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Humphries, Donna Irene Nisbet. "Canadian universities : a functional analysis." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29672.
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This thesis identifies a university's typical administrative structure for the purpose of establishing a framework which working university archivists can use to acquire control of university records. The organizational structure of Canadian universities is examined with respect to their functions, juridical persons, and their relative competences. This study may be defined as a "functional analysis."
The intertwined concepts of function, competence, and juridical persons serve as foundations for this thesis. A function is defined as the whole of the activities, considered abstractly, necessary to accomplish one purpose. A competence is the authority to carry out a determined sphere of activities within one function. Such authority, however, has to be delegated or assigned to a given office or individual, and that office or individual is termed a juridical person. Therefore, a link is forged between a function and a competence through a juridical person, because it is a juridical person who carries out certain duties and responsibilities within a specified function.
Since juridical persons create records in the course of executing their competence, a functional analysis establishes the provenance of the records and places the records of an administrative body in the context of their creation. A functional analysis also reveals and explains the relationships and bonds between the records, record series, and record
groups that comprise an administration's archival residue. These objectives -- understanding the organizational structure of the administrative body, identifying its functions, determining the provenance of its records, and placing records in the context of the activities that generate them — help archivists and records managers acquire a fundamental level of intellectual control over the administrative body's records. Without this knowledge, archivists and records managers cannot proceed with any of their own practices.
By studying the history and development of universities from the Middles Ages to the twentieth century, this thesis identifies four functions which are common to all universities: Sustaining Itself, Teaching, Research, and Service to the Community. A number of juridical persons, either in the form of administrative bodies or individuals who comprise the administrative structure of the university, are then examined, and the functions with which with they are entrusted are ascertained by studying their competences. As a result of this analysis, the typical organizational structure of a university is revealed, the functional provenance of records created by universities (as a whole) are identified, and its records are placed in the context of the activities that generate them.<br>Arts, Faculty of<br>Library, Archival and Information Studies (SLAIS), School of<br>Graduate
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Roberts, Patrick S. "Transformational leadership at urban and metropolitan public universities." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1134048689.
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Dissertation (Ph. D.)--University of Akron, Dept. of Public Administration and Urban Studies, 2005.<br>"December, 2005." Title from electronic dissertation title page (viewed 08/30/2007) Advisor, Raymond W. Cox III; Committee members, Ralph P. Hummel, Ramona Ortega-Liston, Sharon D. Kruse, Lawrence F. Keller; Interim Department Chair, Charles B. Monroe; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Barnes, Christina M. "EXAMINING CAMPUS CRIME AT VIRGINIA’S COLLEGES AND UNIVERSITIES." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1816.
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This dissertation examines reported campus crime at Virginia’s institutions of higher education. Utilizing secondary data and content analysis, the research seeks to determine the amount and types of crime occurring on Virginia campuses and which correlates explain such crimes. Three sources of campus crime statistics are included and scrutinized in detail, including the Clery Act statistics, Virginia Incident-Based Reporting statistics and campus crime logs. Regardless of data source, findings indicate that the vast majority of reported campus crime is comprised of property offenses. The research argues to separate analyses by campus police departments versus campus security departments for more meaningful findings. For multivariate analysis, the study employs campus crime logs as the outcome measure for reported campus crime. The results indicate that, in all models, percentage of students living on campus significantly contributes to the explanation and prediction of total, violent/personal, and property crime log offenses reported per 100 students at institutions with either campus police departments or security departments. Additionally, percentage male enrollment was found to significantly contribute to violent/personal offenses reported per 100 students at institutions with campus police departments. Implications of findings and recommendations for policy and future research are discussed.
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Yarbrough, Marianne (Marianne June). "The Administration of Auxiliary Services in Texas Public Universities: Analysis and Proposed Integrated Model." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278759/.
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The problem of this study was to develop a model for the administration of auxiliary enterprises in Texas higher education as a cooperative effort of administrators and input from other sources. The purposes were to determine which administrators currently have the responsibility for the management of auxiliary services, to evaluate the correlation between the type of administrator and the concern for fiscal and student needs, to identify problems and opportunities for useful administration, and to develop a model integrating the strengths of each administrator and the implementation of new ideas to improve auxiliary enterprise management. A survey instrument consisting of three types of questions was mailed to both Vice Presidents of Fiscal Affairs and Student Affairs at all 26 four-year public institutions in Texas. Part I questions were informational, designed to determine who administers auxiliary services. Part II consisted of 20 questions on a Likert scale to obtain both opinions on the theories of the research, and specialized knowledge of the administrators. Part III was free response to solicit ideas from the administrators for the construction of the model. Paired t-tests were performed to determine knowledge strengths of the administrators. All other information was presented in frequency tables or narrative summaries.
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Naumann, Donald R. "Student Affairs Personnel as Agents of Institutional Mission at Catholic Colleges and Universities." Thesis, Notre Dame of Maryland University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735891.
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<p> This study investigated the methods of professional development used for institutional mission education, the role of the senior student affairs officer in delivering professional development, and the frequency of mission education that entry-level staff receives within the Division of Student Affairs at Catholic colleges and universities. The targeted population for the study encompassed senior student affairs officers (SSAOs) working in student affairs at Catholic colleges and universities within the United States. </p><p> The study found that prior knowledge and understanding of institutional mission is important for new entry-level student affairs practitioners to join the Catholic college or university student affairs community. The study also categorized common strategies of education for institutional mission into two subgroups: formal and collaborative. Finally, the research study found that there were no institutional characteristics that were significantly linked to institutional mission education training for new student affairs staff. However research results showed a slight difference in that institutions with Offices of Mission offered mission training with greater frequency than institutions without an Office of Mission.</p>
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Evener, Julie. "Organizational Learning in Libraries at For-Profit Colleges and Universities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5327.
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Academic libraries contribute to student engagement, student learning, and retention; therefore, the effects of improved library services for students may be positive and long lasting. However, despite successful application of organizational learning (OL), a strategic process for improvement, to enhance services in academic libraries, little is known about OL in libraries of for-profit colleges and universities (FPCUs). The purpose of this sequential explanatory mixed-methods study was to assess and explore the use of OL in libraries at FPCUs. Argyris and Schön's theory of organizational learning grounded this study. Responses to Chen's Processes and Phases of Organizational Learning Questionnaire, completed online by 38 respondents following a recruitment posting submitted to the electronic mailing list of the Association of College & Research Libraries Librarianship in For-Profit Educational Institutions interest group, reflected medium to high levels of OL in the libraries in the study. Multiple regression analysis indicated that the number of students enrolled was negatively related to OL score. Six survey respondent volunteers were interviewed to better understand how library staff members in FPCUs experienced OL. Common themes included external pressures from the FPCUs that made it more difficult for their libraries to implement OL, as well as the importance of communication among library team members. As a result of these findings, a manual about OL strategies for library employees in FPCUs was created. More knowledge about OL and its implications could lead to positive social change as libraries use it to better contribute to student learning and success.
