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You searched for +publisher:"Clemson University" +contributor:("Cawthon , Tony"). Showing records 1 – 30 of 39 total matches.

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Clemson University

1. Kniess, Dena. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.

Degree: PhD, Educational Leadership, 2013, Clemson University

  The majority of retention efforts have focused on the first-year of college, however just as many students leave college after their second-year (Berkner, He,… (more)

Subjects/Keywords: Phenomenology; Second-year students; Underrepresented students; Higher Education and Teaching

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APA (6th Edition):

Kniess, D. (2013). Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1092

Chicago Manual of Style (16th Edition):

Kniess, Dena. “Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.” 2013. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1092.

MLA Handbook (7th Edition):

Kniess, Dena. “Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.” 2013. Web. 25 Sep 2020.

Vancouver:

Kniess D. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1092.

Council of Science Editors:

Kniess D. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1092


Clemson University

2. Wylie, Jonathan. Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory.

Degree: PhD, Educational Leadership, 2012, Clemson University

 This study used Strauss and Corbin's (1998) grounded theory model to describe and explain the stories of residents' interactions with their peer mentor, in a… (more)

Subjects/Keywords: Environment; Grounded Theory; Living-Learning Community; Peer Mentor; Residence Life; Educational Leadership

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APA (6th Edition):

Wylie, J. (2012). Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/883

Chicago Manual of Style (16th Edition):

Wylie, Jonathan. “Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory.” 2012. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/883.

MLA Handbook (7th Edition):

Wylie, Jonathan. “Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory.” 2012. Web. 25 Sep 2020.

Vancouver:

Wylie J. Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/883.

Council of Science Editors:

Wylie J. Residents' Interaction with their College Living-Learning Peer Mentor: A Grounded Theory. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/883


Clemson University

3. Bennett, Daniel. Complex Organizations: A Cultural Analysis of a Christian College.

Degree: PhD, Educational Leadership, 2011, Clemson University

 The purpose of this study was to understand the emergent dynamics that shape the organizational culture of a faith-based college incorporating a comprehensive network approach.… (more)

Subjects/Keywords: Christian higher education; complexity; dynamic network analysis; institutional culture; organizational culture; three perspective theory of culture; Educational Leadership

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APA (6th Edition):

Bennett, D. (2011). Complex Organizations: A Cultural Analysis of a Christian College. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/809

Chicago Manual of Style (16th Edition):

Bennett, Daniel. “Complex Organizations: A Cultural Analysis of a Christian College.” 2011. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/809.

MLA Handbook (7th Edition):

Bennett, Daniel. “Complex Organizations: A Cultural Analysis of a Christian College.” 2011. Web. 25 Sep 2020.

Vancouver:

Bennett D. Complex Organizations: A Cultural Analysis of a Christian College. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/809.

Council of Science Editors:

Bennett D. Complex Organizations: A Cultural Analysis of a Christian College. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/809


Clemson University

4. Flint, April. Intersecting Identities of Female College Student Intramural Sports Officials: A Grounded Theory.

Degree: PhD, Educational Leadership, 2012, Clemson University

 Intramural activities are conducted on virtually every college campus throughout the United States, but there is a debate as to the role of intramurals in… (more)

Subjects/Keywords: Campus Recreation; Constructivist Grounded Theory; Female; Intersecting Identities; Intramurals; Sports Official; Educational Leadership

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APA (6th Edition):

Flint, A. (2012). Intersecting Identities of Female College Student Intramural Sports Officials: A Grounded Theory. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1033

Chicago Manual of Style (16th Edition):

Flint, April. “Intersecting Identities of Female College Student Intramural Sports Officials: A Grounded Theory.” 2012. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1033.

MLA Handbook (7th Edition):

Flint, April. “Intersecting Identities of Female College Student Intramural Sports Officials: A Grounded Theory.” 2012. Web. 25 Sep 2020.

Vancouver:

Flint A. Intersecting Identities of Female College Student Intramural Sports Officials: A Grounded Theory. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1033.

Council of Science Editors:

Flint A. Intersecting Identities of Female College Student Intramural Sports Officials: A Grounded Theory. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1033


Clemson University

5. Caldwell, Rebecca. CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS.

Degree: PhD, Educational Leadership, 2012, Clemson University

 High-risk drinking is an endemic health and safety issue for college campuses in the United States (U.S.). While public health officials have recommended various models… (more)

Subjects/Keywords: alcohol; Amethyst Initiative; Chief Student Affairs Officers; college students; drinking age; student affairs; Educational Administration and Supervision

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APA (6th Edition):

Caldwell, R. (2012). CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/890

Chicago Manual of Style (16th Edition):

Caldwell, Rebecca. “CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS.” 2012. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/890.

