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Colorado State University
1.
Ecklund, Adam P.
Male engineers: an interpretive phenomenological analysis of the experiences of persistence in higher education.
Degree: PhD, Education, 2013, Colorado State University
URL: http://hdl.handle.net/10217/78843 
► More and more engineering programs have become concerned with retention and persistence in their degrees, because about half of their students either change majors or…
(more)
▼ More and more engineering programs have become concerned with retention and persistence in their degrees, because about half of their students either change majors or do not graduate at all (Center for Institutional Data Exchange and Analysis, 2000). Male students were chosen for this study because they make up 92.9% of all civil engineers, 90.6% of electrical and electronics engineers, and 90% of all aerospace engineers (National Committee on Pay Equity, 2008). Furthermore, this study was intended to discover factors to better understand how male undergraduate engineering students persisted in their program. While there is a plethora of research on retention and persistence, little qualitative research existed on the male engineering students' perspective of persistence and what factors students identified to assist them to remain in the program. The theoretical framework for this qualitative study was based on the institutional experiences within Tinto's (1993) Student Retention Model. The purpose of this study was to understand factors related to undergraduate engineering students persistence. The five research questions explored were: (1) what factors of the academic experience are helpful to male student persistence in engineering? (2) How does academic performance impact the student experience and their ability to persist in engineering? (3) What factors related to participation in social activities is helpful to male student persistence in engineering? (4) What features of faculty interactions are supportive to male student persistence in engineering? And, (5) what features of peer interactions are supportive to male student persistence in engineering? The research method for this study utilized the interpretative phenomenological analysis. The analysis consisted of twelve total interviews, seven senior and five junior students within the mechanical and electrical and computer departments, at a mid-size private institution, located in the southwest. This study suggested factors that aided in a student's persistence were preparation prior to college, developing a strong support network, and being grounded in academic skills and characteristics. Aspects of intrinsic and extrinsic motivation also assisted these students to persist. These twelve students further expressed their views to why peers left engineering and described certain factors that they felt needed to be tackled to increase persistence in engineering programs.
Advisors/Committee Members: Kuk, Linda (advisor), Banning, James (committee member), Strathe, Marlene (committee member), Siller, Thomas (committee member).
Subjects/Keywords: persistence; male; retention; engineering; higher education
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APA (6th Edition):
Ecklund, A. P. (2013). Male engineers: an interpretive phenomenological analysis of the experiences of persistence in higher education. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/78843
Chicago Manual of Style (16th Edition):
Ecklund, Adam P. “Male engineers: an interpretive phenomenological analysis of the experiences of persistence in higher education.” 2013. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/78843.
MLA Handbook (7th Edition):
Ecklund, Adam P. “Male engineers: an interpretive phenomenological analysis of the experiences of persistence in higher education.” 2013. Web. 17 Jan 2021.
Vancouver:
Ecklund AP. Male engineers: an interpretive phenomenological analysis of the experiences of persistence in higher education. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/78843.
Council of Science Editors:
Ecklund AP. Male engineers: an interpretive phenomenological analysis of the experiences of persistence in higher education. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/78843
Colorado State University
2.
Hurny, Gina L.
Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.
Degree: PhD, Education, 2014, Colorado State University
URL: http://hdl.handle.net/10217/88438
► This quantitative study examined the factors that influence the cultural adjustment of undergraduate Chinese international students to the United States. The ever-increasing Chinese student population…
(more)
▼ This quantitative study examined the factors that influence the cultural adjustment of undergraduate Chinese international students to the United States. The ever-increasing Chinese student population has forced colleges and universities to employ new strategies designed to ease the transition of Chinese students to life in the U.S. Chinese students have more difficulties in their adaptation and adjustment to U.S. culture and campus life than any other population of international students. Astin's (1993) Input-Environment-Output (I-E-O) model was adapted in an effort to provide a visual snapshot of the relationship between the factors and cultural adjustment. Gender, academic major, time in the United States, English language proficiency, and cultural values were measured to determine their influence on three constructs; acculturative stress, social and academic expectations and adjustment, and campus preparedness. Cultural adjustment was measured by intent to persist. Using an online survey data were collected from undergraduate Chinese international students at a large, public
university in the mid-Atlantic region of the United States. Results suggested that English language proficiency is the single-most significant factor influencing the cultural adjustment challenges faced by Chinese international students. Implications for campus preparedness and recommendations for future research are discussed.
Advisors/Committee Members: Kuk, Linda (advisor), Aoki, Eric (committee member), Rankin, Susan (committee member), Strathe, Marlene (committee member).
Subjects/Keywords: academic adjustment; acculturation; Chinese international students; cultural adjustment; English language proficiency; social adjustment
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APA (6th Edition):
Hurny, G. L. (2014). Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88438
Chicago Manual of Style (16th Edition):
Hurny, Gina L. “Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/88438.