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Ward, Linda Gail. "An analysis of the role of women in Texas Baptist higher education administration." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332563/.
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This study addressed the role of women in higher education administration in the eight Baptist universities in Texas. The purposes of this study were to examine the standards and practices of general administration as viewed by administrators within Baptist higher education and to analyze the influences upon the role of women in administration in the eight Texas Baptist universities.
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Campbell, Daniel Ray Lehne. "The role and development of the research administration profession in higher education." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/d_campbell_041810.pdf.
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Thesis (M.A. in educational administration)--Washington State University, May 2010.<br>Title from PDF title page (viewed on June 29, 2010). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 51-56).
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Luo, Wenyan. "Student conduct systems at public colleges and universities in China." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/88.
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The purpose of this qualitative study was to use the systems theory as the analytic framework to examine student conduct systems (SCSs) in Chinese colleges and universities. analyze environmental factors that influence SCSs. and explore administrators' recommendations for improvement of SCSs. Ten public universities were randomly selected from twenty-nine four-year universities in Zhejiang province. Documents related to student conduct systems from ten universities were analyzed, and thirteen administrators and one school counselor from nine universities were interviewed. While the findings of this study supported the previous research on many points, this study differed from the current literature in three important ways. First, this study provided insight into perceptions of administrators and counselors working at the forefront of SCS at Chinese universities regarding the educational purposes of SCSs and how the campus community members attempted to make the student conduct system work to achieve those purposes. This study also provided administrators' understanding of tension between educational roles of SCSs and damaging effects of formal punitive sanctions on students. Second, this study illustrated how administrators and counselors dealt with the educational and legal nature of SCSs while handling student conduct issues. This study first showed that student rights the investigated Chinese universities accorded exceed what laws and regulations require. Meanwhile, this study suggested that administrators appeared inure practical in dealing with student misconduct: they were trying to make a balance between complying with the basic legal requirements and handling student conduct issues more effectively and efficiently. The study showed that the majority of disciplinary cases were handled through informal resolution and administrators tended not to complicated the disciplinary processes. Third, this study explored environmental factors that affected SCSs in China. This research uncovered many aspects of the social environment that influenced SCSs, including laws and regulations, traditional culture, societal change, practices of peer universities and parents and public opinion. Factors within the university system included: university administrative systems, governance practices, educational objectives, university traditions especially those involving SCS historic and current practices, and the quality of student body.
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Scott, Michael R. "Administrator and faculty support for assessment at Virginia public colleges and universities." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134434/.
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Dougherty, Kelly F. "Enrollment variations as related to selected support personnel hiring practices at four major universities in Indiana." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/469580.
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The purpose of the study was to determine whether the State supported Universities in Indiana adjust the number of selected support positions as enrollments vary. To facilitate reporting the data the study was written in five chapters. Chapter I included an overview that delineated the purpose for the study and organization for subsequent chapters.Chapter II presented a review of related research and literature directly pertaining to the study. No literature or research has been found that quantitatively describes what a minimum selected support staff should be, or what existing ratios are. Evidence exists within the literature and research to support the concept that the human resources approach to the personnel function is impacting higher education through the larger society. Evidence exists to support the notion that unions will continue to play a vital role in assuring that support services within higher education will receive a larger percentage of administrative attention within the next decade.Chapter III contained an explanation of the methods and procedures employed to derive the necessary data. The chapter contained procedures for selecting the population, methods used in the collection of data and methods used for analysis of data.Chapter IV contained the data collected from the respective Directors of Personnel Services of the selected institutions and enrollment data collected from the National Center For Educational Statistics. The data was presented in narrative form with the tables and figures utilized to report the raw data.Chapter V provided a summary of the study, findings, conclusions, and recommendations. The findings support the following selected conclusions:1. There has been a generally positive relationship among enrollments and the number of selected support staff positions during the time span stipulated within the study.2. During the time span stipulated within the study, enrollments at all universities have increased at a greater rate than selected support staff positions, although specific yearly negative relationships did occur.3. There appears to have been no conscious effort on the part of personnel directors at any institution studied to either establish appropriate support staff to student ratios or to maintain any such ratio.
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Lewis, Gary Allen. "A comparative analysis of governance in U.S. colleges and universities." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52302.
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The goal of this research was to determine whether governance varied among institutions of higher education in the U.S. and how this Variation was related to the size of the institution, the nature of its charter, and a measure of its quality. The proposed model identified four governance types based on the dichotomization of faculty and administrative power. Relationships were hypothesized between governance type and three predictors: size, charter, and institutional quality. Data were gathered by telephone interviews, inquiries to organizations, and document analyses for 40 comprehensive colleges and universities.
A three-way (2x2x2) ANOVA revealed no significant (alpha = .05) differences in relative faculty-administrative power when the institutions were categorized by size, charter, and quality, nor were any of the interactions among size, charter, and quality significant (alpha = .05). The chi-square statistic was used to compare the number of correct predictions to the number expected by chance. The chi-square was not significant at alpha = .05. The model was revised using the difference between faculty and administrative power to redefine governance type. The number of correct predictions increased, but the chi-square was still not significant at an alpha of .05.<br>Ed. D.
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Connors, Donald R. 1936. "Quality Indicators for Private Liberal Arts Colleges and Universities." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279089/.
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The purpose of this study was to identify indicators of quality for liberal arts colleges and universities as defined by internal and external constituents, and to compare the results of this study with those of two-year public institutions. The internal constituents included college and university presidents and faculty, and the external constituents consisted of officers of Chambers of Commerce and the Kiwanis International, representing business and industry. A survey instrument of 70 items was sent to the constituents of 148 institutions accredited by the Southern Association of Colleges and Schools. A total of 592 surveys were sent with an average response rate of 56.93%. The study was limited to Baccalaureate (Liberal Arts) Colleges I and Baccalaureate (Liberal Arts) Colleges II according to the Carnegie Foundation for the Advancement of Teaching. There were 57 survey items identified as indicators of quality by agreement of all respondent group means. The highest ranked indicator of quality was faculty commitment to teaching. The Analysis of Variance revealed close agreement by constituents on 17 of the quality indicators. There was close agreement also that three of the survey items were not indicators of quality. Fisher's Multiple Comparison test revealed that various constituents rated some survey items significantly higher than all other groups. The items that presidents, faculty representatives, and Chamber of Commerce officers each rated significantly high indicated the unique perspective of each constituent group. The Kiwanis officers responded similarly to the Chamber officers but did not rate any survey items significantly higher than other groups. Internal constituents rated seven items significantly higher than external constituents. These items centered mainly on faculty characteristics. External constituents rated three items higher than internal constituents. These survey items focused mainly on curriculum issues that related to the community and real-world problems. Seventeen conclusions were drawn from the study and implications for practice were formulated in areas such as faculty teaching, student interaction, learning outcomes, institutional effectiveness, external constituents, goal setting, advertising, and recruiting.
