects of teaching excellence. The portfolio includes selected examples from a body of work that was undertaken across a ten-year period, within a single university. All the projects were conducted as authentic workplace activities, guided by two primary intentions. Firstly to develop better understandings of the local context, so as to support enhanced decision-making about improving teaching and learning; and secondly, to make positive and practical changes that actively improve the quality of experience and outcomes for all stakeholders.
A variety of research techniques have been used across different studies, however, the overall approach is qualitative, with a focus on rich data collection, analysis and interpretation that respects diverse voices and perspectives. The research approach aims to achieve mutual benefits for participants, researchers, the institution and the wider teaching and learning community. As is appropriate to workplace research, collaboration with administrators and executive leaders, teaching colleagues, research partners and students is a key feature of every study, with the doctoral candidate taking different roles and responsibilities within project teams.
In simplistic terms ‘teaching excellence’ typically implies agreement from a range of stakeholders that the university has relevant, strong programs; good resources and facilities; positive learning and employment environments; competent, highly effective teachers and learners; and perhaps most significantly that it achieves positive desirable outcomes. However, excellence is a problematic and contested concept. Stakeholders have quite different priorities, values and expectations. The needs and preferences of students, employers, the disciplines and professions, academics, and communities, can often act in direct opposition. This can create significant difficulties in defining purpose and goals, and agreeing appropriate investment and resource levels, teaching approaches, and student outcomes. Our knowledge and understanding of effective strategies for teaching, learning and assessment has expanded greatly in recent times; however, universities face many challenges in creating, sustaining and demonstrating teaching excellence. The projects in this portfolio do not offer neat and easy solutions, however they provide extremely valuable evidence: firstly as new knowledge to support local improvement; and secondly to contribute rich, deep insight to affirm, extend and challenge scholarship of teaching and learning in the wider academic community.
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Swain, Sharon Ann. "Impairments in higher cognitive functions following frontal lobe lesions in man." Thesis, King's College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338513.
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Cady, Sara C. "Successful student goal completion| A community college case study." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607436.
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<p> Research studies have shown that one half of all students who begin college fail to realize their goals. This case study of one community college provided a comprehensive examination of best practices developed over several years through strategic enrollment planning. Additionally, this dissertation examined the decision-making processes that brought about changes through interviews and retrieval of archival documents. Both revealed an obvious path that brought about significant organizational change among departments and staff. This study may assist or provide guidance and recommendations for other institutions of higher education seeking to increase student retention.</p>
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Long, Penelope Newton Strand Kenneth H. Hines Edward R. "Goal and strategy perceptions evaluations by college of education and laboratory school faculty and administrators /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726504.
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Thesis (Ph. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 15, 2005. Dissertation Committee: Kenneth H. Strand, Edward R. Hines (co-chairs), Donald S. Kachur, Dennis G. Kelly, Michael Winchell. Includes bibliographical references (leaves 113-119) and abstract. Also available in print.
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Watson, Joan Monahan. "Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37492.
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For over a century, the enigmatic nature of narcissism has been the source of debate across psychological, sociological, and developmental domains. Although much has been written in recent years about narcissism as a generational phenomenon, referencing data collected from university undergraduates, there is little to no applied research and discussion into the implications for teaching and learning with respect to the reciprocal interactions between narcissistic students and traditional undergraduate education. Recognizing this paucity in the literature, the manuscripts within this dissertation draw theoretical and empirical connections between narcissism and learning, highlighting significant relationships between narcissism as a dispositional construct and achievement goal orientation. Through the development of a theoretical Triarchic Model of Dispositional Narcissism and the empirical exploration of its viability, this dissertation is written in accordance with sentiments that suggest educational psychologists seek to improve learning through a more comprehensive recognition of the variables that contribute to cognitive processes. The theoretical design, research, and interpretations within this dissertation seek to provide a heuristic through which educators may develop proactive, interventive instructional models and pedagogies that will encourage all students to improve their learning by engaging in strategies that lead to deeper cognitive and metacognitive processing.<br>Ph. D.
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McGinty, Courtney Kristine. "Interpersonal Goals in College Teaching." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734676.