MLA Handbook (7th Edition):
Hurny, Gina L. “Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.” 2014. Web. 17 Jan 2021.
Vancouver:
Hurny GL. Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/88438.
Council of Science Editors:
Hurny GL. Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88438
Colorado State University
3.
Culver, Tim.
Relationships between motivational, demographic, and academic variables and course grade in developmental mathematics among students at North Central State College.
Degree: PhD, Education, 2014, Colorado State University
URL: http://hdl.handle.net/10217/83722
► To assist North Central State College with the identification of students who are not likely to receive a grade of A, B, or C in…
(more)
▼ To assist North Central
State College with the identification of students who are not likely to receive a grade of A, B, or C in their Pre-Algebra course, a regression equation was developed. The variables used in the analysis were representative of previous academic performance, depth and breadth of developmental education needs, recency of math education, motivational scores from the College Student Inventory Form B™ (CSI-B), and self-reported demographic data such as the number of hours planned to work. The overall accuracy of the success prediction, both yes and no, would have been 62% had the model been used with the students in the historical sample. This was supported by a logistic regression model which produced similar results. The development of student success plans based upon the model at the individual and section levels, implementation of other assessments to learn more about the relationships between self-efficacy, resilience and grit, and a review of the Mathway for each major provided the College with implications for advising and student success practices. Implications for future research included the addition of other variables, further study of males to determine variables that matter most to their success prediction, and determination of the value of other motivational assessments like Grit Scales and their associations to course grade.
Advisors/Committee Members: Strathe, Marlene (advisor), Gloeckner, Gene W. (committee member), Low, Lana (committee member), Engle, Terry (committee member).
Subjects/Keywords: course success; developmental math
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APA (6th Edition):
Culver, T. (2014). Relationships between motivational, demographic, and academic variables and course grade in developmental mathematics among students at North Central State College. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/83722
Chicago Manual of Style (16th Edition):
Culver, Tim. “Relationships between motivational, demographic, and academic variables and course grade in developmental mathematics among students at North Central State College.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/83722.
MLA Handbook (7th Edition):
Culver, Tim. “Relationships between motivational, demographic, and academic variables and course grade in developmental mathematics among students at North Central State College.” 2014. Web. 17 Jan 2021.
Vancouver:
Culver T. Relationships between motivational, demographic, and academic variables and course grade in developmental mathematics among students at North Central State College. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/83722.
Council of Science Editors:
Culver T. Relationships between motivational, demographic, and academic variables and course grade in developmental mathematics among students at North Central State College. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/83722
Colorado State University
4.
Bullard, Eric A.
Queer leadership: a phenomenological study of the experiences of out gay and lesbian higher education presidents.
Degree: PhD, Education, 2013, Colorado State University
URL: http://hdl.handle.net/10217/78809
► The purpose of this dissertation was to better understand the experiences of "out" gay and lesbian higher education presidents. Of the more than 4,500 institutions…
(more)
▼ The purpose of this dissertation was to better understand the experiences of "out" gay and lesbian higher education presidents. Of the more than 4,500 institutions of higher education in the United States, only 30 presidents have identified themselves as gay or lesbian. As institutions of higher education face large scale retirements at the presidential level in the coming years, it will be increasingly important for search committees and boards to consider hiring qualified gay and lesbian candidates for the presidency. Using the lens of Queer Theory, this study identified and described gay and lesbian presidencies through the direct experiences of current gay and lesbian presidents. Using qualitative research methods, the study was conducting using semi-structured interviews with three gay male presidents and three lesbian female presidents. Study participants included those from public and private institutions, and represented both large and small, and urban and suburban campuses. In accordance with an Interpretative Phenomenological Analysis approach, four stages of data analysis were undertaken to analyze the text for patterns, trends, and themes that emerged and developed from the participants' responses. The analysis used personal and in-depth detail derived from individual interviews to describe the experiences of 'out' gay and lesbian higher education presidents. The findings of the present research study provided new insights about the experiences of "out" gay and lesbian higher education presidents. Analysis of the data presented three themes, "identity", the "LGBTQ presidency", and "future LGBTQ presidents and leaders". The three themes were backed by twelve sub-themes, all of which answered the primary research question, "What are the experiences of openly gay and lesbian presidents in institutions of higher education?" The interview data yielded new information for search committees, boards, human resources professionals, and LGBTQ persons to consider when hiring for or pursuing a presidency.
Advisors/Committee Members: Kuk, Linda (advisor), Banning, James (committee member), Strathe, Marlene (committee member), Dakin, Emily (committee member).
Subjects/Keywords: university; college; gay; leadership; lesbian; president
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APA (6th Edition):
Bullard, E. A. (2013). Queer leadership: a phenomenological study of the experiences of out gay and lesbian higher education presidents. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/78809
Chicago Manual of Style (16th Edition):
Bullard, Eric A. “Queer leadership: a phenomenological study of the experiences of out gay and lesbian higher education presidents.” 2013. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/78809.