MLA Handbook (7th Edition):

Caldwell, Rebecca. “CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS.” 2012. Web. 25 Sep 2020.

Vancouver:

Caldwell R. CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/890.

Council of Science Editors:

Caldwell R. CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/890


Clemson University

6. Christiansen, Jon. A Dynamic Network Analysis of Vision in Complex Organizations.

Degree: PhD, Educational Leadership, 2011, Clemson University

 The purpose of this study was to model the role of vision in a complex organization and the roles that agents, tasks, knowledge, roles, resources… (more)

Subjects/Keywords: Complexity; Complexity Theory; Complex Organizational Vision; Dynamic Network Analysis; Greek Life; Organizational Vision; Educational Leadership

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APA (6th Edition):

Christiansen, J. (2011). A Dynamic Network Analysis of Vision in Complex Organizations. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/739

Chicago Manual of Style (16th Edition):

Christiansen, Jon. “A Dynamic Network Analysis of Vision in Complex Organizations.” 2011. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/739.

MLA Handbook (7th Edition):

Christiansen, Jon. “A Dynamic Network Analysis of Vision in Complex Organizations.” 2011. Web. 25 Sep 2020.

Vancouver:

Christiansen J. A Dynamic Network Analysis of Vision in Complex Organizations. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/739.

Council of Science Editors:

Christiansen J. A Dynamic Network Analysis of Vision in Complex Organizations. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/739


Clemson University

7. Timney, Krista. The Leadership Experience of Female Chief Admissions Officers: A Phenomenological Research Study.

Degree: PhD, Educational Leadership, 2011, Clemson University

 College admissions is a highly-competitive, business-oriented, and collaborative profession where women continue to be underrepresented in leadership positions. A study is needed of the barriers… (more)

Subjects/Keywords: admissions; education; higher; leadership; women; Educational Leadership

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APA (6th Edition):

Timney, K. (2011). The Leadership Experience of Female Chief Admissions Officers: A Phenomenological Research Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/691

Chicago Manual of Style (16th Edition):

Timney, Krista. “The Leadership Experience of Female Chief Admissions Officers: A Phenomenological Research Study.” 2011. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/691.

MLA Handbook (7th Edition):

Timney, Krista. “The Leadership Experience of Female Chief Admissions Officers: A Phenomenological Research Study.” 2011. Web. 25 Sep 2020.

Vancouver:

Timney K. The Leadership Experience of Female Chief Admissions Officers: A Phenomenological Research Study. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/691.

Council of Science Editors:

Timney K. The Leadership Experience of Female Chief Admissions Officers: A Phenomenological Research Study. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/691


Clemson University

8. Ledford, Kathryn. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.

Degree: PhD, Educational Leadership, 2012, Clemson University

 Although women hold many professional positions, they are still held accountable to present gendered customs like parenting children. Additionally, women who work in higher education… (more)

Subjects/Keywords: autoethnography; contingent faculty; feminist theory; mother; narrative inquiry; women; Educational Leadership

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APA (6th Edition):

Ledford, K. (2012). Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1029

Chicago Manual of Style (16th Edition):

Ledford, Kathryn. “Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.” 2012. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1029.

MLA Handbook (7th Edition):

Ledford, Kathryn. “Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.” 2012. Web. 25 Sep 2020.

Vancouver:

Ledford K. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1029.

Council of Science Editors:

Ledford K. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1029


Clemson University

9. Poole, Kimberly. University Response to the Dear Colleague Letter on Sexual Violence: A Case Study.

Degree: PhD, Educational Leadership, 2014, Clemson University

  Sexual violence at institutions of higher education has been a problem of concern for several decades. In April 2011, the Department of Education's Office… (more)

Subjects/Keywords: College Sexual Violence; Dear Colleague Letter; Sexual Harassment; Sexual Violence; Sexual Violence and Higher Education; Title IX; Educational Leadership

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APA (6th Edition):

Poole, K. (2014). University Response to the Dear Colleague Letter on Sexual Violence: A Case Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1287

Chicago Manual of Style (16th Edition):

Poole, Kimberly. “University Response to the Dear Colleague Letter on Sexual Violence: A Case Study.” 2014. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1287.

MLA Handbook (7th Edition):

Poole, Kimberly. “University Response to the Dear Colleague Letter on Sexual Violence: A Case Study.” 2014. Web. 25 Sep 2020.