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<p> The instructor-student relationship is an important predictor of students' attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors demonstrate caring for their students by supporting their needs. Instructors can support students' emotionally or academically. However, little is known about instructor characteristics that influence instructors' responsiveness to students. </p><p> Compassionate and self-image goals are powerful predictors of relationship dynamics because of their association with responsiveness (Canevello & Crocker, 2010). Compassionate goals, or goals focused on supporting others out of genuine concern for others' well-being (Crocker & Canevello, 2008), initiate positive relationship cycles. I proposed two types of compassionate goals, focused either on supporting students' learning or supporting students' emotions. I hypothesized that instructors' compassionate goals to support students' learning would be most beneficial to students. Self-image goals, or goals focused on creating and maintaining a desired impression in others' eyes (Crocker & Canevello, 2008), undermine healthy relationships. I proposed two types of self-image goals, focused on appearing either likable or competent and hypothesized that both forms of self-image goals would undermine the instructor-student relationship. </p><p> The present work was the first investigation of the association between college instructors' compassionate and self-image goals and students' experiences in the class. In Study 1, I created a scale to measure instructors' compassionate and self-image goals for teaching. In Study 2, college instructors' compassionate and self-image goals for teaching were used to predict end-of-semester student evaluations. In Study 3, students' interpretations of their instructors' goals were measured and used to predict student evaluations. </p><p> Results indicated that that students respond most positively to instructors' goals to compassionate goals to support their learning. Instructors' compassionate goals to support students' emotions are largely unrelated to students' experiences in the class. Surprisingly, instructors' self-image goals are unrelated to student evaluations. </p><p> Overall, this research advances research in several domains. It advances understanding of effective teaching by indicating that instructors' compassionate and self-image are important components of the college classroom. This research also advances theory on interpersonal goals, as this is the first time that a non-relationship compassionate goal has been identified. </p>
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Rogler, A. (Andreas). "Internationalization of Finnish higher education:policy goals and alumni insights." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201906262642.
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Abstract. This thesis interrogates the influences of neoliberalism on the internationalization of Finnish higher education. It starts with an introduction to the way neoliberalism affects higher education while also providing a short introduction to Finnish higher education. It then combines both concepts and discusses the two policy papers: Better together for a better world — Finnish Internationalization Policies of higher education from 2017 to 2025 and Action Plan Report for Global Education Brand Finland. Neoliberal influences are identified in both papers as the Finnish Ministry of Education and Culture thrives at improving the reputation of Finnish higher education by turning it into a brand. The future vision, that is outlined in the two documents, is then compared to the experiences of international alumni who have graduated from the study program Education and Globalization (EdGlo) at the University of Oulu. For this purpose, an alumni research has been conducted. Additionally, the author draws on both his own experiences as an EdGlo student, as well as on feedback sessions with current EdGlo students. Both the alumni research participants and the documents stress the need for an alumni network. The participants overall high student’s satisfaction matches the description of the two policy papers. However, despite the policy papers’ goals of integrating international students into the Finnish working life, the participants struggled to find employment and to continue their academic careers in Finland. Teaching methods in the EdGlo program received a mixed review. Additionally, the survey found student diversity to be a main contributor to students’ satisfaction. Therefore, this thesis explores an alternative way of branding Finnish higher education based on an ethos of diversity and inclusion.
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Rarick, Timothy Michael. "Importance of perceived adulthood and goal pursuit in emerging adult college students." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13131.
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Doctor of Philosophy<br>Department of Family Studies and Human Services<br>Rick J. Scheidt<br>Previous research has discovered that most 18-to-25 year olds do not feel they have reached the rite of passage known as adulthood. This period of development, termed “emerging adulthood”, is characterized by identity exploration and myriad possibilities related to who one is and what one wants out of life. Empirical evidence suggests that future goals linked to one’s identity are more likely to be obtained through three actions specified in the Selection-Optimization-Compensation (S.O.C.) model: selecting goals to focus one’s resources, optimizing goal-relevant means, and, when necessary, compensating for losses that may occur in these means. The purpose of this study was (a) to identify the proportions of 18-to-25 year old perceived adults vs. emerging adults in a university sample (n = 828); (b) to assess the degree to which self-reported perceived adult status distinguishes self-reports of achieved adult criteria, goal-pursuit strategies, and subjective well-being, and; (c) to determine the predictive utility of perceived adult status, background characteristics, and goal-pursuit strategies for understanding individual differences in life satisfaction, positive affect (i.e., subjective vitality), and negative affect (i.e., depressive symptoms). Analyses of on-line survey responses indicated that approximately one-fourth (24%) of participants reported they had reached adulthood, and, compared to their emerging adult peers, had achieved more criteria for adulthood and were using more effective goal-pursuit strategies. Step-wise multiple regression analyses revealed that specific background characteristics (e.g., relationship status and GPA) and goal-pursuit strategies (e.g., optimization) were significant and strongest predictors of the participants’ life satisfaction, positive affect, and negative affect. Perceived adult status was a significant moderate predictor of both life satisfaction and positive affect but was unrelated to negative affect. Implications of the findings for developmental researchers, educators, and practitioners are discussed.
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Vivoni-Alcaraz, Paul Hobbs Jack A. "Teaching goals among art faculty in Puerto Rico." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514786.
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Thesis (Ed. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 21, 2005. Dissertation Committee: Jack Hobbs (chair), William Tolone, Fred Mills, Richard Stivers, Max Rennels. Includes bibliographical references (leaves 71-74) and abstract. Also available in print.
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Mahmood, Ali Mohamed. "Assessing the influence of external environment factors on higher education sector through means-end theory of decision making : the case of Bahrain." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/17462.