MLA Handbook (7th Edition):
Bullard, Eric A. “Queer leadership: a phenomenological study of the experiences of out gay and lesbian higher education presidents.” 2013. Web. 17 Jan 2021.
Vancouver:
Bullard EA. Queer leadership: a phenomenological study of the experiences of out gay and lesbian higher education presidents. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/78809.
Council of Science Editors:
Bullard EA. Queer leadership: a phenomenological study of the experiences of out gay and lesbian higher education presidents. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/78809
Colorado State University
5.
Mills, Edward E.
Culture and leadership in a public university setting: implications for shared governance and change.
Degree: PhD, Education, 2014, Colorado State University
URL: http://hdl.handle.net/10217/82499
► Noting a lack of quantitative research on perceptions of culture, leadership and change in the shared governance environment of Higher Education, this study utilized the…
(more)
▼ Noting a lack of quantitative research on perceptions of culture, leadership and change in the shared governance environment of Higher Education, this study utilized the Organizational Culture Assessment Instrument (Cameron & Quinn, 2011) to measure current (now) and preferred cultural perceptions of faculty and administrative leaders. Additional questions focused on the shared governance leadership culture within higher education. To explore this topic, participants were asked to rate their perceptions of the shared governance culture on their campus by rating the level of collaboration, impact on change at their campus and type of impact (positive, negative or neutral). Findings indicated that faculty and administrative leaders are more alike than different. Both groups considered their current leadership cultures predominantly Clan (collaborative, value-driven and participatory) and Hierarchical (bureaucratic, rigid and slow to change). But these same leaders display significant differences in their cultural preferences. Both groups indicated they would prefer a culture that was a combination of Clan and Adhocracy (innovative, adaptable and responsive) and less hierarchical. This study challenges the predominate notion in the literature on shared governance which infers faculty and administrative leaders differ in their perceptions on leadership and change. The study calls for more empirical research on this topic which would include larger populations and more demographic information on participants; limitations in this study.
Advisors/Committee Members: Kuk, Linda (advisor), Morgan, George (committee member), Strathe, Marlene (committee member), Scott, Malcolm (committee member).
Subjects/Keywords: education; leadership; governance
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APA (6th Edition):
Mills, E. E. (2014). Culture and leadership in a public university setting: implications for shared governance and change. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/82499
Chicago Manual of Style (16th Edition):
Mills, Edward E. “Culture and leadership in a public university setting: implications for shared governance and change.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/82499.
MLA Handbook (7th Edition):
Mills, Edward E. “Culture and leadership in a public university setting: implications for shared governance and change.” 2014. Web. 17 Jan 2021.
Vancouver:
Mills EE. Culture and leadership in a public university setting: implications for shared governance and change. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/82499.
Council of Science Editors:
Mills EE. Culture and leadership in a public university setting: implications for shared governance and change. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/82499
Colorado State University
6.
Hawkins, Helen Allison.
Risk adjusted critical care patient outcomes: a comparative analysis of critical care staffing, tele-ICU adoption, and ICU performance in relation to bedside staffing and engagement with tele-ICU.
Degree: PhD, Education, 2014, Colorado State University
URL: http://hdl.handle.net/10217/82602
► Telemedicine in a hospital intensive care unit, or tele-ICU, allows board-certified, critical care intensivist physicians and nurse practitioners to monitor multiple ICU patients twenty four…
(more)
▼ Telemedicine in a hospital intensive care unit, or tele-ICU, allows board-certified, critical care intensivist physicians and nurse practitioners to monitor multiple ICU patients twenty four hours a day, seven days a week (24/7) via a remote command center equipped with a network of audio-visual equipment and computer systems that provide real time access to patient data (Goran, 2012). Hospitals implement tele-ICU to address the increasing scarcity of trained intensivist resources (Jarrah & Van der Kloot, 2010), to provide improved safety through redundancy, and to enhance outcomes through standardization (Goran, 2010; Rufo, 2011). Whether at the bedside or via tele-ICU, staffing an ICU with board certified intensivist physicians is a best practice recommendation that has been shown to improve patient outcomes such as mortality and length of stay (Young, Chan, Lu et al., 2011). The purpose of this study was to evaluate multiple ICUs from a single U.S. hospital system in 2012 to determine if there were significant differences in the levels of adoption of tele-ICU and if so, assess the impact of varying levels of adoption on patient outcomes, specifically risk adjusted length of stay and observed versus expected mortality. Tele-ICU adoption was defined as the decision of ICU staff to make full use of tele-ICU resources to proactively co-manage patient care and ensure best practice adherence. Other ICU organizational factors such as bedside intensivist staffing pattern, ICU leadership effectiveness, and ICU employee engagement were also evaluated. Study results indicated significant differences in the level of adoption across the eight ICUs in the study. ICUs with low tele-ICU adoption had less than one order per patient stay compared to nearly 10-12 orders per patient stay for the ICUs with the highest levels of adoption. Significant differences were also found in both ICU and hospital observed versus expected patient lengths of stay based on level of tele-ICU adoption. A calculation was proposed and used to assess the observed versus expected mortality at the patient level across the groups based on level of adoption. Although the results mirrored the trend found in the length of stay results, differences were not significant. The study also found that ICUs with the lowest level of tele-ICU adoption and the longest lengths of stay were the ICUs staffed with intensivists at the bedside 24/7. Findings from this study suggested that the level of adoption of tele-ICU should be taken into account in future studies that evaluate patient outcomes. Future research should also evaluate the root causes of lack of tele-ICU adoption, and attempt to validate the findings in this study that patient outcomes are better when tele-ICU is fully adopted. Future studies should also attempt to measure and validate the costs and benefits of tele-ICU in conjunction with ICU staffing patterns, best practice adherence, and other organizational performance constructs that impact both the bedside and tele-ICU staff such as teamwork,…
Advisors/Committee Members: Strathe, Marlene (advisor), Chermack, Tom (committee member), Gloeckner, Gene (committee member), Maynard, Travis (committee member).
