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You searched for +publisher:"University of Arkansas" +contributor:("James O. Hammons"). Showing records 1 – 14 of 14 total matches.

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University of Arkansas

1. Mace, Teresa Marie. The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2013, University of Arkansas

  A significant increase in community colleges' (CC) presidential retirements is resulting in a huge loss of critical knowledge and experience. Recognition of this has… (more)

Subjects/Keywords: Social sciences; Education; Achieving the dream leader colleges; Community college presidents; Community colleges; Leadership roles; Management activities; Community College Education Administration; Community College Leadership

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APA (6th Edition):

Mace, T. M. (2013). The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/961

Chicago Manual of Style (16th Edition):

Mace, Teresa Marie. “The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents.” 2013. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/961.

MLA Handbook (7th Edition):

Mace, Teresa Marie. “The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents.” 2013. Web. 18 Feb 2019.

Vancouver:

Mace TM. The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/961.

Council of Science Editors:

Mace TM. The Managerial Activities and Leadership Roles of Five Achieving the Dream Leader College Presidents. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/961


University of Arkansas

2. Orf, Michael Aaron. Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2013, University of Arkansas

  The growth of community colleges over the last five decades has not been met with a commensurate expansion of knowledge about policy development. In… (more)

Subjects/Keywords: Education; Community college faculty; Faculty promotions; Faculty rank; Community College Education Administration; Community College Leadership

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APA (6th Edition):

Orf, M. A. (2013). Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/965

Chicago Manual of Style (16th Edition):

Orf, Michael Aaron. “Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges.” 2013. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/965.

MLA Handbook (7th Edition):

Orf, Michael Aaron. “Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges.” 2013. Web. 18 Feb 2019.

Vancouver:

Orf MA. Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/965.

Council of Science Editors:

Orf MA. Criteria for Initial Appointment in Rank and Subsequent Promotion for Faculty in Two-Year Public Colleges. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/965


University of Arkansas

3. Aberle, Andrew Mark. Community College Student Achievement in Web Based Software-Enhanced Developmental Mathematics Courses.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2015, University of Arkansas

  The purpose of this causal-comparative study was to compare the performance of students receiving web based software-enhanced instruction with the performance of students receiving… (more)

Subjects/Keywords: Education; College; Community; Computer; Developmental; Mathematics; Software; Community College Leadership; Science and Mathematics Education

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APA (6th Edition):

Aberle, A. M. (2015). Community College Student Achievement in Web Based Software-Enhanced Developmental Mathematics Courses. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1074

Chicago Manual of Style (16th Edition):

Aberle, Andrew Mark. “Community College Student Achievement in Web Based Software-Enhanced Developmental Mathematics Courses.” 2015. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/1074.

MLA Handbook (7th Edition):

Aberle, Andrew Mark. “Community College Student Achievement in Web Based Software-Enhanced Developmental Mathematics Courses.” 2015. Web. 18 Feb 2019.

Vancouver:

Aberle AM. Community College Student Achievement in Web Based Software-Enhanced Developmental Mathematics Courses. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/1074.

Council of Science Editors:

Aberle AM. Community College Student Achievement in Web Based Software-Enhanced Developmental Mathematics Courses. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: http://scholarworks.uark.edu/etd/1074


University of Arkansas

4. Keogh, Rochelle. Long-term Impact of Teacher Training for Mexican English-language Teachers.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2015, University of Arkansas

  The purpose of this study was to determine the long-term impact of the Summer Workshop for English Teachers. Moving beyond participant satisfaction surveys and… (more)

Subjects/Keywords: Efl; English as a foreign language; Professional development; Teacher education; Training evaluation; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; English Language and Literature

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APA (6th Edition):

Keogh, R. (2015). Long-term Impact of Teacher Training for Mexican English-language Teachers. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/31

Chicago Manual of Style (16th Edition):

Keogh, Rochelle. “Long-term Impact of Teacher Training for Mexican English-language Teachers.” 2015. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/31.

MLA Handbook (7th Edition):

Keogh, Rochelle. “Long-term Impact of Teacher Training for Mexican English-language Teachers.” 2015. Web. 18 Feb 2019.

Vancouver:

Keogh R. Long-term Impact of Teacher Training for Mexican English-language Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/31.