Vancouver:

Poole K. University Response to the Dear Colleague Letter on Sexual Violence: A Case Study. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1287.

Council of Science Editors:

Poole K. University Response to the Dear Colleague Letter on Sexual Violence: A Case Study. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1287


Clemson University

10. Porter, Christopher. AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR.

Degree: PhD, Educational Leadership, 2011, Clemson University

 The purpose of this study was to examine the variables which influence a high school student to enroll in an engineering discipline versus a physical… (more)

Subjects/Keywords: college; engineering; high school; influence; major; science; Education

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APA (6th Edition):

Porter, C. (2011). AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/835

Chicago Manual of Style (16th Edition):

Porter, Christopher. “AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR.” 2011. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/835.

MLA Handbook (7th Edition):

Porter, Christopher. “AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR.” 2011. Web. 25 Sep 2020.

Vancouver:

Porter C. AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/835.

Council of Science Editors:

Porter C. AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/835


Clemson University

11. Steele, Helen. Racial Identity Development of Mixed Race College Students.

Degree: PhD, Educational Leadership, 2012, Clemson University

 The purpose of this study was to identify the factors that influence mixed race college students' choice of racial identity. This study also explored whether… (more)

Subjects/Keywords: mixed race; racial identity development; Educational Administration and Supervision

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APA (6th Edition):

Steele, H. (2012). Racial Identity Development of Mixed Race College Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1030

Chicago Manual of Style (16th Edition):

Steele, Helen. “Racial Identity Development of Mixed Race College Students.” 2012. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1030.

MLA Handbook (7th Edition):

Steele, Helen. “Racial Identity Development of Mixed Race College Students.” 2012. Web. 25 Sep 2020.

Vancouver:

Steele H. Racial Identity Development of Mixed Race College Students. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1030.

Council of Science Editors:

Steele H. Racial Identity Development of Mixed Race College Students. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1030


Clemson University

12. Pindar, Lori. The Implications of a University Brand: Institutional Brand Alignment and the Experience of Honors Students Attending Clemson University.

Degree: PhD, Educational Leadership, 2014, Clemson University

  In this research, the process by which honors students interact with the institutional brand and become part of their university is examined. Branding and… (more)

Subjects/Keywords: Educational Leadership; Marketing

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APA (6th Edition):

Pindar, L. (2014). The Implications of a University Brand: Institutional Brand Alignment and the Experience of Honors Students Attending Clemson University. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1297

Chicago Manual of Style (16th Edition):

Pindar, Lori. “The Implications of a University Brand: Institutional Brand Alignment and the Experience of Honors Students Attending Clemson University.” 2014. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1297.

MLA Handbook (7th Edition):

Pindar, Lori. “The Implications of a University Brand: Institutional Brand Alignment and the Experience of Honors Students Attending Clemson University.” 2014. Web. 25 Sep 2020.

Vancouver:

Pindar L. The Implications of a University Brand: Institutional Brand Alignment and the Experience of Honors Students Attending Clemson University. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1297.

Council of Science Editors:

Pindar L. The Implications of a University Brand: Institutional Brand Alignment and the Experience of Honors Students Attending Clemson University. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1297


Clemson University

13. O'neil, Brian. COLLEGE CHOICE: FACTORS INFLUENCING HIGH SCHOOL SENIORS' DECISION TO ENROLL AT PRIVATE COLLEGES IN SOUTH CAROLINA.

Degree: PhD, Educational Leadership, 2013, Clemson University

  This study explores the influential factors of high school seniors in their college choice. The participants in this study were high school seniors planning… (more)

Subjects/Keywords: Admission; Enrollment; Private Colleges; Higher Education and Teaching

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APA (6th Edition):

O'neil, B. (2013). COLLEGE CHOICE: FACTORS INFLUENCING HIGH SCHOOL SENIORS' DECISION TO ENROLL AT PRIVATE COLLEGES IN SOUTH CAROLINA. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1133

Chicago Manual of Style (16th Edition):

O'neil, Brian. “COLLEGE CHOICE: FACTORS INFLUENCING HIGH SCHOOL SENIORS' DECISION TO ENROLL AT PRIVATE COLLEGES IN SOUTH CAROLINA.” 2013. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1133.

MLA Handbook (7th Edition):

O'neil, Brian. “COLLEGE CHOICE: FACTORS INFLUENCING HIGH SCHOOL SENIORS' DECISION TO ENROLL AT PRIVATE COLLEGES IN SOUTH CAROLINA.” 2013. Web. 25 Sep 2020.