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Dewees, Bridget Pinckney. "Exploring Managerial Solutions for Faculty Satisfaction at Historically Black Colleges and Universities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2532.
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American higher education in general, and Historically Black Colleges and Universities (HBCUs) in particular, have experienced a 30-year decline in faculty satisfaction, which has had a negative impact on overall institutional effectiveness. The purpose of this phenomenological case study was to explore managerial solutions for faculty satisfaction by applying Herzberg's 2-factor theory to the insights and experiences of 12 tenure-track faculty members at an HBCU in the southeastern United States. Data were collected through semistructured interviews. The results were sorted, coded, and organized using content analysis software into key Herzberg factors that influenced faculty satisfaction at the study site. Work conditions, institutional administration and policies, personal attainment, and the nature of work were the primary themes. One major cause of faculty dissatisfaction was difficulty in teaching underprepared students. The results suggest the institution should focus on faculty development initiatives for effective teaching strategies, develop a faculty on-boarding process, establish an administrative leadership program, and improve the tenure and promotion process. Upon their implementation, such initiatives will promote a positive ambiance at the study site and improve faculty satisfaction and, thus, overall institutional effectiveness. The results are also applicable to similar institutions aspiring to enhance, faculty performance, satisfaction, and organizational excellence. The results of this study also create positive social change by providing managerial research that contributes to the vibrancy of Historically Black Colleges and Universities.
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Mbuthia, Lydia Muthoni. "The influence of service performance measurement on service delivery: expectations of university students in Kenya." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021064.
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The demand for university education has increased at a higher rate than the resources available for universities to offer the required services. In Kenya, the demand for university education has continued to rise with university enrolment increasing tremendously over the last four decades. This growth calls for an investigation to find out the impact of this expansion on service delivery in universities. Kenya has thirty-nine fully-fledged universities that have been accredited by the Commission for University Education (as at 31st March 2013). Twelve others are operating with interim letters of authority (ILO). This development has created competition amongst universities and, as a result, necessitated the development of strategies to ensure survival in this changing environment. The review of existing literature on this subject has established that service delivery is a service differentiator and therefore could be utilised by universities to gain a competitive advantage and therefore enhance their overall performances. Based on this background, this study sought to establish the influence of service performance measurement on service delivery in relation to the expectations of university students in Kenya. Secondary sources were used to formulate a theoretical model of the influence of service performance measurement on service delivery that guided this study. The theoretical model indicates that non-academic aspects, academic aspects, reputation, programme issues and access factors may influence service delivery at the university. These five dimensions were used in the study as the independent variables of service delivery at the university. The outcomes of service delivery at the university were identified as student expectations, student satisfaction, student loyalty and student retention in the theoretical model; these were treated as dependent variables. Hypotheses were formulated that proposed relationships between the independent variables and service delivery. Hypotheses in respect of relationships between service delivery and the outcomes were also developed. A quantitative research approach was adopted to empirically evaluate the relationships between service delivery and the variables in this study. Data for the study was collected through the use of a structured self-administered questionnaire that was distributed to 720 university students in Kenya. Six hundred and thirty useful survey responses were received from fifteen universities. The data collected was subjected to factor analysis and multiple regression analysis to test the hypothesised relationships between the variables and service delivery. Descriptive statistics were also obtained from the raw data. The findings of this study indicate that non-academic aspects, academic aspects and access factors have positive and significant influence on service delivery in Kenyan universities. The quality and adequacy of academic, entertainment and sports facilities together with increased accessibility to services by students are important factors that influence service delivery at a university. The university students would like to be treated with respect and courtesy by academic and administrative staff during these service encounters. The empirical results of the study also reveal that student perceptions of service delivery impacts positively on student expectations, student loyalty and student retention related to convenience as well as student retention related to quality assurance.
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Moreton, April L. "Career Paths of Female Chief Academic Officers in the Council for Christian Colleges and Universities." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2788/.
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This study examined the career paths of women administrators serving as chief academic officers in Christian colleges and universities which belong to the Council for Christian Colleges and Universities (CCCU). The CCCU is a professional association of evangelical Christian institutions dedicated to integrating faith and learning. The exploration included each administrator's demographic information; her early, adolescent, college, and graduate school experiences; early vocational experiences; the effect of marriage and motherhood on her career; critical factors she identified as important in achieving her current position; and the importance of spiritual convictions or Christian faith in career decision making. Sixteen of the eighteen identified women holding the rank of chief academic officer agreed to participate in the study. The typical woman administrator was 50, married, and the mother of one or more children. She most likely had received her education in the humanities, with the terminal degree of choice being a Ph.D. She had served at her current institution for more than five years, but in her current administrative position for less than five. As an adolescent she excelled in the humanities, less so in math and science, and was involved in many extracurricular activities, including music endeavors, leadership, and her local church. She had received the most encouragement from her mother, although both parents expected her to do her best in school. For post secondary education, she had benefited from a mentor, had excelled easily, and had taken no time off between her bachelor's and master's degrees or between her master's or doctoral degrees. Although she had aspired to teach and received most of her early vocational experience in the professoriate, she had not aspired to be an administrator. As an adult, she had married in her 20's and had children before the age of 30. She had an unusually supportive spouse and believed her marriage to be a key factor in her career success. Her family and professional roles were potentially conflicted and required her to "juggle" her responsibilities. She believed the influence of her mentors, faith influences, and chairing an academic department were critical experiences that had led to her position in administration. Regarding her spiritual convictions and disciplines, she adamantly believed both affect her daily work and personal life. CCCU women administrators are deeply committed to their Christian higher education callings, highly educated, persistent, spiritually minded, and devoted to their families.
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Sullivan, Linda S. "Post-implementation success factors for enterprise resource planning (ERP) student administration systems in higher education institutions." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002698.
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Weideman, Renee. "Evaluation criteria for selected administrative and support systems in South African higher education institutions." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1082&context=td_cput.
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Bhebhe, Gladwin. "Stakeholder participation in strategic planning processes at three colleges of education in Zimbabwe: towards the development of a participatory process in strategic planning." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006246.
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This study investigated stakeholder participation in strategic planning processes in three teacher training colleges in Zimbabwe. The study was conducted within the qualitative research methodology. Three colleges of education were purposively sampled. All principals in the sampled sites took part in the study. Two Heads of Departments (HODs), two Lecturers in Charge (LICs) two Students Representative Council (SRC) members as well as College Advisory Council Board Members (CACBM) participated in this study. A total of 18 informants participated through interviews. Documents such as strategic planning minutes were scrutinized. Strategic planning meetings were also observed at two sites. The findings were that the practice of strategic planning still appears to be rigid and bureaucratic for organizations that operate in rapidly changing environments such as those in Zimbabwe. Secondly, participation in strategic planning is not all inclusive; only a select few individuals do take part in the planning exercise. Colleges of education and the Ministry focus on the product activities, that is, crafting the strategic plan. They seem to ignore the process activities such as reviewing plans periodically and taking note of key performance indicators which promote continuous improvement. The study also found that participants received no formal training in strategic planning and that the planning process was skewed towards control and compliance; and exhibited managerial accountability tendencies which lie within central bureaucratic approaches. The main recommendations were that the Ministry of Higher and Tertiary Education and the Department of Teacher Education, at the University of Zimbabwe, in consultation with relevant stakeholders should, develop norms and standards for teacher education to align Zimbabwe‟s stakeholder participation in strategic planning to the global trends. Colleges should supplement their understanding of operational contexts by exploring possible future trends and circumstances. The criteria for reviewing strategic plans should be developed by peers, and practitioners in the field, in consultation with national norms and standards for teacher education.