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Higher education domain has a direct impact on individuals and society in general and particularly regarding the socio-economic status and economic growth of any individual or a country. Despite recent changes in job market orientation for hiring employees without higher education degrees, higher education sector is required globally to provide training, knowledge and skill to achieve the globally stated goal of attaining economic growth and sustainable human development. This research focuses on the importance of higher education to primary beneficiaries (student, parents, and higher education institutions personals), explores defined goal of higher education, and assess the effect of external environmental factors that influence higher education sector sampling Bahrain public higher education in a single case study. Through an exploratory qualitative research, the researcher used a case study approach with semi-structured interviews to assess different beneficiaries' views of the importance of higher education to bridge the gap between different perspectives on shaping the goal of higher education. An abductive approach was followed to conduct this research as this topic requires both observing the research topic as well as qualifying an established theory. This approach allowed the researcher to gain new insights to understand the relationship between the environmental factors and higher education goal. The research assesses the factors influencing higher education to be utilised as moderator to develop a conceptual framework based on Means-end theory of decision-making combined with the dynamics of OODA Loop (Observe, Orient, Decide, and Act) model of decision-making. Key findings of the pilot study conducted in one of Bahrain's public higher education institutions (HEIs) and another case study on one of the leading higher education institutions in Bahrain revealed a gap between higher education beneficiaries' perspectives on higher education and demonstrated the importance of the revision of the overall structure and implementation of policies concerning higher education sector in Bahrain. Empirical findings highlighted some main areas where there is a huge gap between what is planned and implemented. Through comparing results of previous studies, the researcher concluded that each environment has its own effect on higher education goal definition which in turn affect the attainment of higher education benefits and the definition of its attributes.
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Slusher, Daphne. "The Effects of Feedback and Input on Job Satisfaction and Motivation." Otterbein University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbnhonors1620460061260794.
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McCarthy, Meghan. "Achievement goals effect academic success and help seeking behavior of undergraduates /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
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Giovannini, Eugene Vincent. "An analysis of existing and preferred goals for Virginia community colleges." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162157/.
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Jama, Sam. "Understanding the Phenomenon of Overcoming Academic Challenges and Failure to Achieve Academic Goals." Thesis, Fielding Graduate University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622905.
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<p> This study explored the experiences of 10 adults who had experienced academic challenges during their studies, yet were able to return to academic studies and complete one or more graduate degrees. The participants were separated into two groups. <i>Group A</i> participants experienced academic failure and were asked to withdraw from their academic programs. <i> Group B</i> participants experienced significant academic challenges, but not to the point of being asked to withdraw from their academic programs. Members of both groups returned to studies, and completed at least one degree. The qualitative study applied narrative inquiry to gather the in-depth stories of the participants. The findings indicated that to succeed, all participants underwent either an internalization or transformation process that compelled them to commit to and succeed academically. The key difference between the two groups is that <i>Group A</i> members experienced unique, transformative experiences when asked to withdraw from their respective academic programs. All participants adopted study strategies to help them succeed. These strategies included the adoption of mastery and/or performance-based approaches to improve their academic performance.</p><p>
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Moates, Meredith M. "EFFECTS OF THE SELF- DETERMINED LEARNING MODEL OF INSTRUCTION ON GOAL ATTAINMENT AND SELF-DETERMINATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5914.
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Even with current transition practice and service delivery requirements mandated for students with disabilities by the Individuals with Disabilities Education Act (IDEA, 2004) participation in postsecondary education and employment for individuals with autism remains low (Shattuck et al., 2012; Newman, Wagner, Cameto, & Knokey, 2011). The purpose of this study was to determine the effects of the Self-Determined Learning Model of Instruction (SDLMI; Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000). The intervention was designed to facilitate student development, and participation in community college course settings, increase academic and vocational goal attainment and self-determined behavior while decreasing support needs. The SDLMI has been shown to be effective for teaching students with disabilities how to access the general education curriculum and increase self-determination skills to achieve academic and vocational goals. A multiple probe design across participants with four college-aged students with autism evaluated the effects of the intervention for three different postsecondary education goals. Study findings show the extent to which the intervention affects participants’ ability to be more self-determined in their decision-making regarding the management of postsecondary educational goals and course requirements using self-directed learning. The SDLMI Teacher’s Guide for Model Implementation (Shogren, Wehmeyer, Burke, & Palmer, 2017) and teacher-facilitated procedures (National Technical Assistance Center on Transition, 2017) were used to ensure intervention implementation fidelity. The researcher and trained research assistant compared real time data in point-by-point agreement ratios to quantify the number of times the observers agreed about what they saw in each observation to determine differences during data collection. The baseline, intervention, and maintenance sessions lasted 13 weeks, and data were collected during all sessions. Results from the intervention effects showed a functional relationship (cause-effect) between the intervention and goal attainment. Participants increased their ability to use self-determined behaviors to attain goals through student questions, teacher objectives, and educational supports. Self-determined behaviors increased while support needs greatly decreased. Social validity data were collected through student self-monitoring using goal attainment scaling and parent perspectives to inform support intensity results. Factors related to self-determination, motivation, and expectations for future goals contribute to a better understanding of goal attainment through this research.