Vancouver:

O'neil B. COLLEGE CHOICE: FACTORS INFLUENCING HIGH SCHOOL SENIORS' DECISION TO ENROLL AT PRIVATE COLLEGES IN SOUTH CAROLINA. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1133.

Council of Science Editors:

O'neil B. COLLEGE CHOICE: FACTORS INFLUENCING HIGH SCHOOL SENIORS' DECISION TO ENROLL AT PRIVATE COLLEGES IN SOUTH CAROLINA. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1133

14. Ridgeway, Lindsey. The Role of the Senior Student Affairs Officer in Creating and Sustaining a Culture of Assessment: A Case Study.

Degree: PhD, Educational Leadership, 2014, Clemson University

  The purpose of this research study was to examine the role of the senior student affairs officer (SSAO) in promoting assessment practice within the… (more)

Subjects/Keywords: assessment; assessment in higher education; culture of assessment; educational leadership; senior student affairs officer; student affairs administration; Education

…assessment culture in student affairs. Clemson University Libraries’ online databases were utilized… 

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APA (6th Edition):

Ridgeway, L. (2014). The Role of the Senior Student Affairs Officer in Creating and Sustaining a Culture of Assessment: A Case Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1350

Chicago Manual of Style (16th Edition):

Ridgeway, Lindsey. “The Role of the Senior Student Affairs Officer in Creating and Sustaining a Culture of Assessment: A Case Study.” 2014. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1350.

MLA Handbook (7th Edition):

Ridgeway, Lindsey. “The Role of the Senior Student Affairs Officer in Creating and Sustaining a Culture of Assessment: A Case Study.” 2014. Web. 25 Sep 2020.

Vancouver:

Ridgeway L. The Role of the Senior Student Affairs Officer in Creating and Sustaining a Culture of Assessment: A Case Study. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1350.

Council of Science Editors:

Ridgeway L. The Role of the Senior Student Affairs Officer in Creating and Sustaining a Culture of Assessment: A Case Study. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1350

15. Moschella, Eric. THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY.

Degree: PhD, Educational Leadership, 2013, Clemson University

  This study sought to understand the process by which Black undergraduate men on predominately White college campuses become leaders of predominately White organizations. Using… (more)

Subjects/Keywords: Higher Education Administration

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APA (6th Edition):

Moschella, E. (2013). THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1208

Chicago Manual of Style (16th Edition):

Moschella, Eric. “THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY.” 2013. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1208.

MLA Handbook (7th Edition):

Moschella, Eric. “THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY.” 2013. Web. 25 Sep 2020.

Vancouver:

Moschella E. THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1208.

Council of Science Editors:

Moschella E. THE PROCESS BY WHICH BLACK MALE COLLEGE STUDENTS BECOME LEADERS OF PREDOMINANTLY WHITE ORGANIZATIONS IN HIGHER EDUCATION: A GROUNDED THEORY. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1208

16. Wilson, Meredith. LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES.

Degree: PhD, Educational Leadership, 2014, Clemson University

  The number of graduate students who chose to participate in study abroad experiences has grown within recent years. As this population of study abroad… (more)

Subjects/Keywords: Graduate Students; Narrative Inquiry; Self-Narrative; Study Abroad; Educational Leadership

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APA (6th Edition):

Wilson, M. (2014). LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1354

Chicago Manual of Style (16th Edition):

Wilson, Meredith. “LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES.” 2014. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1354.

MLA Handbook (7th Edition):

Wilson, Meredith. “LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES.” 2014. Web. 25 Sep 2020.

Vancouver:

Wilson M. LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1354.

Council of Science Editors:

Wilson M. LIFE AFTER STUDY ABROAD: A NARRATIVE INQUIRY OF GRADUATE STUDENT STUDY ABROAD RETURNEES. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1354

17. Green, Emily. Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments.

Degree: PhD, Educational Leadership, 2013, Clemson University

  As education systems continue to grow and evolve with new advancements in technology, so do methods of instruction. Technological advancements have helped to further… (more)

Subjects/Keywords: higher education; online high school; technology; transitions; virtual; Educational Leadership

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APA (6th Edition):

Green, E. (2013). Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1082

Chicago Manual of Style (16th Edition):

Green, Emily. “Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments.” 2013. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1082.

MLA Handbook (7th Edition):

Green, Emily. “Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments.” 2013. Web. 25 Sep 2020.

Vancouver:

Green E. Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1082.