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Rogers, Kathi L. "Student Services in Bible Colleges and Universities Accredited by the Accrediting Association of Bible Colleges (AABC)." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2503/.
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This study attempted to determine the types, extent, and quality of student personnel services in colleges and universities accredited by the Accrediting Association of Bible Colleges (AABC). The Basic Services Questionnaire (BSQ) was adapted for use among Bible colleges and universities and mailed to chief student affairs officers representing 69 Bible colleges in the United States accredited by the AABC. Of the 71 surveys mailed (two institutions employed both a Dean of Men and Dean of Women), 46 were returned for a response rate of 65 percent.
Chi-square tests of goodness-of-fit were performed on the data in order to categorize the types, extent, and quality of student services provided by the institutions. The Mueller-Schuessler Index of Qualitative Variation was used to determine the homogeneity, or heterogeneity, of the chief student affairs officers when grouped according to specific variables (gender, ethnic origin, major for highest degree earned, and highest degree earned). Frequency counts and percentage distributions were used on demographic data to present a profile of chief student services administrators at AABC schools.
The results of the study point to four conclusions. First, the types of student personnel services provided by American Bible colleges and universities accredited by the AABC closely match those offered by the Southern Association of Colleges and Schools (SACS) as essential to student services divisions within colleges or universities.
Second, the extent of the student personnel services provided by American Bible colleges and universities accredited by the AABC was average to broad. Student services such as student development and financial aid were rated as broad to very broad.
Third, quality of student personnel services at AABC institutions was fair to good. Financial aid services and student activities were rated as very good.
Fourth, the chief student affairs officers at American Bible colleges and universities accredited by the AABC were homogeneous in regard to gender, ethnicity, and education.
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Harriel, Holly Elizabeth. "Urban universities and colleges as anchor institutions| An examination of institutional management practices." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721038.
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<p> In the last twenty years, anchor institutions such as universities and academic medical centers have been addressing societal problems in building a more democratic, just, and equitable society (Taylor, 2013). Anchor institutions are those nonprofit or corporate entities that, by reason of mission, invested capital, or relationships to customers or employees, are geographically tied to a certain location (Porter, 2002; Taylor, 2013).</p><p> This study sought to understand what organizational capacity is needed by urban universities in order to undertake large-scale neighborhood revitalization efforts. This study used qualitative research methods to examine the University of Chicago’s Washington Park Incubator project, established in 2011, and Johns Hopkins University’s East Baltimore Development Initiative, established in 2001. Through 22 interviews with executive and senior university officials, leaders of community-based organizations and neighborhood residents, this study sought to answer two research questions: What strategies do anchor institutions use to seed, support and sustain their anchor initiatives? What are the barriers or complexities to forming sustainable agreements and cohesion around partnership collaboration?</p><p> This study found that IHE anchors use three critical strategies to sustain their work: the role and actions of a university’s president, the role of the board of trustees, and the use of community boundary spanners as leaders of partnerships. A major barrier to sustainability and a primary challenge to achieving cohesive partnership agreements with partners is historical mistrust. The findings were situated within a university real estate investment model (Austrian & Norton, 2005), an engaged institutions leadership model (Sandmann & Plater, 2009), and a framework for community boundary spanners (Weerts & Sandmann, 2010) to explain how these models impact the sustainability of IHE anchor initiatives.</p><p> Conclusions drawn from this study will equip urban college and university executive and senior leaders and operational administrators as well as community leaders with insight into how to sustain anchor institution partnerships. </p>
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Masoud, Khalid S. (Khalid Saad). "Perceived Responsibility, Authority, and Delegation of Department Chairpersons Compared to Perceptions of Faculty in Saudi Arabian Universities." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc935749/.
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This investigation compared the perceptions of responsibility, authority, and delegation held by department chairpersons and those held by faculty members in Saudi Arabian universities. The three purposes of the study were to determine differences in perceptions between department chairpersons and their faculty members, to determine any significant interaction between the independent variable (position) and each of the eleven clarification variables with respect to respondents' perceptions, and to determine any significant difference in perceptions between respondents in different categories of each of the clarification variables. The findings were as follows. There was a significant difference in perceptions of responsibility between department chairpersons and their faculty members, but no such difference was found for authority or delegation. Significant interactions were found between position and three of the clarification variables with regard to perceptions of responsibility, between position and none of the clarification variables with regard to perceptions of authority, and between position and four of the clarification variables with regard to perceptions of delegation. In addition, significant differences in perceptions were found among categories of six clarification variables with regard to responsibility, of four clarification variables with regard to authority, and of seven clarification variables with regard to delegation.
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Santarosa, Michael C. "An exploration of moral potency among registrars and admission directors at U.S. colleges and universities." Thesis, Indiana Wesleyan University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742930.
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<p> Many organizational leaders know the right course of action to take when facing moral dilemmas and yet fail to take the appropriate moral action. Moral potency, consisting of moral courage, moral efficacy, and moral ownership, is a new construct developed to help explain some of the motivational factors associated with organizational leaders who actually engage in morally commendable conduct. Given the prominence of lapses of ethical conduct among organizational leaders, there is growing interest in explaining the drivers of ethical actions in all industries including higher education. This research compared the relationship of moral potency among two groups of organizational leaders within higher education, registrars and admissions directors working at regionally accredited four-year colleges and universities in the United States, to see if significant differences existed that may help explain some of the positive and negative outcomes associated with the two professions. The hypotheses associated with this study were not supported because the data indicate that no significant difference exists among egistrars and admissions leaders related to the factors associated with moral potency. Both registrars and admissions directors possess relatively equally high levels of moral potency. However, a significant correlation was found for moral efficacy and size of institution suggesting that registrars and admissions directors working at larger institutions were more confident in their ability to address moral issues than those working at smaller institutions. Another positive correlation was found between moral courage and approximate number of years registrars and admissions directors served in in their respective positions providing evidenced that those holding their positions longer were more likely to persist in the pursuit of ethical behaviors despite hardships or negative pressures they may face.</p>
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Melton, Douglas Owen. "A Study of Institutional Advancement in Selected Southern Baptist Colleges and Universities." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc332733/.