Council of Science Editors:

Keogh R. Long-term Impact of Teacher Training for Mexican English-language Teachers. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: http://scholarworks.uark.edu/etd/31


University of Arkansas

5. Dunbar, Kelly Agnes. Creativity in Triadic Supervision: Using Mandalas to Impact the Working Alliance.

Degree: PhD, 2011, University of Arkansas

  This qualitative study investigated the use of mandalas as a creative approach with the potential to impact the supervisory working alliance within the context… (more)

Subjects/Keywords: Counseling; Creativity; Expressive arts; Supervision; Tradic supervision; Working alliance; Counseling Psychology; Social Psychology

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APA (6th Edition):

Dunbar, K. A. (2011). Creativity in Triadic Supervision: Using Mandalas to Impact the Working Alliance. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/147

Chicago Manual of Style (16th Edition):

Dunbar, Kelly Agnes. “Creativity in Triadic Supervision: Using Mandalas to Impact the Working Alliance.” 2011. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/147.

MLA Handbook (7th Edition):

Dunbar, Kelly Agnes. “Creativity in Triadic Supervision: Using Mandalas to Impact the Working Alliance.” 2011. Web. 18 Feb 2019.

Vancouver:

Dunbar KA. Creativity in Triadic Supervision: Using Mandalas to Impact the Working Alliance. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/147.

Council of Science Editors:

Dunbar KA. Creativity in Triadic Supervision: Using Mandalas to Impact the Working Alliance. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: http://scholarworks.uark.edu/etd/147


University of Arkansas

6. Hollifield-Hoyle, Heather. The Neglected Minority: Interviews with Successful Community College Students from Poverty.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2012, University of Arkansas

  Poverty in the US is growing at an alarming rate. The current economic climate demands higher education to embrace the economic diversity of all… (more)

Subjects/Keywords: Education; Achieving the dream; Community college; Higher education; Low-income students; Pell Grant; Pell-grant; Student success; Community College Education Administration; Community College Leadership; Education Policy; Higher Education and Teaching

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APA (6th Edition):

Hollifield-Hoyle, H. (2012). The Neglected Minority: Interviews with Successful Community College Students from Poverty. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/469

Chicago Manual of Style (16th Edition):

Hollifield-Hoyle, Heather. “The Neglected Minority: Interviews with Successful Community College Students from Poverty.” 2012. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/469.

MLA Handbook (7th Edition):

Hollifield-Hoyle, Heather. “The Neglected Minority: Interviews with Successful Community College Students from Poverty.” 2012. Web. 18 Feb 2019.

Vancouver:

Hollifield-Hoyle H. The Neglected Minority: Interviews with Successful Community College Students from Poverty. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/469.

Council of Science Editors:

Hollifield-Hoyle H. The Neglected Minority: Interviews with Successful Community College Students from Poverty. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: http://scholarworks.uark.edu/etd/469


University of Arkansas

7. Lambert, Rebecca Jean. The Effects of First-Year Students' Self-Perceptions of Behaviors, Attitudes, and Aptitudes on Their First-to-Second-Year Persistence.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2012, University of Arkansas

  Student persistence continues to be a topic of much research and discussion in higher education. Based on Bean and Eaton's (2000) psychological theory of… (more)

Subjects/Keywords: Education; Aptitudes; Attitudes; Behaviors; First-year; Persistence; Retention; Higher Education; Higher Education Administration

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APA (6th Edition):

Lambert, R. J. (2012). The Effects of First-Year Students' Self-Perceptions of Behaviors, Attitudes, and Aptitudes on Their First-to-Second-Year Persistence. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/525

Chicago Manual of Style (16th Edition):

Lambert, Rebecca Jean. “The Effects of First-Year Students' Self-Perceptions of Behaviors, Attitudes, and Aptitudes on Their First-to-Second-Year Persistence.” 2012. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/525.

MLA Handbook (7th Edition):

Lambert, Rebecca Jean. “The Effects of First-Year Students' Self-Perceptions of Behaviors, Attitudes, and Aptitudes on Their First-to-Second-Year Persistence.” 2012. Web. 18 Feb 2019.

Vancouver:

Lambert RJ. The Effects of First-Year Students' Self-Perceptions of Behaviors, Attitudes, and Aptitudes on Their First-to-Second-Year Persistence. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/525.

Council of Science Editors:

Lambert RJ. The Effects of First-Year Students' Self-Perceptions of Behaviors, Attitudes, and Aptitudes on Their First-to-Second-Year Persistence. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: http://scholarworks.uark.edu/etd/525


University of Arkansas

8. Moore, Amanda Kay. Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2012, University of Arkansas

  This longitudinal study analyzed pretest-posttest data to 1) examine the influence of honors programs on first-year college students' critical thinking skills, 2) to determine… (more)

Subjects/Keywords: Education; Critical thinking; First-year students; Gifted education; Good practices; Honors colleges; Honors programs; Longitudinal studies; Gifted Education; Higher Education

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APA (6th Edition):

Moore, A. K. (2012). Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/566

Chicago Manual of Style (16th Edition):

Moore, Amanda Kay. “Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education.” 2012. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/566.