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Layne, Kimberly Dawn 1968. "Goals and career progress of female community college honors graduates." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278043.
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This study presents information gathered from a follow-up survey of 124 female community college honors graduates from the years 1989, 1990, and 1991. Results are intended to provide descriptive information in understanding the role that successful completion of community college education plays in the career development of women. Participants provided information via a questionnaire regarding demographics, factors related to academic success, choice of major, current education and employment status, and career and educational goals for the future. Results indicate that female community college honors graduates are likely to be reentry women who have career related goals. One to three years after graduation, the women are employed full-time, studying for bachelors degrees, or working in the home. It appears that community colleges provide women with an opportunity to achieve formal education at virtually every life stage. Conclusions and implications are drawn for career counselors and community college personnel.
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Kauffman, Donna Carey. "The effects of a goal-oriented syllabus on college-bound English as a second language (ESL) students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10192006-115600/.
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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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Yeschenko, Melanie Renee. "Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level." Thesis, Duquesne University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601236.
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<p> This research set out to enhance instruction for early education and child development majors in a community college setting in a manner that allows them to gain content knowledge while becoming more prepared to practice effective pedagogy in early learning classrooms. This study examined how metacognitive awareness changes throughout a semester with scaffolded goal setting and reflective practices. It investigated the types of goals students set for a specific learning task, as well as investigated their ability to apply reflective practice to their own learning and teaching practices. This research used a mixed method design to data collection with quantitative data from rubrics and an inventory and qualitative data from instructor journaling. Quantitative results indicated that students improved in some elements of goal setting and all assessed elements of reflective practice, along with improvements in metacognitive awareness. Qualitative findings also indicated that students improved in metacognitive awareness and goal setting as a formal practice even though there was evidence of struggle in regard to the unfamiliarity of the goal setting practice itself and defining a time frame to achieve their goals. The goal setting and reflective practices within the course were helpful to the instructor. Each provided an opportunity for the instructor to support student learning and effectively use strategies to support achievement of the students in the course and in the early childhood field.</p><p>
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Jenkins, Daniel. "Exploring Instructional Strategies and Learning Goals in Undergraduate Leadership Education." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3168.
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Leadership education has been integral to the undergraduate curriculum since the early 1990's. Today, more than 1,000 colleges and universities in the United States offer undergraduate courses in leadership studies and many offer academic credit in the form of a bachelor's degree, academic minor, or certificate. Yet, little is known about those who teach leadership studies courses to undergraduates, the instructional strategies they employ, or the learning goals they set. The purpose of this study was to identify the instructional strategies that are most frequently used by instructors when they teach academic credit-bearing undergraduate leadership studies courses, identify signature pedagogies within the leadership discipline, and assess the learning goals instructors believe are of the greatest importance in their courses. Schulman's framework of Signature Pedagogies provided the framework for the portion of this study which identified the instructional strategies used most frequently. An exploratory factor analysis was performed to identify patterns of instructional strategies most often used. Fink's Model of Significant Learning and Integrated Course Design provided the framework for the portion of this study that assessed the learning goals instructors believe are of the greatest importance in their courses.
Results of a unique web-based survey of 303 instructors that taught academic credit-bearing undergraduate leaderships studies courses between 2008 and 2010 were analyzed using quantitative methods to identify the instructional strategies used most frequently by instructors within the leadership discipline and assess the learning goals instructors believe are of the greatest importance. Participants were solicited through the membership of the International leadership Association, National Clearinghouse for Leadership Programs, and NASPA Student Affairs Professionals in Higher Education. Data from 303 survey participants were analyzed and results indicated that instructors teaching undergraduate leadership studies courses prefer discussion-based pedagogies (such as class discussion) and instructional strategies that prioritize conceptual understanding and personal growth far more than traditional teaching and learning strategies like quizzes, exams, and lecture or skill-building activities such as role play, simulation, or games. Findings from this study suggest that class discussion--whether in the form of true class discussion or a variation of interactive lecture and discussion--is the signature pedagogy for undergraduate leadership education. While group and individual projects and presentations, self-assessments and instruments, and reflective journaling were also used frequently, overall, discussion-based pedagogies were used most frequently. Survey results also indicated that instructors place the greatest importance on learning goals that emphasize application, integration, and the human dimensions of significant learning more so than the learning goals of promoting foundational knowledge, caring, and metacognition (learning how to learn). These findings offer attributes that a variety of leadership educators have shared as effective for teaching and learning within the discipline and may facilitate the development of new leadership programming policies, provide direction for future research, and contribute to the existing body of literature.
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Sutherland, Claire Euline. "Positive deviance during organization change| Researchers' social construction of expanded university goals." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600315.