Council of Science Editors:

Green E. Virtual High School Graduates: A Phenomenological Study Investigating Transitions to Postsecondary Environments. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1082

18. Von Kaenel, Mary. A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution.

Degree: PhD, Educational Leadership, 2014, Clemson University

  Two-year college students experience challenges as they transfer to a four-year institution. To investigate these documented challenges, the present study used Weidman's Model of… (more)

Subjects/Keywords: college; community; student; transition; two-year; Educational Leadership

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APA (6th Edition):

Von Kaenel, M. (2014). A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1303

Chicago Manual of Style (16th Edition):

Von Kaenel, Mary. “A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution.” 2014. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1303.

MLA Handbook (7th Edition):

Von Kaenel, Mary. “A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution.” 2014. Web. 25 Sep 2020.

Vancouver:

Von Kaenel M. A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/1303.

Council of Science Editors:

Von Kaenel M. A Phenomenological Study of Two-Year College Students' Transition Experiences at a Four-Year Institution. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1303


Clemson University

19. Hillstock, Laurie. Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges.

Degree: PhD, Educational Leadership, 2009, Clemson University

 The primary purpose of this study was to explore pre- and post-admission characteristics of retained first-year students enrolled in non-proximal distance learning programs within a… (more)

Subjects/Keywords: Community College; Distance Education; Distance Learning; First-Year Students; Student Retention; Two-Year College; Higher Education Administration

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APA (6th Edition):

Hillstock, L. (2009). Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/415

Chicago Manual of Style (16th Edition):

Hillstock, Laurie. “Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges.” 2009. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/415.

MLA Handbook (7th Edition):

Hillstock, Laurie. “Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges.” 2009. Web. 25 Sep 2020.

Vancouver:

Hillstock L. Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/415.

Council of Science Editors:

Hillstock L. Exploring Pre- and Post-Admission Characteristics of Retained First-Year Students Enrolled in Non-Proximal Distance Learning Programs within Public, 2-Year Colleges. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/415


Clemson University

20. Ulmer, Larry. INVESTIGATION OF REMEDIAL EDUCATION COURSE SCORES AS A PREDICTOR OF FRESHMAN-LEVEL COURSE PERFORMANCES.

Degree: PhD, Educational Leadership, 2010, Clemson University

 This study sought to determine the relationship between the performance in remedial courses (English and math) and college-level course performances among students in a large… (more)

Subjects/Keywords: assessment; correlational; performance; remedial; Curriculum and Instruction

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APA (6th Edition):

Ulmer, L. (2010). INVESTIGATION OF REMEDIAL EDUCATION COURSE SCORES AS A PREDICTOR OF FRESHMAN-LEVEL COURSE PERFORMANCES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/529

Chicago Manual of Style (16th Edition):

Ulmer, Larry. “INVESTIGATION OF REMEDIAL EDUCATION COURSE SCORES AS A PREDICTOR OF FRESHMAN-LEVEL COURSE PERFORMANCES.” 2010. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/529.

MLA Handbook (7th Edition):

Ulmer, Larry. “INVESTIGATION OF REMEDIAL EDUCATION COURSE SCORES AS A PREDICTOR OF FRESHMAN-LEVEL COURSE PERFORMANCES.” 2010. Web. 25 Sep 2020.

Vancouver:

Ulmer L. INVESTIGATION OF REMEDIAL EDUCATION COURSE SCORES AS A PREDICTOR OF FRESHMAN-LEVEL COURSE PERFORMANCES. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/529.

Council of Science Editors:

Ulmer L. INVESTIGATION OF REMEDIAL EDUCATION COURSE SCORES AS A PREDICTOR OF FRESHMAN-LEVEL COURSE PERFORMANCES. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/529


Clemson University

21. Burdette, Stanley. SOCIAL SUPPORT AND PERSISTENCE AMONG UNIVERSITY TRANSFER STUDENTS ATTENDING A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.

Degree: PhD, Educational Leadership, 2009, Clemson University

 This study explored the role of social support in relation to the persistence of community college students enrolled in a university transfer program at a… (more)

Subjects/Keywords: Community college; Community college students; Grounded theory; Persistence; Social support; Success  – Study & teaching; Community College Education Administration

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APA (6th Edition):

Burdette, S. (2009). SOCIAL SUPPORT AND PERSISTENCE AMONG UNIVERSITY TRANSFER STUDENTS ATTENDING A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/407

Chicago Manual of Style (16th Edition):

Burdette, Stanley. “SOCIAL SUPPORT AND PERSISTENCE AMONG UNIVERSITY TRANSFER STUDENTS ATTENDING A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.” 2009. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/407.