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The purpose of this study was to determine what institutional advancement processes are currently operating in a sample of Southern Baptist 4-year colleges and universities ("what is") and how these processes compare with Wesley K. Willmer's model of an effective small college institutional advancement program ("what ought to be"). An overview of advancement literature suggested that Willmer had developed the best model of an effective, small college advancement program. Willmer's model consisted of five benchmarks which focused on the following: institutional commitment, authority and organizational structure, personnel resources, advancement activities and functions, and evaluation. Willmer developed the model based on his review of advancement literature and results from a survey he sent to 191 small colleges as part of his 1980 dissertation. The same survey instrument, with slight revisions, was subsequently mailed to more than 650 small colleges over a seven year period and through a series of three studies in 1985, 1989, and 1992.
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England-Siegerdt, Christy Anne Parker James C. McCluskey-Titus Phyllis. "Faculty members' experiences with a university strategic planning process." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152931&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177594955&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on April 26, 2007. Dissertation Committee: James C. Palmer, Phyllis McCluskey-Titus (co-chairs), W. Paul Vogt, Dianne C. Gardner. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
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BALTES, PAULA CHOATE. "TOWARD A THEORY OF RETRENCHMENT IN HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187924.
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This study was directed toward building a theory of retrenchment. To understand better institutional behavior during decline, it seemed pertinent to determine whether a patterned sequence of institutional responses to fiscal stress existed. Previous studies suggested a pattern of responses but had not analyzed those actions over a long period of time. This study examined the responses, over a ten-year period, of twenty-three, four-year colleges and universities that were observed in A Report on the Financial Conditions Project (1981) by the American Council on Education and the National Association of College and University Business Officers. Data collection centered around five response categories--operations, programs, faculty and incentives, policy development, and severe responses. Analysis was a two-phase process: secondary analysis of the ACE/NACUBO report provided data for FYs 1975-78, and analysis of questionnaire results revealed institutional responses during FYs 1979-81 and 1982-84. Institutions were grouped by enrollment experience. It was hypothesized that more political, less reactive measures would be used in the early stages of stress, but that more reactive, traditionally rational actions would become commonplace and more acceptable once the need for change was apparent. In the aggregate, the study found a pattern of responses: More political operational and programmatic responses preceded the more traditionally rational responses. With time, rational actions associated with policy development and the faculty and incentives category increased. The severe responses, though small in number, were confined to the declining institutions. Disaggregated data showed that institutional behavior was individualistic. Contrary to what was anticipated, more rational decisions frequently were not associated with decline; growing/stable institutions often were more responsive than declining ones. The study found that, since 1978, faculty participation in planning and implementation of retrenchment strategies increased; such responses likely attempt to make the change more agreeable. Contrary to the literature, respondents indicated that innovative activity increased as the result of fiscal stress, and that faculty morale improved. Furthermore, there is an apparent relationship between decline and the appointment of new presidents.
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Manuelito-Kerkvliet, Cassandra. "Widening the circle : mentoring and the learning process for American Indian women in tribal college administration /." view abstract or download file of text, 2005. http://www.lib.umi.com/cr/uoregon/fullcit?p3181109.
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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 96-104). Also available for download via the World Wide Web; free to University of Oregon users.
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Mills, Campbell Dawn. "Exploratory Inquiry| Fundraising at Historically Black Colleges and Universities to Reduce Resource Dependence." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638454.
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<p> Resource dependence has been evidenced among private HBCUs that obtain as much as 90% of operating revenue from tuition and fees. Without alternative funding strategies in place, small declines in enrollment can lead to a major budget crisis. The basic premise of this exploratory inquiry was that fundraising represents an opportunity that has been successfully utilized by many large, predominantly White institutions, but ineffectively by most private HBCUs. Focusing on five private HBCUs in the southeastern United States, this exploratory study investigated the challenges development and fundraising leaders from these institutions have experienced and strategies they have implemented to mitigate these challenges. Three themes emerged from the interviews with the five fundraising leaders: (a) lack of access to wealth, (b) understaffing with inadequate stewardship, and (c) church resource dependence. What was evident from the findings was the usefulness of fundraising dollars in helping the institutions meet critical needs, such as keeping student tuition affordable, providing students with scholarships to fill in gaps between the financial aid they receive and the cost of tuition and fees, and conducting much-needed campus maintenance and repairs. However, though the institutions made strides toward measured fundraising successes, the results revealed that these private tuition-dependent HBCUs were still challenged with securing funds above and beyond the basic fiscal needs of the day-to-day operation of the institutions. In short, the identified fundraising successes paled in comparison to the fundraising successes of many large, predominately White institutions and equated to little more than crisis fundraising typical among HBCUs.</p><p>
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Urairat, Yamchuti Rau William Charles Padavil George. "Factors influencing academic achievement of business administration department students in Thai private higher education institutions." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064544.
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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed January 26, 2006. Dissertation Committee: William C. Rau, George Padavil (co-chairs), James Palmer, Phyllis McCluskey-Titus. Includes bibliographical references (leaves 115-120) and abstract. Also available in print.
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Law, Yin-lan Ellen, and 羅燕蘭. "Reinventing the course provision process of City University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31964783.
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Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.
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Senie, Kathryn C. "Implementing Transfer and Articulation| A Case Study of Community Colleges and State Universities." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621992.
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<p> Higher education in the United States is facing increasing demands for accountability in response to dismal college completion rates. Seeking to increase educational effectiveness, many states reform higher education governance structures (Novak, 1996). Both states and higher education governing bodies have sought to increase college completion by improving community college to university transfers (Kisker, Wagoner & Cohen, 2011). Transfer and articulation policies have been part of higher education for years, yet have rarely exceeded 33 percent (Townsend & Wilson, 2002).</p><p> This study explored the cultural aspects of a new transfer policy from the perspectives of key stakeholders. It relied upon five precepts proposed by Tierney (2008) to determine the effectiveness of governance communication and decision-making. Handel's (2011) theory of a transfer affirming culture framed the findings as to the elements of transfer success at the community colleges and state university. Added to this theory was the work of Jain, Herrera, Bernal, and Solorzano (2011) which defines the requisite services for pre-transfer and post-transfer success of non-traditional students. This study was guided by the following research question: How do community college and state university faculty, administrators and staff perceive the transfer articulation policy in relation to their campus cultures?</p><p> A qualitative multi-site case study design was used to gather rich, descriptive, in-depth information (Stake, 1995). Semi-structured interviews were conducted with <i>N</i>=5, faculty and <i>N</i>=5, elite informants and <i>N</i>=1, staff. Three focus groups (<i>N</i>=3) were conducted with <i>N</i>=7 faculty, and <i>N</i>=7 staff. Data collection included <i>N</i>=7, observations of faculty meetings and analysis of documents that were pertinent to the study. The researcher analyzed transcripts, field notes and documents to corroborate major themes (Boyatzis, 1998).</p><p> Findings revealed that difficulties may exist between community college curricula and student transfer pathways as well as a cultural gap between community colleges and the state university. They also showed the politics surrounding higher education governance reform and a clash of political and academic cultures. This study may help policy makers promote state wide transfer and articulation initiatives and be instructive for faculty, administrators and staff as they create a transfer affirming culture on their campuses.</p>
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Mitchell, Alan Robert. "Administrators' perceptions of the outcomes of implementing three provincial policies on community college governance in British Columbia." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27669.