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<p>Many universities have expanded from teaching only to include research goals, requiring shifts in organization behavior. An exploratory case study method was used to examine these dynamics among positive deviant researchers at the University of Technology, Jamaica (UTech), the single case examined, from a social construction perspective. As a participant observer in the organization, the researcher engaged in marginality and its associated risks in studying UTech’s transition from low to higher research outputs to answer the research questions—significant norms influencing positive deviancy patterns of the researchers and, their perceptions and experiences during transition. A qualitative case report and mini-organization ethnography of UTech was produced to enhance contextual understanding of positive deviance among university researchers, an area not previously described in the literature. Several important organizational findings emerged from the analysis of interviews of 6 participants who received the President’s Research Initiative Award (PRIA), artifacts of the organization, and participant observation. The results detail early development of a descriptive typology of positive deviance during organization change, including motivation, feelings of being marginalized and coping strategies. Three patterns—(1) teaching versus research (2) disorder, and (3) personal resilience—and 9 interrelated themes enhance understanding of role adaptations and the meanings and beliefs that these faculty associate with their research environment. The results also indicate organizational factors and personal dimensions in a research subculture that is emerging amidst strong pivotal teaching norms and culture; social costs involved in such a transition, and; some challenges and opportunities for building a research culture and a high performance research environment at UTech. A construct of organizational and individual adaptation to stress was hypothesized, subject to future research. The main conclusions included that research is a peripheral norm; doing teaching and research involved tensions, challenges, incongruence, disequilibria as new identities and the implied research subculture are emerging at UTech; there are anti-research risks to the transition, and; organizational tradeoffs might be required. The findings, although not a template, are of potential usefulness in any organizational setting where organization growth and change are contemplated. Recommendations are made for UTech and future research. </p>
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Hogan, Kelly Ann. "Understanding the Relationships Among Students' Goal Orientations, Self-Efficacy, Anxiety, and Accelerated Academic Success in the Redesign of Developmental Mathematics." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2603.
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The low success rates of increasing numbers of underprepared students taking developmental mathematics classes 'often minority and economically disadvantaged' are challenging community colleges across the United States. These students, who must start in the lowest levels of precollege mathematics courses, are unlikely to pass the first course and earn a credential. Using a mastery goal orientation theoretical framework, a quantitative, survey research design was used to ascertain any correlations between students' goal orientations, self-efficacy, test anxiety, and success in a new model of learning. Survey data were used to answer 3 research questions: (a) the relationship between success and students' perceptions of self-efficacy, goal orientation, and beliefs about test anxiety; (b) the relationship between demographics and students' perceptions of self-efficacy, goal orientation, and beliefs about test anxiety; and (c) the degree to which students' perceptions and experience predict success. Approximately 500 new students in the course were invited; 36 participated. Spearman's rho, chi-square, and ANOVA were used to answer the research questions. Based on Spearman's rho correlations, there were statistically significant relationships between self-efficacy and success as well as between intrinsic goal orientation and success. However, the sample size limited the generalizability of the findings. Further, there were no significant predictors of success. The white paper developed from this project study is intended to guide the development and expansion of accelerated developmental mathematics to increase academic success, broaden career choices, and improve the long-term economic futures of disadvantaged students enrolling in college.
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Bonomi, Jo Anne M. "Addressing the workforce development goal of an online for-profit university| An examination of critical thinking skills and self-perception in degree-seeking undergraduate students." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3688352.
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<p> Educational organizations are being scrutinized for developing accredited programs that provide students with gainful employment. As industry prepares to face the forecasted gaps of an aging workforce, educational organizations are also pressured to provide corporations with critical thinking problem solvers who can think analytically and actively participate in the global economy by producing change that will improve organizational performance. This study exposes an existing gap in literature regarding perception and its effect on adult online students' critical thinking skills as opposed to their perceived beliefs. This study's exploration is grounded on a self-perception and social-cognitive theoretical framework that supports knowledge and reality-based assumptions. This quantitative study assumes we are all works in progress; therefore, it is possible to direct learning outcomes and drive economic change with strategies that build on life's experiences for valuable contributions to society. By employing a non-experimental quantitative correlational design, this study found a cause and effect relationship between adult online students' gender and adult online students' critical thinking skills.</p>
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Harnar, Hannah M. "Professional Athletic Training Students' Grit and Achievement Goal Orientation Effect on Persistence in an Athletic Training Program." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565038169526217.
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Esmaeily, Kaveh. "Ontological mapping between different higher educational systems : The mapping of academic educational system on an international level." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-876.
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<p>This Master thesis sets its goals in researching and understanding the structure of different educational systems. The main goal that this paper inflicts is to develop a middleware aiming at translating courses between different educational systems.</p><p>The procedure is to find the meaning of objects and courses from the different educational systems point of view, this is mainly done through processes such as identifying the context, semantics and state of the objects involved, perhaps in different activities. The middleware could be applied, with small changes, to any structured system of education.</p><p>This thesis introduces a framework for using ontologies in the translation and integration of course aspects in different processes. It suggests using ontologies when adopting and structuring different educational systems on an international level. This thesis will, through an understanding of ontologies construct a middleware for the translation process between different courses in the different educational systems. As an example courses in Sweden, Germany and Tajikistan have been used for the mapping and constructing learning goals and qualifications.</p>
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Sieman, Ashley Mouberry. "Motivational Predictors of Academic Cheating Among First-Year College Students: Goals, Expectations, and Costs." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-12042008-105621/.