MLA Handbook (7th Edition):

Moore, Amanda Kay. “Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education.” 2012. Web. 18 Feb 2019.

Vancouver:

Moore AK. Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/566.

Council of Science Editors:

Moore AK. Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: http://scholarworks.uark.edu/etd/566


University of Arkansas

9. Kinders, Mark Allan. The Acclimation Processes for New, First-time Presidents at Public, Master’s-level Comprehensive Institutions: Lessons Learned.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2015, University of Arkansas

  The purpose of this study was to learn the acclimation practices of new, first-time presidents at regional, public comprehensive institutions. An original survey conducted… (more)

Subjects/Keywords: Education; AASCU; Acclimation; Executive transitions; Lessons learned; Public higher education; University presidents; Educational Leadership; Higher Education Administration

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APA (6th Edition):

Kinders, M. A. (2015). The Acclimation Processes for New, First-time Presidents at Public, Master’s-level Comprehensive Institutions: Lessons Learned. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1223

Chicago Manual of Style (16th Edition):

Kinders, Mark Allan. “The Acclimation Processes for New, First-time Presidents at Public, Master’s-level Comprehensive Institutions: Lessons Learned.” 2015. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. https://scholarworks.uark.edu/etd/1223.

MLA Handbook (7th Edition):

Kinders, Mark Allan. “The Acclimation Processes for New, First-time Presidents at Public, Master’s-level Comprehensive Institutions: Lessons Learned.” 2015. Web. 18 Feb 2019.

Vancouver:

Kinders MA. The Acclimation Processes for New, First-time Presidents at Public, Master’s-level Comprehensive Institutions: Lessons Learned. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Feb 18]. Available from: https://scholarworks.uark.edu/etd/1223.

Council of Science Editors:

Kinders MA. The Acclimation Processes for New, First-time Presidents at Public, Master’s-level Comprehensive Institutions: Lessons Learned. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1223


University of Arkansas

10. Samuels, Mandel G. Factors Used to Determine the Teaching Load for Chairs in Public Community Colleges.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2017, University of Arkansas

  As the complexities of the departmental chair continued to increase, so did the importance of having a process to use to fairly assign the… (more)

Subjects/Keywords: Chairperson; Chairs; Community College; Factors; Workload; Community College Leadership; Higher Education; Higher Education Administration

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APA (6th Edition):

Samuels, M. G. (2017). Factors Used to Determine the Teaching Load for Chairs in Public Community Colleges. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2425

Chicago Manual of Style (16th Edition):

Samuels, Mandel G. “Factors Used to Determine the Teaching Load for Chairs in Public Community Colleges.” 2017. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. https://scholarworks.uark.edu/etd/2425.

MLA Handbook (7th Edition):

Samuels, Mandel G. “Factors Used to Determine the Teaching Load for Chairs in Public Community Colleges.” 2017. Web. 18 Feb 2019.

Vancouver:

Samuels MG. Factors Used to Determine the Teaching Load for Chairs in Public Community Colleges. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Feb 18]. Available from: https://scholarworks.uark.edu/etd/2425.

Council of Science Editors:

Samuels MG. Factors Used to Determine the Teaching Load for Chairs in Public Community Colleges. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2425


University of Arkansas

11. Smith, Kerri Anna. Perceptions of Skill Development in a Living-Learning First-Year Experience Program.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2012, University of Arkansas

  The purpose of this study was to explore the perceptions of students and faculty involved in a living-learning first-year experience program at a small,… (more)

Subjects/Keywords: Education; First-year experience; Living-learning program; Skill development; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning

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APA (6th Edition):

Smith, K. A. (2012). Perceptions of Skill Development in a Living-Learning First-Year Experience Program. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/464

Chicago Manual of Style (16th Edition):

Smith, Kerri Anna. “Perceptions of Skill Development in a Living-Learning First-Year Experience Program.” 2012. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. https://scholarworks.uark.edu/etd/464.

MLA Handbook (7th Edition):

Smith, Kerri Anna. “Perceptions of Skill Development in a Living-Learning First-Year Experience Program.” 2012. Web. 18 Feb 2019.

Vancouver:

Smith KA. Perceptions of Skill Development in a Living-Learning First-Year Experience Program. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Feb 18]. Available from: https://scholarworks.uark.edu/etd/464.