Subjects/Keywords: adoption; performance; staffing; Tele-ICU; ICU; intensivist
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APA (6th Edition):
Hawkins, H. A. (2014). Risk adjusted critical care patient outcomes: a comparative analysis of critical care staffing, tele-ICU adoption, and ICU performance in relation to bedside staffing and engagement with tele-ICU. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/82602
Chicago Manual of Style (16th Edition):
Hawkins, Helen Allison. “Risk adjusted critical care patient outcomes: a comparative analysis of critical care staffing, tele-ICU adoption, and ICU performance in relation to bedside staffing and engagement with tele-ICU.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/82602.
MLA Handbook (7th Edition):
Hawkins, Helen Allison. “Risk adjusted critical care patient outcomes: a comparative analysis of critical care staffing, tele-ICU adoption, and ICU performance in relation to bedside staffing and engagement with tele-ICU.” 2014. Web. 17 Jan 2021.
Vancouver:
Hawkins HA. Risk adjusted critical care patient outcomes: a comparative analysis of critical care staffing, tele-ICU adoption, and ICU performance in relation to bedside staffing and engagement with tele-ICU. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/82602.
Council of Science Editors:
Hawkins HA. Risk adjusted critical care patient outcomes: a comparative analysis of critical care staffing, tele-ICU adoption, and ICU performance in relation to bedside staffing and engagement with tele-ICU. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/82602
Colorado State University
7.
Tobin, Kim.
How women presidents of research institutions have navigated negotiation in reaching the top: a phenomenological study.
Degree: PhD, Education, 2018, Colorado State University
URL: http://hdl.handle.net/10217/189379
► This study examined the phenomenon of negotiation from the perspective of women who served as college presidents at doctorate granting universities in the United States.…
(more)
▼ This study examined the phenomenon of negotiation from the perspective of women who served as college presidents at doctorate granting universities in the United States. During their careers, the women reframed their understanding and relationship to the activity of negotiation. Prior to entering formal negotiations, women self-negotiated and prepared. Knowing themselves led to connecting their personal values in the negotiation process. They strove to achieve win-win outcomes which fostered mutual respect and led to more positive results for all parties involved. Understanding the phenomenon of negotiation through the lived experiences of established female presidents is important to emerging women leaders as the impact of negotiation on their careers and lives is significant.
Advisors/Committee Members: Kuk, Linda (advisor), Anderson, Sharon (committee member), Aoki, Eric (committee member), Strathe, Marlene (committee member).
Subjects/Keywords: higher education; negotiation; women's leadership; leadership; college presidents; women and negotiation
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APA ·
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APA (6th Edition):
Tobin, K. (2018). How women presidents of research institutions have navigated negotiation in reaching the top: a phenomenological study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/189379
Chicago Manual of Style (16th Edition):
Tobin, Kim. “How women presidents of research institutions have navigated negotiation in reaching the top: a phenomenological study.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/189379.
MLA Handbook (7th Edition):
Tobin, Kim. “How women presidents of research institutions have navigated negotiation in reaching the top: a phenomenological study.” 2018. Web. 17 Jan 2021.
Vancouver:
Tobin K. How women presidents of research institutions have navigated negotiation in reaching the top: a phenomenological study. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/189379.
Council of Science Editors:
Tobin K. How women presidents of research institutions have navigated negotiation in reaching the top: a phenomenological study. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/189379
Colorado State University
8.
Lander, Lori.