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Academic cheating is a persistent and pervasive problem that threatens the core values of higher education (Burnett, Rudolph, & Clifford, 1998; McCabe, Trevino, & Butterfield, 2001a; Whitely & Keith-Spiegel, 2002). While a significant amount of research has been devoted to exploring the problem of student cheating, much of what exists is descriptive in nature and lacks an overarching, theoretically-based, conceptual framework. This study aimed to fill this gap in the existing literature by proposing and testing a theoretically-based conceptual model of the motivational predictors of academic cheating using a population of first-year college students. The model used in this study was developed based on the combined work of Murdock and Anderman (2006) and Harding, Mayhew, Finelli, & Carpenter (2007) and relied generally on expectancy value theory and, specifically, on the theory of planned behavior, to explore how goals, expectations, and costs influence first-year college studentsâ decisions to cheat. The proposed model was tested using a quantitative web-based survey instrument that was administered during the spring of 2008 to all 4,462 full-time, second semester, first-year students attending a large, public, land grant, institution located on the east coast of the United States. Data were analyzed using a variety of quantitative statistical techniques including multiple and hierarchical regression, general linear modeling, and structural equation modeling. Results provided support for the use of expectancy value theory and, specifically, the theory of planned behavior, as a theoretical model for understanding how motivational factors influence studentsâ decisions to cheat. Results showed that goals and expectations are important for understanding how studentsâ perceive the costs associated with cheating and that attitudes toward cheating and past cheating behavior are among the strongest predictors of intention to cheat and actual cheating behavior. Implications for practice and future research are presented and discussed.
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Connell, Matthew Joseph. "Perceptions of Student Activities Mid-Managers toward their Career Goals and Career Opportunities." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278625/.
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The problem of this study was career goals of student activities mid-managers and their perceptions of attaining these career goals. An introduction and the purposes of the study are included in Chapter 1. Chapter 2 includes a review of selected literature on professional development and mobility. The methodology used to conduct this study is described in Chapter 3. The findings are presented in Chapter 4, and the summary, discussion, conclusions, and recommendations are contained in Chapter 5. The 455 student activities mid-managers employed at institutions holding membership in the National Association for Campus Activities were mailed a questionnaire composed of demographic items and questions seeking information relevant to the purposes of this study. A total of 296 (65%) usable surveys were returned. The results of the study indicate that the positions of chief student affairs officer and dean of students were career goals of the subjects. The dean of students position was the only position that was perceived as attainable by the subjects. When looked at by gender, males desired and believed that the positions of chief student affairs officer and dean of students were reachable. Women desired both positions, but believed that only the position of dean of students was attainable. A t-test revealed a significant difference between the desire of males and females regarding the position of chief student affairs officer. Fourteen items were presented to the subjects to assess their perceptions of institutional support for professional growth. The sample identified 8 of the 14 items as present in their organizations. A t-test revealed no significant difference between the perceptions of males and females regarding institutional support on any of the 14 items.
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Anderson, Gary C. "The Transfer of Cultural Assumptions About American Higher Education in a Global Society: Perceptions of Visiting Russian Scholars." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120571433.
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Wilkinson, David Miles. "Adult ESL Students: Traits and Goals - A Case Study." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4662.
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This study was conducted to examine the traits and goals of students enrolled in the ESL program at Clark College in Vancouver, Washington over the past two academic years (1992 and 1993). The study looks at the degree of awareness that these students have of further educational opportunities in the academic and vocational areas, and the degree to which the ESL program at Clark College engenders this awareness. Data was collected from two cohorts of students enrolled in the ESL program on two separate occasions, each approximately one year apart. The goals of the study included the following: ( 1) gathering background data for the students attending the ESL program; (2) collecting information regarding students' past and present knowledge of computer technology; (3) awareness of the financial aid programs available; (4) future goals in the areas of education and employment. Comparison of the responses from the two cohorts provides instructors and administrators a clear picture of the students they are serving and provides the rationale for providing the material and logistical support required to allow ESL students to enter into mainstream programs at the community college level.
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Kridler, Jamie Branam, L. Good, S. Sun, and K. C. Gott. "Women’s Studies Introductory Course and University Cultural Diversity Goals: Attitude Change Among University Students." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5878.
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Keelen, Kevin Michael. "Educational plans in achieving student transfer goals results from a private, two-year institution /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925733431&sid=9&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Vongo, Mthuthuzeli Rubin. "A case study of the goals of the business communication course at Technikon Witwatersrand." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003949.