MLA Handbook (7th Edition):

Burdette, Stanley. “SOCIAL SUPPORT AND PERSISTENCE AMONG UNIVERSITY TRANSFER STUDENTS ATTENDING A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.” 2009. Web. 25 Sep 2020.

Vancouver:

Burdette S. SOCIAL SUPPORT AND PERSISTENCE AMONG UNIVERSITY TRANSFER STUDENTS ATTENDING A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/407.

Council of Science Editors:

Burdette S. SOCIAL SUPPORT AND PERSISTENCE AMONG UNIVERSITY TRANSFER STUDENTS ATTENDING A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/407


Clemson University

22. Livingston, Wade. Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory.

Degree: PhD, Educational Leadership, 2009, Clemson University

 Student veterans have been overlooked as a unique student population at institutions of higher learning. Moreover, student affairs practitioners, faculty, staff, and peer students are… (more)

Subjects/Keywords: G.I. Bill; higher education; student veteran; transition; Higher Education Administration

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APA (6th Edition):

Livingston, W. (2009). Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/350

Chicago Manual of Style (16th Edition):

Livingston, Wade. “Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory.” 2009. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/350.

MLA Handbook (7th Edition):

Livingston, Wade. “Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory.” 2009. Web. 25 Sep 2020.

Vancouver:

Livingston W. Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/350.

Council of Science Editors:

Livingston W. Discovering the Academic and Social Transitions of Re-enrolling Student Veterans at One Institution: A Grounded Theory. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/350


Clemson University

23. Shafer, Starrin. Professional Development to Promote Employee Engagement: A Multi-Case Study.

Degree: PhD, Educational Leadership, 2010, Clemson University

 ABSTRACT Organizations with high employee engagement have positive outcomes in their organizational results. These organizations attained greater satisfaction from their customers, employees were more productive,… (more)

Subjects/Keywords: Employee Engagement; Evaluation; Leadership; Transfer of Learning; Educational Leadership

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APA (6th Edition):

Shafer, S. (2010). Professional Development to Promote Employee Engagement: A Multi-Case Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/533

Chicago Manual of Style (16th Edition):

Shafer, Starrin. “Professional Development to Promote Employee Engagement: A Multi-Case Study.” 2010. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/533.

MLA Handbook (7th Edition):

Shafer, Starrin. “Professional Development to Promote Employee Engagement: A Multi-Case Study.” 2010. Web. 25 Sep 2020.

Vancouver:

Shafer S. Professional Development to Promote Employee Engagement: A Multi-Case Study. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/533.

Council of Science Editors:

Shafer S. Professional Development to Promote Employee Engagement: A Multi-Case Study. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/533


Clemson University

24. Angelino, Lorraine. A CASE STUDY ON GRADUATES FROM AN ONLINE CERTIFICATE PROGRAM AND THEIR EXPERIENCES RELATED TO ENGAGEMENT PRACTICES.

Degree: PhD, Educational Leadership, 2009, Clemson University

 The number of students taking online courses increased 146% from fall 2002 through fall 2007. In addition, the number of distance education programs increased 299%… (more)

Subjects/Keywords: Attrition; Distance Education; Engagement; Model; Online; Retention; Higher Education Administration

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APA (6th Edition):

Angelino, L. (2009). A CASE STUDY ON GRADUATES FROM AN ONLINE CERTIFICATE PROGRAM AND THEIR EXPERIENCES RELATED TO ENGAGEMENT PRACTICES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/354

Chicago Manual of Style (16th Edition):

Angelino, Lorraine. “A CASE STUDY ON GRADUATES FROM AN ONLINE CERTIFICATE PROGRAM AND THEIR EXPERIENCES RELATED TO ENGAGEMENT PRACTICES.” 2009. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/354.

MLA Handbook (7th Edition):

Angelino, Lorraine. “A CASE STUDY ON GRADUATES FROM AN ONLINE CERTIFICATE PROGRAM AND THEIR EXPERIENCES RELATED TO ENGAGEMENT PRACTICES.” 2009. Web. 25 Sep 2020.

Vancouver:

Angelino L. A CASE STUDY ON GRADUATES FROM AN ONLINE CERTIFICATE PROGRAM AND THEIR EXPERIENCES RELATED TO ENGAGEMENT PRACTICES. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/354.