Faculty lived-experiences in living-learning programs: a phenomenological analysis.
Degree: PhD, Education, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176631
► The purpose of this Interpretative Phenomenological Analysis study was to explore the lived-experience of faculty participating in a living-learning program (LLP). This study aimed to…
(more)
▼ The purpose of this Interpretative Phenomenological Analysis study was to explore the lived-experience of faculty participating in a living-learning program (LLP). This study aimed to examine a sample of eleven tenure and non-tenure-track faculty participants’ experiences regarding involvement, responsibilities, and learning in the LLP. The perspectives and stories shared during the semi-structured interviews reflected motives for participating, understanding the holistic student, collaboration with various campus partners, and the desire to create change within the LLP experience. The emergent themes of benefits and rewards, understanding students, barriers, change, and environment all assisted in the understanding of the experience of faculty who participated in the living-learning programs.
Advisors/Committee Members: Kuk, Linda (advisor), McKelfresh, David (committee member), Siller, Thomas (committee member), Strathe, Marlene (committee member).
Subjects/Keywords: faculty; living-learning; university; learning communities; college; residential
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APA (6th Edition):
Lander, L. (2016). Faculty lived-experiences in living-learning programs: a phenomenological analysis. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176631
Chicago Manual of Style (16th Edition):
Lander, Lori. “Faculty lived-experiences in living-learning programs: a phenomenological analysis.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/176631.
MLA Handbook (7th Edition):
Lander, Lori. “Faculty lived-experiences in living-learning programs: a phenomenological analysis.” 2016. Web. 17 Jan 2021.
Vancouver:
Lander L. Faculty lived-experiences in living-learning programs: a phenomenological analysis. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/176631.
Council of Science Editors:
Lander L. Faculty lived-experiences in living-learning programs: a phenomenological analysis. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176631
Colorado State University
9.
Kenny, Kathryn E. McCaffrey.
Change readiness: realities and perceptions of vice presidents for student affairs at small, private liberal arts colleges.
Degree: PhD, Education, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176626
► This phenomenological study explored the experiences of vice presidents for student affairs at small liberal arts colleges with readiness for change within their organizations. The…
(more)
▼ This phenomenological study explored the experiences of vice presidents for student affairs at small liberal arts colleges with readiness for change within their organizations. The lived experiences of the participants were explored using the following research questions: (1) How do vice presidents for student affairs at small, private liberal arts colleges define what "readiness for change" means to them? (2) How do vice presidents for student affairs describe their readiness for leading change? (3) What skills and traits do vice presidents for student affairs identify as being important to their readiness to lead change within their organization? (4) How would vice presidents for student affairs describe their own personal development of the skills and traits needed to lead change? How did they develop these skills and traits? (5) How would vice presidents for student affairs apply their own readiness for change to their strategy for readying their organization for change? The researcher conducted semi structured interviews with twelve vice presidents for student affairs at small, private, liberal arts colleges in the United States. Using the interpretative phenomenological approach, five themes emerged during the analysis of the data. The lived-experience of the participants were represented by: (1) readiness for change; (2) communication; (3) value of relationships; (4) knowledge development; (5) change leadership. The data suggested that the essence of the lived experience of the participants was that they shared the desire to improve their organizations, develop their staff to be strong leaders on their campuses, and to create a high quality experience for their students.
Advisors/Committee Members: Kuk, Linda (advisor), Strathe, Marlene (committee member), Shillington, Audrey (committee member), Ellis, Michael (committee member).
Subjects/Keywords: change readiness; organizational behavior; student affairs administration; higher education leadership; change leadership; organizational change
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APA (6th Edition):
Kenny, K. E. M. (2016). Change readiness: realities and perceptions of vice presidents for student affairs at small, private liberal arts colleges. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176626
Chicago Manual of Style (16th Edition):
Kenny, Kathryn E McCaffrey. “Change readiness: realities and perceptions of vice presidents for student affairs at small, private liberal arts colleges.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/176626.
MLA Handbook (7th Edition):
Kenny, Kathryn E McCaffrey. “Change readiness: realities and perceptions of vice presidents for student affairs at small, private liberal arts colleges.” 2016. Web. 17 Jan 2021.
Vancouver:
Kenny KEM. Change readiness: realities and perceptions of vice presidents for student affairs at small, private liberal arts colleges. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/176626.
Council of Science Editors:
Kenny KEM. Change readiness: realities and perceptions of vice presidents for student affairs at small, private liberal arts colleges. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176626
Colorado State University
10.
Waller, Brent.
Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.