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Recent students of policy have devoted much attention to the analysis o-f policy implementation, describing the changes that occur during the implementation of policy in various ways. This is another such study, the purpose of which was to determine how administrators of community colleges perceived the outcomes of implementing three provincial policies concerned with governance of the college system in British Columbia. The provincial Government, through the Minister and Ministry staff, was the policy formulator, community college governance was the policy topic, and community college system administrators were the implementors. A subsidiary purpose is to determine what discrepancies, if any, existed between the policies' intentions, and the outcomes o-f those policies as perceived by the implementors.
Guided by a conceptual framework developed from the literature on policy implementation and based on Easton's (1965B) political systems theory, a case study method was used to collect and analyse the data.
The documented and perceived intentions of formulators in relation to the three policy initiatives examined were reasonably congruous, but only two of the policies were perceived to be implemented in a way that corresponded at all closely to the policy intentions. From an analysis of the perceptions of policy implementors, a number of different outcomes emerged which did not align with the intentions of those who formulated the policies. The following major conclusions were reached. 1 Governance of the community college system in B.C. was perceived to have become more simplified and efficient as a result of the policies.
2 Administrators perceived that decision—making moved from the Councils to the Minister and the Ministry office, thus providing a more centralised governance structure.
3 There appeared to be an interesting connection (strong relationship) between administrators' perceptions of intent and their perceptions of outcomes.
4 It was perceived that a lack of trust existed between the Ministry and various interest groups involved in the governance of the college system.
The findings have practical, theoretical and methodological implications, including recommendations for future policy-makers, some additions to the body of knowledge on policy implementation, and some suggestions for further research on this topic.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Arcuri, Nicolina. "Faculty and chair perspectives on leadership and it's impact on departmental outcomes." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79281.
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Higher education is experiencing a changing context. Strong leadership is demanded to overcome these challenging times. While management literature offers the transactional-transformational leadership model, the higher education literature argues that applying a managerial leadership model to the academic context ignores the principles of academe. This study examines the relevance of such a model within the academic context. More specifically, the study focuses on transactional-transformational leadership styles and the extent to which chairs' self and faculty members' perceptions of chairs' leadership converge. The study also examines the perceptions of the influence of leadership style on departmental outcomes, extra effort, effectiveness, and satisfaction. This study found that chairs and faculty perceive transformational leadership best characterizes effective leadership. A significant overall group difference was found, suggesting that chairs view themselves to be more of a transformational leader than faculty perceives them to be. Also, chairs and faculty perceived transformational leadership to best predict the departmental outcomes, however there was a divergence between groups as to which transformational factors are predictors of the three outcomes.
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Robinson, Emily Erin. "Mothers, Workers and Students: Examining the experiences of single mothers transferring from community colleges into universities." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03302010-132936/.
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Single parent households are on the rise, and female headed households are more likely to live in poverty than other single parent households (Holyfield, 2002). Many single mothers who do not have an undergraduate degree see education as a way out of poverty (Holyfield, 2002; Heller & Bjorklund, 2004). This research was undertaken to highlight areas where universities are assisting single mothers to attain a degree. This qualitative study utilized semi-structured in depth interviews of 16 single mothers who transferred from community college to a university. Three themes emerged regarding the educational experiences of single mothers who work and attend college. The first theme, âFinding my way to and through collegeâ; highlights their motivating factors, their support network(s) and their feelings of pride. The second theme, âStruggle for legitimacy as a parenting studentâ focuses on the challenges that confront mothers as students: invisibility within the institution, and the fact that motherhood is a full time job which she cannot neglect. The final theme, âStriving for balance between multiple rolesâ centers around how they cope with their multiple obligations: knowing herself (honoring abilities as well as limits), and overcoming time scarcity (by managing multiple priorities). Women in this study were challenged by financial need not met by aid packages, finding appropriate child care, insensitive instructors and class schedules which made working difficult. These women were proud of their academic accomplishments and felt supported by institutional recognition of success. They were also supported by student health, counseling services and academic support programs.
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Welch, Courtney. "Leadership Frames of Female Presidents of American Research Universities." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3196/.
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This study used case studies to examine the leadership frames of female presidents of four-year, public and private, coeducational research institutions both from the Intensive and Extensive Carnegie classifications within the United States. The population (N=30) surveyed was sent the Leadership Orientation Questionnaire (Self) developed from the previous research conducted by Lee Bolman and Terrance Deal. The Bolman and Deal leadership frame theory condensed existing organizational theories into a four-frame perspective consisting of a structural, human resource, political, and symbolic frame. Bolman and Deal theorized that the ability to use more than one frame is considered to be critical to the success of leaders and intensify that leader's capacity for making decisions and taking effective actions. The Leadership Orientation Questionnaire (Self) contains five sections that include rating scales for personal demographics, the four frames, eight leadership dimensions, and management and leadership effectiveness. The research questions sought to identify the demographic characteristics and academic histories of the survey participants and the associations between these variables, the leadership frames represented among the survey participants, and how many, and which, of the four frames the survey participants use collectively. This study allowed its participants to examine their perceptions of their own leadership frames in order to analyze the frame that dominates the way certain universities communicate. Thirteen of the thirty presidents (43%) completed and returned the survey. Survey participants who had 20 or more years of experience were more likely to exhibit the human resource or symbolic frame as their dominant style; presidents whose years of experience numbered less than 20 years exhibited a mulitframe perspective in their decision-making process. Overall, this research found that the survey participants exhibited most often the human resource frame, followed by the symbolic, structural, and political frames.
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Spencer, Rosa Chiffon. "A Study of High School Dual Enrollment Participation at Alabama's Public Colleges and Universities." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639302.
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<p> This case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs. </p><p> This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?</p><p>
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Langley, Dorothy. "Faculty Roles in Student Retention at Historically Black Colleges and Universities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4304.
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Implications for student dropouts include fewer career options and lower earning potential. The purpose of this study was to investigate faculty perceptions of their roles in the student retention process at a Historically Black College and University (HBCU) in the Southeast United States. Guiding the phenomenological study was Lewin's theory of change model. Data were collected using a questionnaire, interviews, and faculty-student intervention logs. The questionnaire was completed by 32 full-time faculty at the study site. Interviews with 5 participants were conducted after the completion of the questionnaire, and 5 participants provided information via a faculty-student intervention log about strategies used to retain students. Data were analyzed through coding of responses and recorded frequencies to identify themes. Participants reported that they should be involved in retention efforts, and primary retention efforts occurred through the student success program, the retention coordinator, first-year experience course, retention committee, and advising. Participants also reported that their role in student retention is as an advisor, and faculty engagement with students inside and outside of class improves student retention. A process change paper with recommendations for improving student retention was shared with the administration of the HBCU. Findings may be used by leadership at HBCUs to increase retention and graduation rates thereby allowing graduates to pursue careers and function effectively in society.