Council of Science Editors:

Angelino L. A CASE STUDY ON GRADUATES FROM AN ONLINE CERTIFICATE PROGRAM AND THEIR EXPERIENCES RELATED TO ENGAGEMENT PRACTICES. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/354


Clemson University

25. Godfrey, Michael. College Football Players: The New Nontraditional Student.

Degree: PhD, Educational Leadership, 2010, Clemson University

 The focus on the collegiate careers of student athletes continues to grow within the community of higher education. As the focus has been centered on… (more)

Subjects/Keywords: Athletics; Football; Neoinstitutional Theory; Non-traditional Student; Phenomenology; Student Athlete; Higher Education Administration

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APA (6th Edition):

Godfrey, M. (2010). College Football Players: The New Nontraditional Student. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/520

Chicago Manual of Style (16th Edition):

Godfrey, Michael. “College Football Players: The New Nontraditional Student.” 2010. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/520.

MLA Handbook (7th Edition):

Godfrey, Michael. “College Football Players: The New Nontraditional Student.” 2010. Web. 25 Sep 2020.

Vancouver:

Godfrey M. College Football Players: The New Nontraditional Student. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/520.

Council of Science Editors:

Godfrey M. College Football Players: The New Nontraditional Student. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/520


Clemson University

26. Bartlett, Michelle. WORKPLACE INCIVILITY AND CONFLICT MANAGEMENT STYLES OF COMMUNITY COLLEGE LEADERS IN THE NINE MEGA STATES.

Degree: PhD, Educational Leadership, 2009, Clemson University

 The purpose of the study was to examine the conflict management styles and perceived levels of workplace incivility of community college senior level administrators in… (more)

Subjects/Keywords: Community College; Conflict Management; Leadership; Quantitative; Workplace Incivility; Higher Education Administration

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APA (6th Edition):

Bartlett, M. (2009). WORKPLACE INCIVILITY AND CONFLICT MANAGEMENT STYLES OF COMMUNITY COLLEGE LEADERS IN THE NINE MEGA STATES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/365

Chicago Manual of Style (16th Edition):

Bartlett, Michelle. “WORKPLACE INCIVILITY AND CONFLICT MANAGEMENT STYLES OF COMMUNITY COLLEGE LEADERS IN THE NINE MEGA STATES.” 2009. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/365.

MLA Handbook (7th Edition):

Bartlett, Michelle. “WORKPLACE INCIVILITY AND CONFLICT MANAGEMENT STYLES OF COMMUNITY COLLEGE LEADERS IN THE NINE MEGA STATES.” 2009. Web. 25 Sep 2020.

Vancouver:

Bartlett M. WORKPLACE INCIVILITY AND CONFLICT MANAGEMENT STYLES OF COMMUNITY COLLEGE LEADERS IN THE NINE MEGA STATES. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/365.

Council of Science Editors:

Bartlett M. WORKPLACE INCIVILITY AND CONFLICT MANAGEMENT STYLES OF COMMUNITY COLLEGE LEADERS IN THE NINE MEGA STATES. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/365


Clemson University

27. Umfress, Jason. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.

Degree: PhD, Educational Leadership, 2010, Clemson University

 The purpose of this study was to explore the relationship between expenditures for student affairs / services and college student retention rates. Data reported to… (more)

Subjects/Keywords: College Student Retention; Educational Leadership; Higher Education; Institutional Expenditures; Student Affairs Expenditures; Higher Education Administration

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APA (6th Edition):

Umfress, J. (2010). AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/518

Chicago Manual of Style (16th Edition):

Umfress, Jason. “AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.” 2010. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/518.

MLA Handbook (7th Edition):

Umfress, Jason. “AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES.” 2010. Web. 25 Sep 2020.

Vancouver:

Umfress J. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/518.

Council of Science Editors:

Umfress J. AN ANALYSIS OF EXPENDITURES ON STUDENT AFFAIRS / SERVICES AND COLLEGE STUDENT RETENTION AT FOUR-YEAR COLLEGES AND UNIVERSITIES IN THE UNITED STATES. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/518


Clemson University

28. Moreland-bishop, Leslie. The Impact of Transition Out of Intercollegiate Athletics.

Degree: PhD, Parks, Recreation, and Tourism Management, 2009, Clemson University

 The college years are formative in adolescents' identity development, for intercollegiate athletes, the identity is 'athlete'. The extent an athlete relates to an athletic identity… (more)

Subjects/Keywords: Athletic Identity; Athletic Transition; Career Development; Intercolleigate Student-Athletes; Recreation, Parks and Tourism Administration

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APA (6th Edition):

Moreland-bishop, L. (2009). The Impact of Transition Out of Intercollegiate Athletics. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/397

Chicago Manual of Style (16th Edition):

Moreland-bishop, Leslie. “The Impact of Transition Out of Intercollegiate Athletics.” 2009. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/397.