Degree: PhD, Education, 2015, Colorado State University
URL: http://hdl.handle.net/10217/170385
► The purpose of this mixed-methods, sequential, explanatory study was to investigate the differences regarding the status of mature-interpersonal-relationship (MIR) development in first-year engineering students who…
(more)
▼ The purpose of this mixed-methods, sequential, explanatory study was to investigate the differences regarding the status of mature-interpersonal-relationship (MIR) development in first-year engineering students who elected to live within residential learning communities (RLCs) when compared to the status of MIR development in those first-year engineering students who lived within a traditional residential environment at a science, technology, engineering, and math (STEM) institution. A survey of 582 first-year engineering students at a STEM institution yielded quantitative results. Then, to explore the initial results in more depth, a follow-up study using two separate focus groups was completed with purposefully selected respondents. The follow-up qualitative phase attempted to provide logical connections to the findings from the original quantitative phase, which showed that students who live within RLCs have experiences that provide those students with opportunities for MIRs. In the quantitative phase, statistically significant results were limited to a difference by gender. The quantitative and qualitative findings from the two phases of the study are discussed, with reference to prior research. Implications and recommendations are provided.
Advisors/Committee Members: Strathe, Marlene (advisor), Gloeckner, Gene (committee member), Kuk, Linda (committee member), Tungate, Susan (committee member).
Subjects/Keywords: engineering students; psychosocial development; residence life; residential learning communities
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APA (6th Edition):
Waller, B. (2015). Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/170385
Chicago Manual of Style (16th Edition):
Waller, Brent. “Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/170385.
MLA Handbook (7th Edition):
Waller, Brent. “Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.” 2015. Web. 17 Jan 2021.
Vancouver:
Waller B. Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/170385.
Council of Science Editors:
Waller B. Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/170385
Colorado State University
11.
Blakely, Stevie Dawn.
Emotional intelligence: a qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program.
Degree: PhD, Education, 2015, Colorado State University
URL: http://hdl.handle.net/10217/167175
► This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between…
(more)
▼ This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students’ emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.
Advisors/Committee Members: Strathe, Marlene (advisor), Anderson, Sharon (committee member), Peila-Shuster, Jackie (committee member), Orsi, Rebecca (committee member).
Subjects/Keywords: emotional intelligence; leadership development; student development; higher education; community college; leadership training
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APA (6th Edition):
Blakely, S. D. (2015). Emotional intelligence: a qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167175
Chicago Manual of Style (16th Edition):
Blakely, Stevie Dawn. “Emotional intelligence: a qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/167175.
MLA Handbook (7th Edition):
Blakely, Stevie Dawn. “Emotional intelligence: a qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program.” 2015. Web. 17 Jan 2021.
Vancouver:
Blakely SD. Emotional intelligence: a qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/167175.
Council of Science Editors:
Blakely SD. Emotional intelligence: a qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167175
Colorado State University
12.
Christo, Thomas S.
Perceptions of self-identified lesbian and gay senior higher-education administrators regarding their leadership effectiveness, The.
Degree: PhD, Education, 2015, Colorado State University
URL: http://hdl.handle.net/10217/166869
► The purpose of this qualitative phenomenological study was to explore the perceptions of Lesbian and Gay senior administrators regarding their self-identity and coming-out in the…
(more)
▼ The purpose of this qualitative phenomenological study was to explore the perceptions of Lesbian and Gay senior administrators regarding their self-identity and coming-out in the workplace, and their perceived effectiveness as leaders at higher-education institutions. Senior administrators in this study were second line, and reported to the President/Chancellor or Provost of an institution; their titles generally were Provost, Vice President, or Dean. Past research studies did not specifically address the self-identity and perceived leadership effectiveness of Lesbian and Gay senior administrators at colleges and universities, and the effect their coming-out had on their workplace experiences. This study used a qualitative phenomenological approach within a constructivist paradigm. After the initial participants were recruited for the study, a snowball technique of purposive sampling was used to identify additional participants. In-depth interviews were performed with eight participants who were self-identified as Gay or Lesbian and who occupied a senior administrative position at a college or
university in the United States for at least 3 years. The analysis of the findings from the lived experiences of the senior administrators in the workplace revealed four main themes, which were memorable leadership experiences, coming-out in the workplace, Lesbian and Gay identity and leadership effectiveness, and multiple self-identities of Lesbian and Gay leaders in the workplace. The lived experiences of these self-identified Lesbian and Gay senior administrators were affected by their past and present experiences; they described those experiences as memorable, either as accomplishments or as challenges. The participants' choice to come out at their workplaces was affected by the "comfortableness" they felt with their coworkers, the partners in their lives, the needs of LGBT students, and the views of the institution president or other influential individuals. The participants perceived their Lesbian and Gay identity to be both an integral part of their self-identity, which they reported to have "very successfully" integrated into their leadership, and of their leadership effectiveness.
Advisors/Committee Members: Kuk, Linda (advisor), Strathe, Marlene (committee member), Carlson, Laurie (committee member), Aoki, Eric (committee member).