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At Technikon Witwatersrand, Business Communication is offered as a service subject, which is compulsory for a variety of diplomas and the majority of students are obligated to do the course. Its broad intention is to assist students in developing their proficiency in English, enabling them to cope with studying at Technikon and preparing them for the workplace. Despite the fact that the course is designed to assist them, many students question why they have to do the course and whether it is simply a repetition of high school work. The study attempts to examine the implicit and explicit goals of Business Communication, to explore the process through which the goals have been developed and changed over the years (i.e. how the goals have been constructed), and to elicit and compare the perspectives of the different stakeholder groups as to the goals. Both a qualitative and a quantitative approach are used in the research design. Interviews with four fulltime lecturers were conducted and a self-designed questionnaire was administered to students. These were the main means of data collection. The data reveals that the goals of Business Communication are implied rather than explicit. Despite this, students and lecturers see the course as important. Recommendations are made to help the Department of Business Communication to reflect on their practice with particular emphasis given to material development and the application of OBE principles.
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Anderson, Carissa M. "Higher Education's Assembly Line: Understanding the Impact of the College Completion Agenda on Rural Community Colleges in Ohio." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1541598466088729.
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Saunders, Charles Turner. "Native American Tribal Colleges and Universities: Issues and Problems Impacting Students in the Achievement of Educational Goals." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1319501868.
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Robinson, Shannon. "Neither Clear nor Convincing: How New Title IX Guidelines Undermine Equity, Security, Efficiency, Liberty and Welfare Goals for American Colleges." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586970200919108.
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Canning, S. N. Ross. "Creating a Climate to Realize Institutional Diversification Goals: A Phenomenological Study of Campus Diversification Best Practices." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3113.
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This study investigates the diversification plans and goals of four university or college campuses in California examining the insight and perspectives of their respective administrators. Diversification of the institution has been adopted as a strategic plan or mission goal. The investigation analyzes the strides made toward the goal by investigating the efforts of the institutions in the intercultural training of current staff and faculty. Where best practices for diversification of the institution at every level exist, I will review what is being done and contrast those findings with institutions where a diversification goal exists, but training programs for staff members fall short of industry and scholarly recommendations. An initial literature review shows few works dedicated to staff training in the intercultural arena for such institutions. My final goal is to identify best practices when they exist and examine the gaps in training that institutions may face.
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Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.
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Price, Jon Kevin. "Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-3147.
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Kaufman, Mary Ann. "An investigation of the influences of college students' goals on quality of effort and growth during the freshman year." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/80280.
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The purpose of this study was to develop and test a conceptual model of influences of motivational factors and quality of effort on two freshman-year developmental outcomes. Literature on college effects indicates the importance of student characteristics in determining college outcomes, but does not provide evidence concerning the influences that students' nonacademic goals have on their growth and development.
A sample of freshmen dormitory residents responded to the College Student Experiences questionnaire. Goals data were provided by a survey conducted during freshmen orientation. Ordinary least squares regression analyses were used to estimate effects of quality of effort dimensions, motivational factors (including goals for college), and four background characteristics on two outcomes--perceived personal-social gains and perceived intellectual gains.
The hypothesized model did not fit the data. Highly intercorrelated quality of effort scores introduced multi-collinearity and led to unreliable estimates of the independent effects of the three quality of effort dimensions. The implications of collinearity and other characteristics of the data for interpretation of results were discussed.
Regression results indicated that, among the motivational factors, the importance of social goals contributed the most to student estimates of personal-social gains while educational aspirations and certainty about major and career contributed the most to student estimates of intellectual gains. The relationships were partially mediated by quality of effort although interpretation of the indirect effects was limited by the collinearity of quality of effort dimensions. The social goals variable predicted the quality of participation both in group experiences and in personal-interpersonal experiences; educational aspirations and certainty about major and career both predicted the quality of academic experiences; and educational aspirations also contributed to prediction of the quality of personal-interpersonal experiences. The fourth motivational factor, importance of personal development goals, contributed to both outcomes but had no significant relationships with quality of effort dimensions. This surprising finding was thought to merit further investigation. Among the background characteristics, gender (female) was a strong predictor of both outcomes.<br>Ed. D.
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Iipumbu, Rebekka Nangula. "Exploring the potential of African higher education institutions in assisting the New Economic Partnership for Africa’s Development (NEPAD) to effectively achieve its goals." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2418.
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The thesis explores the potential of African higher education institutions in assisting the
New Economic Partnership for Africa’s Development (NEPAD) in its quest to
affectively achieve its goals. My contention is that higher education institutions need to
be favourably positioned in terms of institutional autonomy and academic freedom to
assist the achievement of the NEPAD goals. Moreover, there is a need for deliberative
democracy, if the NEPAD goals are to be achieved affectively, especially from the
perspective of higher education institutions.
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Edmonds, Alisha Lizette. "The Role of the Faculty in Retaining Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2445.