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Barker, Maria Teresita. "Patent litigation involving colleges and universities: an analysis of cases from 1980 - 2009." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1201.
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The purpose of this study is to identify trends and issues related to college and university involvement in patent litigation. The study found 568 reported cases between 1980 through 2009. From this initial set of cases, detailed review identified 171 patent-related lawsuits involving a college or university. A three-pronged approach to analysis was then conducted. First, analysis focused on characteristics of the parties involved in litigation. Second, the types of patents at issue were analyzed. Third, the procedural and substantive results of the lawsuits were analyzed to identify patterns of activities which contributed to the university involvement in the lawsuit. The 85 universities identified in this study were most often public research universities suing corporations for infringement in order to protect their rights in a university-owned patent. These corporations were most frequently competitors of a corporation with whom the university had an existing licensing agreement. While most of the universities in this study were involved in only one lawsuit, a select few were involved in multiple lawsuits with five universities involved in one-fourth of the lawsuits in the cases identified. All the patents included in this study were utility patents, with pharmaceutical patents being the most common subject of litigation. About one-fourth of the lawsuits were decided for procedural reasons and more than one-third had indeterminate dispositions. When the court issued a substantive ruling, it was most often based on the technical requirements of patent law. When the universities' opposing party had an existing relationship with the university (patent licensees, research partner, faculty, staff, and students) the university was as often the plaintiff as it was the defendant. These cases provided the most salient lessons for university administrators looking to minimize the institution's risk of future patent litigation. The study concludes with recommendations focused on activities for a campus technology transfer office, as well as on ways to work with constituent groups of faculty, staff, and students to minimize the risk of future patent litigation.
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Plotts, John G. (John George). "Career Paths of Presidents of Institutions Belonging to the Coalition for Christian Colleges and Universities." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277994/.
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This study described the career paths of presidents of institutions of higher education which constitute the Coalition for Christian Colleges and Universities (CCCU). This study identified the demographic characteristics of the CCCU presidents and compared the career paths of the CCCU presidents with a corresponding national profile of American college presidents.
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Moorosie-Molapo, Mabaphuthi Junior. "Investigating leadership styles in tertiary institutions in Lesotho: comparing and contrasting practices." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The study investigated the leadership styles used in the Lesotho tertiary institutions. The research was undertaken at two institutions - Lerotholi Polytechnic and the National Teacher Training College. The population of the study is the lecturers and the leaders in the management position in the two institutions. The study discussed educational leadership and educational organizations and how they help towards the achievement of goals and objectives.
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Macy, Harry Joseph. "Role analysis study of chairpersons in academic departments offering accredited baccalaureate social work degree programs." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720411.
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There is wide acknowledgment in higher education literature of the importance of the academic department in the administrative hierarchy of higher education institutions and of the leadership potential of the departmental chairperson to influence program quality.Two hundred and seventy chairpersons in departments that provide accredited baccalaureate social work programs were surveyed. This study (1) identified the structural characteristics of the institutions and the academic departments that house these accredited programs, and (2) identified demographic characteristics and the role difficulties, motivations, and professional development needs of faculty members serving as chairpersons.Completed two-part self-administered questionnaires were obtained from 158 (61%) practicing chairpersons; 74 (47%) employed in private institutions and 84 (53%) employed in public institutions.Most chairpersons viewed the position as a time-limited, challenging opportunity to influence the overall quality of their departmental programs. Less than a third of the respondents, however plan to seek another consecutive term in the position. Most chairpersons reported finding their work meaningful or rewarding. However, they also judged that position responsibilities were heavily dominated by the necessity to complete mandatory administrative tasks that were irrelevant to effective role performance. Respondents reported experiencing numerous role conflicts associated with excessive or incompatible role responsibilities, personnel conflicts, lack of position authority, and inadequate program resources.The majority of chairpersons viewed the position as one requiring specialized competencies different from those needed by regular faculty members. However, based on self-reports, data showed that most chairpersons learned to complete specific role tasks on their own or via informal means.Findings support the need to: (1) examine the effectiveness of traditional professional development offerings to chairpersons, (2) clarify position responsibilities, (3) strengthen the amount, type and quality of role support provided to chairpersons, and (4) enhance informal, self-directed opportunities for interest faculty members to acquire administrative experience prior to assuming the position. Findings also supported the need for formalized mentorship programs for new chairpersons supplemented by an increased use of collaborative training by experienced chairpersons.<br>Department of Educational Leadership
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Wilson, Susan L. "Empowerment in organisations: A qualitative study of managers' perceptions within an institution of higher education." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36607/1/36607_Digitsed%20Thesis.pdf.
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This thesis is a qualitative study that looks at non-academic managers' perceptions and experiences of empowerment for staff within a service division of higher education. The primary aim of the study is illuminative understanding of these perceptions and experiences in times of changing concepts of leadership and management in educational contexts, within a global environment of rapid organisational change and discontinuity. The research seeks subjective understandings through a process of interpretive hermeneutic inquiry, using a case study approach involving a semistructured questionnaire, interview and observation techniques and a reflective journal. The interpretive methodology used in the research outlines a process of inquiry that situates the researcher as a knowledgeable observer in a relationship of inter-relatedness with the research participants. The theoretical framework for the study evolves primarily from interpretive hermeneutics and phenomenology, the philosophical traditions which give direction and focus to meaning, understanding and interpretation, and how these are constructed and negotiated in terms of personal development and professional development for staff. This process incorporates a philosophy of 'research with' rather than 'research on' thus suggesting a research process that explores social relations in their everyday context.
The data for the inquiry were gathered over a contained period of six months, occasioned by time-line requirements within the Doctor of Education program at the Queensland University of Technology (QUT). The twelve participants in the study were drawn from a population of twenty eight non-academic managers, employed in a full-time capacity from the Kelvin Grove and Gardens Point Campuses within the Division of Information and Academic Services at QUT. The sample of people drawn for the study represent factors of acceptance to participate, availability and gender balance. To receive approval from the University Research Ethics Committee at QUT to conduct this research, and to encourage managers within my Division to participate, a strict protocol was required and followed to ensure anonymity and confidentiality for the participants at all stages of the inquiry.
The concept of empowerment was examined as an organisational strategy conceptualised within a sphere of self growth which focuses on the selfperceptions and subjective feelings of worth of individuals.
The outcomes from the case study indicate that the participants see the concept of empowerment as a positive organisational strategy, which enables staff to give good service to clients, to be more productive and responsive to change, and to enhance the personal growth of all staff.