Subjects/Keywords: gays; lesbians; sexual identity; leadership effectiveness; coming-out; LGBT leadership
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APA (6th Edition):
Christo, T. S. (2015). Perceptions of self-identified lesbian and gay senior higher-education administrators regarding their leadership effectiveness, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/166869
Chicago Manual of Style (16th Edition):
Christo, Thomas S. “Perceptions of self-identified lesbian and gay senior higher-education administrators regarding their leadership effectiveness, The.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/166869.
MLA Handbook (7th Edition):
Christo, Thomas S. “Perceptions of self-identified lesbian and gay senior higher-education administrators regarding their leadership effectiveness, The.” 2015. Web. 17 Jan 2021.
Vancouver:
Christo TS. Perceptions of self-identified lesbian and gay senior higher-education administrators regarding their leadership effectiveness, The. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/166869.
Council of Science Editors:
Christo TS. Perceptions of self-identified lesbian and gay senior higher-education administrators regarding their leadership effectiveness, The. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166869
Colorado State University
13.
Wood, Raynie L.
Establishment of an internationally based offshore branch campus: an Australian case study.
Degree: PhD, Education, 2017, Colorado State University
URL: http://hdl.handle.net/10217/183940
► As a result of the changes in society due to globalization, higher-education organizations are working to prepare graduates for a more global workplace. One of…
(more)
▼ As a result of the changes in society due to globalization, higher-education organizations are working to prepare graduates for a more global workplace. One of the methods of transnational education recognized for providing access to a global education is the international branch campus (IBC). While there are various types of international partnerships, the IBC is acknowledged for having benefits, and administrators acknowledge that there are significant risks. This qualitative methods case study explored an Australian source campus that engaged in the establishment of a Middle Eastern host campus. The central research questions were 1) what were the decision-makers' perceptions of the decision-making process when considering the establishment of an IBC, and 2) what were the indicators used to measure the success of the IBC. The findings of this case were that, while many stakeholders contributed to the decision-making process, the CEO was identified as the final decision-maker. The decision-making process was not linear in nature, consisting of various go/no-go decision points. While this organization had a history of engagement in IBCs, it was felt that due to the nature of this partnership there was increased risk requiring a range in due diligence assessments. The measures of success were clearly aligned with financial and quality indicators. While the host operations were viewed as being very different, the source operation's standard annual reporting benchmarks and goals, and timelines to monitor success were used.
Advisors/Committee Members: Strathe, Marlene (advisor), Anderson, Sharon (committee member), Weinberger, Andrea (committee member), Elliot, Jonathan (committee member), Zahavich, Alex (committee member).
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APA ·
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MLA ·
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CSE |
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APA (6th Edition):
Wood, R. L. (2017). Establishment of an internationally based offshore branch campus: an Australian case study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/183940
Chicago Manual of Style (16th Edition):
Wood, Raynie L. “Establishment of an internationally based offshore branch campus: an Australian case study.” 2017. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/183940.
MLA Handbook (7th Edition):
Wood, Raynie L. “Establishment of an internationally based offshore branch campus: an Australian case study.” 2017. Web. 17 Jan 2021.
Vancouver:
Wood RL. Establishment of an internationally based offshore branch campus: an Australian case study. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/183940.
Council of Science Editors:
Wood RL. Establishment of an internationally based offshore branch campus: an Australian case study. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183940
Colorado State University
14.
Hosking, Jeff.
Campus security director perceptions concerning the influence of concealed carry firearms on safety at Wyoming public community colleges: a phenomenological study.
Degree: PhD, Education, 2014, Colorado State University
URL: http://hdl.handle.net/10217/82523
► Firearm violence is occurring on America's higher education campuses killing not only students but faculty and employees as well (International Association of Campus Law Enforcement…
(more)
▼ Firearm violence is occurring on America's higher education campuses killing not only students but faculty and employees as well (International Association of Campus Law Enforcement Administrators, 2008). Even in light of this bloodshed, there is little accurate information available about the role that firearms play in preventing or exacerbating campus violence (Miller, Hemenway, & Weschsler, 2002). Wyoming community college campus security directors are specifically given the authority to allow, or not, concealed firearms on their campuses by
state law (Wyoming Senate, 2011). The purpose of this qualitative phenomenological study is to explore the perceptions, attitudes, and understandings of campus security directors concerning concealed carry firearms on their campuses. Using qualitative research methods, the study was conducted utilizing semi - structured interviews with the seven campus security directors for each of the Wyoming community college districts. Smith's (2012) interpretative phenomenological analysis qualitative method of inquiry guided the data analysis. In accordance with an interpretative phenomenological approach, data analysis was undertaken to examine for patterns, trends, and themes that emerged from the campus security directors' responses. The analysis used personal and in - depth detail derived from individual interviews to describe the perceptions, attitudes, and understandings of participants. Analysis of the data presented four super ordinate themes supported by fifteen subthemes. This research yielded information concerning the possession of concealed carry firearms at Wyoming community college districts. Findings indicated that the unrestricted carry of concealed firearms would likely harm the overall safety of Wyoming community colleges. However, if proper vetting and training of persons carrying concealed firearms were to occur, campuses may be safer. Wyoming community college districts were considered safe places pursuant to participant responses, and no concealed firearms had been used in any Wyoming community college district to commit a violent crime. Campus security directors stated that possession of firearms by a victim would not have prevented any violent campus crime. Campus security directors indicated that concealed carry firearms may be irrelevant to the safety of Wyoming community college districts. Rather it was the proactive stance and involvement of campus security officers that was important to campus firearm safety. The interview data yielded information and considerations for campus security directors, college administrators and all persons interested in firearm safety at Wyoming community colleges. This information may be used to assist in the crafting of sensible firearm policies at community colleges.