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Decreasing retention rates have become a serious issue at several universities in the United States. At a university in middle Georgia, retention rates have been steadily declining for the last several years. The purpose of this study was to explore how the faculty at this university might implement more educational services on campus to increase retention. Bandura's theoretical framework of self-efficacy was used in this qualitative case study. Key questions for the study asked faculty about what programs or instructional strategies they believe currently offer support to retaining students at this university, how faculty at the university perceive that they contribute to retention and graduation, and what factors faculty observe that affect student retention and graduation. Ten faculty members at the university were randomly sampled and participated in face-to-face interviews. The data was analyzed by hand using themes. The data analysis revealed that faculty believed student retention might be increased through improved student engagement, building better faculty and student rapport, developing concrete retention goals, and implementing a mentoring program. A 3-day professional development training program was designed for faculty members to increase their knowledge of student retention, student engagement, goal attainment, and services that could be beneficial in student retention. The project resulting from this research may encourage the faculty and the university to implement more resources and services for students so as to increase the retention rates. This study promotes social change by providing faculty members the results of the study and illuminating the ways to strengthen and increase the services on their campus.
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McRay, Jeni. "Assessing quality in midwest adult degree completion programs : an exploratory study." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/65.
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Prinsloo, Jané. "The impact of a Go MAD training programme on students' self-regulation / Jané Prinsloo." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2316.
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Ashworth, Phyllis Corbett. "An examination of goals for Virginia's community colleges as perceived by members of the Virginia Senate and community college presidents." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54761.
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This study compared the perceptions of members of the Virginia Senate to those of Virginia community college presidents concerning the importance of state funding of 14 community college goal areas clustered from 31 activity statements. The study sought to determine what differences existed between the two groups concerning these goals and the priorities of the two groups for funding the goals. The study also examined the effects of the urban/rural nature of a respondent’s district or service region, the length of time as a legislator or president, the geographic location of a senator’s district, political affiliation of a senator, and the size of a president’s institution on the degree of importance for funding the goals.
The study found that presidents rated all goal areas higher than did senators. Both senators and presidents agreed that 13 of the 14 goal areas were important for funding. Of these 13, however, there were statistically significant differences for 7 goal areas. Senators and presidents both disagreed that the remaining goal area was important for state funding; the difference was statistically significant. Only 2 of the goal areas showed significant differences between urban and rural respondents. Of the 31 activity statements, presidents and senators both agreed that 24 were important for state funding. On 5 of the activities senators disagreed with the importance for state funding while presidents agreed. Both senators and presidents disagreed with the importance of funding two activities. Other variables showed little effect on the responses. The rankings of goal areas and activity statements by senators and presidents showed a high positive correlation indicating congruence between the priorities for funding of the two groups.
The study concluded that there is much agreement and congruence between senators and presidents concerning goals for Virginia’s community colleges, with greatest support for occupational/technical, developmental studies, and transfer programs.<br>Ed. D.
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Macías, Luis Fernando. "Separated by Removal: Impact of Parental Deportation on U.S. Citizen Children’s Post-Secondary Educational Goals." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363007308.
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Rateau, Richard James. "Understanding the Employability of College Graduates for Success in the Workplace." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29334.
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In our increasingly competitive world, it is critical that college graduates enter the workplace with the appropriate skills to not only survive but also grow their career. Current college graduates have not consistently acquired the skills needed for success in the workplace to learn and thrive continuously in our rapidly changing world. The Virginia Tech College of Agriculture and Life Science must identify the specific strategies that develop best the needed skills for the success of the graduate and society The purpose of the study was to identify a land grant college of agriculture and life sciencesâ (LGCALS) current programmatic and classroom strategies for developing studentsâ ability to learn and thrive continuously in our rapidly changing world and a (1) explore programmatic strategies for developing studentsâ ability to continuously learn and thrive; (2) explore innovative instructors classroom strategies for developing studentsâ ability to learn and thrive continuously; (3) describe graduates perceptions of career readiness as measured through the bases of competence inventory, and finally; (4) compare programmatic strategies, classroom strategies and graduatesâ perceptions for career readiness. A mixed methods convergent parallel design guided the research. Qualitative interviews were employed for exploring experiences using an interpretive, constructivist, and naturalistic approach for research objectives 1 and 2. A cross sectional survey design and questionnaire, Making the Match, was used to conduct the quantitative research for objective 3. The mixed methods portion of the convergent parallel design was used to frame and explore research objective 4. Findings of the study detail need for curriculum improvement in problem solving, learning, time management, creativity and change, and personal strengths.<br>Ph. D.
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Williams, Harry Lee. "An Examination of the Fulfillment of the Goals for Increasing Minority Enrollment and Black Faculty/Administrators Employment in the University of North Carolina, 1980-1999." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0328102-103551/restricted/williamsH042202.pdf.
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Partin, Matthew L. "The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship Between Perceived Learning Environment and Course Performance in an Undergraduate Nonmajor Biology Course." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213985302.
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