MLA Handbook (7th Edition):

Moreland-bishop, Leslie. “The Impact of Transition Out of Intercollegiate Athletics.” 2009. Web. 25 Sep 2020.

Vancouver:

Moreland-bishop L. The Impact of Transition Out of Intercollegiate Athletics. [Internet] [Doctoral dissertation]. Clemson University; 2009. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/397.

Council of Science Editors:

Moreland-bishop L. The Impact of Transition Out of Intercollegiate Athletics. [Doctoral Dissertation]. Clemson University; 2009. Available from: https://tigerprints.clemson.edu/all_dissertations/397


Clemson University

29. Owens, Justin. THE IMPACT OF UNIVERSITY HOUSING CONSTRUCTION TYPE ON PSYCHOSOCIAL DEVELOPMENT OF FIRST-YEAR STUDENTS.

Degree: PhD, Educational Leadership, 2010, Clemson University

 The purpose of this study was to explore the impact of university housing construction type on psychosocial development of first-year students. Data were collected at… (more)

Subjects/Keywords: Construction; Design; Student Development; Student Housing; Educational Leadership

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APA (6th Edition):

Owens, J. (2010). THE IMPACT OF UNIVERSITY HOUSING CONSTRUCTION TYPE ON PSYCHOSOCIAL DEVELOPMENT OF FIRST-YEAR STUDENTS. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/672

Chicago Manual of Style (16th Edition):

Owens, Justin. “THE IMPACT OF UNIVERSITY HOUSING CONSTRUCTION TYPE ON PSYCHOSOCIAL DEVELOPMENT OF FIRST-YEAR STUDENTS.” 2010. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/672.

MLA Handbook (7th Edition):

Owens, Justin. “THE IMPACT OF UNIVERSITY HOUSING CONSTRUCTION TYPE ON PSYCHOSOCIAL DEVELOPMENT OF FIRST-YEAR STUDENTS.” 2010. Web. 25 Sep 2020.

Vancouver:

Owens J. THE IMPACT OF UNIVERSITY HOUSING CONSTRUCTION TYPE ON PSYCHOSOCIAL DEVELOPMENT OF FIRST-YEAR STUDENTS. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/672.

Council of Science Editors:

Owens J. THE IMPACT OF UNIVERSITY HOUSING CONSTRUCTION TYPE ON PSYCHOSOCIAL DEVELOPMENT OF FIRST-YEAR STUDENTS. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/672


Clemson University

30. Boyd, John. PRESIDENTIAL FUNDRAISING IN SOUTH CAROLINA'S TWO-YEAR TECHNICAL COLLEGES.

Degree: PhD, Educational Leadership, 2008, Clemson University

 ABSTRACT The purpose of this study was to explore fundraising at South Carolina's Technical Colleges. The major focus of the study was on presidential characteristics… (more)

Subjects/Keywords: Community College Presidents; Fundraising; South Carolina; Technical Colleges; Two-year colleges; Higher Education Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Boyd, J. (2008). PRESIDENTIAL FUNDRAISING IN SOUTH CAROLINA'S TWO-YEAR TECHNICAL COLLEGES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/307

Chicago Manual of Style (16th Edition):

Boyd, John. “PRESIDENTIAL FUNDRAISING IN SOUTH CAROLINA'S TWO-YEAR TECHNICAL COLLEGES.” 2008. Doctoral Dissertation, Clemson University. Accessed September 25, 2020. https://tigerprints.clemson.edu/all_dissertations/307.

MLA Handbook (7th Edition):

Boyd, John. “PRESIDENTIAL FUNDRAISING IN SOUTH CAROLINA'S TWO-YEAR TECHNICAL COLLEGES.” 2008. Web. 25 Sep 2020.

Vancouver:

Boyd J. PRESIDENTIAL FUNDRAISING IN SOUTH CAROLINA'S TWO-YEAR TECHNICAL COLLEGES. [Internet] [Doctoral dissertation]. Clemson University; 2008. [cited 2020 Sep 25]. Available from: https://tigerprints.clemson.edu/all_dissertations/307.

Council of Science Editors:

Boyd J. PRESIDENTIAL FUNDRAISING IN SOUTH CAROLINA'S TWO-YEAR TECHNICAL COLLEGES. [Doctoral Dissertation]. Clemson University; 2008. Available from: https://tigerprints.clemson.edu/all_dissertations/307

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