The study found, however, that although most participants used some empowering strategies with their staff there were real constraints and limits placed upon them that frustrated these efforts. For example, there was a belief amongst all participants that they work in a bureaucracy, governed by rules that follow inflexible hierarchical lines of management, and that they are accountable for their area of operation without always having the right to use their preferred management style. These bureaucratic constraints and limitations were seen as a negative influence to individual empowerment and incompatible with the concept of empowerment. Nevertheless, a small number of participants testified that within the University there were spaces, albeit in small areas of work, that permitted individual empowerment which reflected the perception that it is the way you go about doing things where you have the most freedom.
Some implications for personal and professional practice are discussed and the limitations of the study are outlined. Finally, the potential of the case study to generate social possibilities of 'what is' and 'what can be' is considered.
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David, John Seh. "The Role and Functions of Diversity Affairs Centers' Chief Personnel Officers at Public Universities in Texas." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279195/.
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The problem of this study concerns the role and functions of diversity affairs centers' chief personnel officers at public universities in Texas. Because of the political and evolving nature of diversity affairs offices, it is important to understand the functions and types of services these centers provide with respect to institutional goals, missions, and student retention at public universities in Texas.
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McCloud, Laila Ilham. "Engaging with the other: Black college students' perceptions of perspective taking at historically White colleges and universities." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6992.
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This study examines Black students’ perceptions of their campus climate for perspective taking and how their perceptions influence their participation in high impact practices. Using ordinary least squares regression, I analyzed how the psychological climate, behavioral climate, and institutional structural diversity predict Black students’ perceptions and engagement in comparison to their Asian American, Hawaiian, Latinx, Multiracial, Native American, and White peers.
Results from this study revealed that Black students have a positive perception of their campus climate for perspective taking. For the most part, Black students’ perceptions of campus climate were not significantly associated with participating in high-impact practices. However, Black students that had more positive perceptions of sources of support for engaging with diverse perspectives participated in high impact practices like study abroad programs and capstone projects. There were significant differences between Black students and Latinx and Asian American students in their perceptions of the general campus climate for perspective taking. Latinx students have a more positive perception than Black students, while Asian American students have a less positive perception than Black students. Black students were also more likely to participate in study abroad and required diversity courses than were Multiracial students. Among all students, there was a relationship between perceptions of the general campus climate and engagement in several high impact practices.
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Deel, Dickie Leon. "Assessing the Use of Microcomputers by Administrators in Higher Education in Oklahoma." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332427/.
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This study was conducted to examine the use of microcomputers and other computers by top administrators in the twenty—seven public colleges and universities in Oklahoma; to assess the impact that training and other factors have on the extent to which microcomputers are being used; and to identify trends in administrative computer usage. The survey technique was utilized in collecting the data for this study. The survey instrument was developed for use in this study from a review of the literature, an evaluation by a panel of judges, and a pilot study. The survey instrument was sent to the administrators for business, academic, and student affairs via the president of each university in the 1986 spring and summer semesters. Seventy-four of the eighty-one or 91.4 percent of the administrators responded. Following is a summary of the major findings of this study. 1. Fourteen of the seventy-four or 18.9 percent of the respondents personally use a microcomputer and 51.3 percent of the respondents have someone use a microcomputer on their behalf. 2. The most prevalent use of microcomputers is word processing; the most prevalent uses of mainframes are word processing and database management; and the majority of the respondents do not use a computer for spreadsheets, graphics, database management, telecommunications, and time management functions. Computer functions rated highly important are word processing, spreadsheets, and database management. 3. Administrators feel they need more training in the use of computers. 4. Conditions affecting the use of microcomputers are an established process for evaluating software, funding for maintenance, and practice time. 5. Age is negatively correlated to the personal use of microcomputers. 6. Administrators believe that in the near future, the use of microcomputers will increase, the use of mainframes will remain about the same, and the number of jobs done without computers will decrease.
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Shaw, Robert Earl. "A study of the faculty governance system and faculty control of the curriculum at selected state-supported universities." [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000043.
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Trapp, Richard M. "A collected comparison between art department chairpersons and their supervisors in selected midwestern four-year colleges and universities." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/558366.
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This comparative study examined the leadership role of art department chairpersons in selected midwestern four-year colleges and universities. It compared the leadership role of the art department chairperson to his/her immediate supervisor's perception of that same role.Literature relating to leadership and leader behavior for chairpersons in administration and art education administration was reviewed. The Leadership Behavior Description Questionnaire-Ideal (LBDQ-Ideal) and a demographic data survey were used. A one-way analysis of variance (ANOVA) was used to measure statistical significance in Initiating Structure and Consideration.The population comprised forty-one colleges and universities with enrollments of 3500 or more students in eight midwestern states. Responses were needed from each art department chairperson and his/her immediate supervisor to have matched pairs for the study. Art department chairpersons were sent a demographic data survey to identify their specific environment and background.CONCLUSIONSThere is no significant statistical difference in the leadership role of art department chairpersons and their immediate supervisors' perceptions of that same role using the LBDQ-Ideal in the subscale areas of Initiating Structure and Consideration.RECOMMENDATIONS(1) A study is needed to develop and incorporate into existing art education specific programs for art department chairpersons and/or or art administrators and for those interested in becoming an art department chairperson.(2) A study is needed to develop strategies to increase the awareness of fellow staff and immediate supervisors as to the role and responsibilities of art department chairpersons.(3) A study is needed to develop in-service and pre-service training programs to emphasize the importance of skill development in both task-related (Initiating Structure) and people-related (Consideration) dimensions of effective educational leadership.(4) A study is needed to more fully examine the leadership differences between art department chairpersons with M.F.A. degrees and those with Ed.D/Ph.D. Degrees.(5) A study is needed to assess the leadership differences between art department chairpersons with prior public/private school experience and those with no prior public/private school experience.(6) A study is needed to determine the leadership role of art departments as a part of the total Fine Arts curriculum and program in most colleges and universities.<br>Department of Art
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Mitchell, John Joe. "Evaluation of the Board-Mentor Program of the Association of Governing Boards of Universities and Colleges." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76167.
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In 1977 the Association of Governing Boards of Universities and Colleges developed a Board-Mentor Program to assist college and university trustees to enhance the organization and performance of their governing boards. This study evaluated through survey research this program utilizing presidents and trustees who participated in the program over a three-year period. The data were analyzed to determine changes that occurred as a result of participation in the program and if the program met the purposes and goals for which it was established. Twenty-one institutions, public and private, located in thirteen different states participated in this evaluation.
Presidents and trustees agreed that the goals of the program were important and participation in the program was perceived helpful in the realization of the program goals. A positive correlation existed between the importance of the goals of the program and the helpfulness of the program in the realization of the program goals.
Presidents and trustees identified several areas where change occurred as a result of program participation, and suggestions for program refinarent and change were identified by respondents. The study concluded with six recommendations including the need for additional study of trustee development programs.<br>Ed. D.
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Johnson, Demetrius Pargo. "Predicting Academic Achievement of African American Undergraduate Men Attending Private Historically Black Colleges or Universities." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846200.
Texto completoResumen
<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.</p><p>