Council of Science Editors:

Smith KA. Perceptions of Skill Development in a Living-Learning First-Year Experience Program. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/464


University of Arkansas

12. Langford, Allison Barritt. Climbing the Ladder: The Experiences of Women Senior Leaders in Southern Baptist Colleges and Universities.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2010, University of Arkansas

  The purpose of this interview study was to explore the career pathways, barriers, and keys to success experienced by women senior administrators in Southern… (more)

Subjects/Keywords: Education; Social sciences; Baptist; Leadership; Southern Baptist; Women; Women administrators; Educational Leadership; Higher Education; Higher Education Administration; Women's Studies

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APA (6th Edition):

Langford, A. B. (2010). Climbing the Ladder: The Experiences of Women Senior Leaders in Southern Baptist Colleges and Universities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/61

Chicago Manual of Style (16th Edition):

Langford, Allison Barritt. “Climbing the Ladder: The Experiences of Women Senior Leaders in Southern Baptist Colleges and Universities.” 2010. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. https://scholarworks.uark.edu/etd/61.

MLA Handbook (7th Edition):

Langford, Allison Barritt. “Climbing the Ladder: The Experiences of Women Senior Leaders in Southern Baptist Colleges and Universities.” 2010. Web. 18 Feb 2019.

Vancouver:

Langford AB. Climbing the Ladder: The Experiences of Women Senior Leaders in Southern Baptist Colleges and Universities. [Internet] [Doctoral dissertation]. University of Arkansas; 2010. [cited 2019 Feb 18]. Available from: https://scholarworks.uark.edu/etd/61.

Council of Science Editors:

Langford AB. Climbing the Ladder: The Experiences of Women Senior Leaders in Southern Baptist Colleges and Universities. [Doctoral Dissertation]. University of Arkansas; 2010. Available from: https://scholarworks.uark.edu/etd/61


University of Arkansas

13. Speck, Rose-Marie. On the Right Track: Exploring Influences Contributing to Successful Track-Switching of Indians Working for a U.S. Company.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2017, University of Arkansas

  The purpose of this study was to explore how Indian managers assessed the influences leading to their transition from technician to manager when working… (more)

Subjects/Keywords: Social sciences; Education; Business Administration, Management, and Operations; Educational Leadership

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APA (6th Edition):

Speck, R. (2017). On the Right Track: Exploring Influences Contributing to Successful Track-Switching of Indians Working for a U.S. Company. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1919

Chicago Manual of Style (16th Edition):

Speck, Rose-Marie. “On the Right Track: Exploring Influences Contributing to Successful Track-Switching of Indians Working for a U.S. Company.” 2017. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. http://scholarworks.uark.edu/etd/1919.

MLA Handbook (7th Edition):

Speck, Rose-Marie. “On the Right Track: Exploring Influences Contributing to Successful Track-Switching of Indians Working for a U.S. Company.” 2017. Web. 18 Feb 2019.

Vancouver:

Speck R. On the Right Track: Exploring Influences Contributing to Successful Track-Switching of Indians Working for a U.S. Company. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Feb 18]. Available from: http://scholarworks.uark.edu/etd/1919.

Council of Science Editors:

Speck R. On the Right Track: Exploring Influences Contributing to Successful Track-Switching of Indians Working for a U.S. Company. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: http://scholarworks.uark.edu/etd/1919


University of Arkansas

14. Jochems, Jeffrey. Missouri A+ Students: How Are They Doing?.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2004, University of Arkansas

  The primary purpose of this study was to determine if students receiving assistance through the A+ Program exhibited higher academic performance (measured by college… (more)

Subjects/Keywords: A+ program; Missouri; scholarships; Community College Education Administration; Community College Leadership

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APA (6th Edition):

Jochems, J. (2004). Missouri A+ Students: How Are They Doing?. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2962

Chicago Manual of Style (16th Edition):

Jochems, Jeffrey. “Missouri A+ Students: How Are They Doing?.” 2004. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2019. https://scholarworks.uark.edu/etd/2962.

MLA Handbook (7th Edition):

Jochems, Jeffrey. “Missouri A+ Students: How Are They Doing?.” 2004. Web. 18 Feb 2019.

Vancouver:

Jochems J. Missouri A+ Students: How Are They Doing?. [Internet] [Doctoral dissertation]. University of Arkansas; 2004. [cited 2019 Feb 18]. Available from: https://scholarworks.uark.edu/etd/2962.

Council of Science Editors:

Jochems J. Missouri A+ Students: How Are They Doing?. [Doctoral Dissertation]. University of Arkansas; 2004. Available from: https://scholarworks.uark.edu/etd/2962

.