Advisors/Committee Members: Foley, Jeffrey M. (advisor), Kuk, Linda (committee member), Strathe, Marlene I. (committee member), Schaeffer, Steven Lewis (committee member).
Subjects/Keywords: concealed; community; firearms; carry; college
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APA ·
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APA (6th Edition):
Hosking, J. (2014). Campus security director perceptions concerning the influence of concealed carry firearms on safety at Wyoming public community colleges: a phenomenological study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/82523
Chicago Manual of Style (16th Edition):
Hosking, Jeff. “Campus security director perceptions concerning the influence of concealed carry firearms on safety at Wyoming public community colleges: a phenomenological study.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/82523.
MLA Handbook (7th Edition):
Hosking, Jeff. “Campus security director perceptions concerning the influence of concealed carry firearms on safety at Wyoming public community colleges: a phenomenological study.” 2014. Web. 17 Jan 2021.
Vancouver:
Hosking J. Campus security director perceptions concerning the influence of concealed carry firearms on safety at Wyoming public community colleges: a phenomenological study. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/82523.
Council of Science Editors:
Hosking J. Campus security director perceptions concerning the influence of concealed carry firearms on safety at Wyoming public community colleges: a phenomenological study. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/82523
Colorado State University
15.
Parks, Tracy A.
Soldier-students: a phenomenological study of the experiences of service members taking online courses while deployed in combat.
Degree: PhD, Education, 2015, Colorado State University
URL: http://hdl.handle.net/10217/167234
► The purpose of this study was to describe the phenomenon of United States Service Members (SM) who took online college courses while deployed in combat…
(more)
▼ The purpose of this study was to describe the phenomenon of United States Service Members (SM) who took online college courses while deployed in combat zones. Prior to this, only two phenomenological studies had identified soldier-students as their focus. This study sought to more formally understand the experiences and implications of SM as soldier-students. The study examined how SM experiences and/or SM educational goals were affected across three categories of environmentally influenced variables, and explored what the military and higher education institutions could do to improve quality of life for SM. Nineteen participants from the Army, Air Force and Navy were interviewed about their experiences of matriculating online while being deployed. Overall, the results show that solider-students were resilient in both their missions and educational pursuits. Primarily, the combat environment played a crucial role in the phenomenon, while the participant’s general higher education experiences and their course-specific experiences added additional qualities to the phenomenon. Finally, this qualitative research presents the participants’ own perspectives: how they benefited, how it reduced their stress, how kept them grounded in a larger reality, and why they would recommend for others to take classes during their deployments. Significantly, the participants showed a great desire to learn and to be supported by the military and higher education. The findings of this research demonstrate that solider-students are resilient in their missions and education equally, yet this resiliency must be better understood and further developed towards meeting the needs of SM, the military and universities.
Advisors/Committee Members: Folkestad, James (advisor), Davies, Timothy G. (committee member), Strathe, Marlene (committee member), Grigg, Neil S. (committee member).
Subjects/Keywords: deployments; online classes; adult learning; soldier-students; military students
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APA ·
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MLA ·
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CSE |
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APA (6th Edition):
Parks, T. A. (2015). Soldier-students: a phenomenological study of the experiences of service members taking online courses while deployed in combat. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167234
Chicago Manual of Style (16th Edition):
Parks, Tracy A. “Soldier-students: a phenomenological study of the experiences of service members taking online courses while deployed in combat.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 17, 2021.
http://hdl.handle.net/10217/167234.
MLA Handbook (7th Edition):
Parks, Tracy A. “Soldier-students: a phenomenological study of the experiences of service members taking online courses while deployed in combat.” 2015. Web. 17 Jan 2021.
Vancouver:
Parks TA. Soldier-students: a phenomenological study of the experiences of service members taking online courses while deployed in combat. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10217/167234.
Council of Science Editors:
Parks TA. Soldier-students: a phenomenological study of the experiences of service members taking online courses while deployed in combat. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167234
. 
Open Access Theses and Dissertations