+publisher:"University of North Texas" +contributor:("Whitson, Kathleen K.")

University of North Texas

1. Downing, David, L. From reactionary to responsive: Applying the internal environmental scan protocol to lifelong learning strategic planning and operational model selection.

Degree: 2009, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc9852/

► This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored… (more)

Subjects/Keywords: Lifelong learning; lifelong learning program models; environmental scanning; Strategic planning.; Continuing education.; Universities and colleges – Administration.; Education, Higher – Administration.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Downing, David, L. (2009). From reactionary to responsive: Applying the internal environmental scan protocol to lifelong learning strategic planning and operational model selection. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9852/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Downing, David, L. “From reactionary to responsive: Applying the internal environmental scan protocol to lifelong learning strategic planning and operational model selection.” 2009. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc9852/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Downing, David, L. “From reactionary to responsive: Applying the internal environmental scan protocol to lifelong learning strategic planning and operational model selection.” 2009. Web. 22 Feb 2019.

Vancouver:

Downing, David L. From reactionary to responsive: Applying the internal environmental scan protocol to lifelong learning strategic planning and operational model selection. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9852/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Downing, David L. From reactionary to responsive: Applying the internal environmental scan protocol to lifelong learning strategic planning and operational model selection. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc9852/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

2. Dondlinger, Mary Jo. The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience.

Degree: 2009, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc10995/

► The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience… (more)

Subjects/Keywords: Alternate reality game; problem-based learning; capstone course; Simulation games in education – Evaluation.; Educational games – Evaluation.; Alternate reality games – Evaluation.; UN Millennium Project.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dondlinger, M. J. (2009). The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc10995/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dondlinger, Mary Jo. “The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience.” 2009. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc10995/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dondlinger, Mary Jo. “The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience.” 2009. Web. 22 Feb 2019.

Vancouver:

Dondlinger MJ. The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc10995/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dondlinger MJ. The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc10995/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

3. McLawhon, Ryan. Readiness scores as indicators of online faculty satisfaction.

Degree: 2009, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc10987/

► The purpose of this study was to determine the relationships between online readiness scores and online faculty job satisfaction. Online readiness was assessed using the… (more)

Subjects/Keywords: satisfaction; Distance learning; faculty; College teachers – Job satisfaction – Texas – Tarrant County.; Tarrant County College – Faculty.; Web-based instruction.; Learning, Psychology of.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

McLawhon, R. (2009). Readiness scores as indicators of online faculty satisfaction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc10987/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McLawhon, Ryan. “Readiness scores as indicators of online faculty satisfaction.” 2009. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc10987/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McLawhon, Ryan. “Readiness scores as indicators of online faculty satisfaction.” 2009. Web. 22 Feb 2019.

Vancouver:

McLawhon R. Readiness scores as indicators of online faculty satisfaction. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc10987/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McLawhon R. Readiness scores as indicators of online faculty satisfaction. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc10987/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

4. Schumann, Sherry Haskin. The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses: An application of a conceptual model.

Degree: 2009, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc12198/

► The purpose of this study was to examine differences and relationships in student definition and background characteristics, help seeking behaviors, academic and environmental variables between… (more)

Subjects/Keywords: Community college; Help-seeking behavior.; student characteristics; online course completion; Academic achievement.; Distance education.; Community college students.; Web-based instruction.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Schumann, S. H. (2009). The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses: An application of a conceptual model. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12198/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schumann, Sherry Haskin. “The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses: An application of a conceptual model.” 2009. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc12198/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schumann, Sherry Haskin. “The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses: An application of a conceptual model.” 2009. Web. 22 Feb 2019.

Vancouver:

Schumann SH. The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses: An application of a conceptual model. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12198/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schumann SH. The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses: An application of a conceptual model. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc12198/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

5. Tung, Yao-Tsu. A Case Study of Undergraduate Course Syllabi in Taiwan.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc28487/

► Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in… (more)

Subjects/Keywords: Syllabi; higher education; undergraduate; College teaching – Taiwan.; Education, Higher – Taiwan.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Tung, Y. (2010). A Case Study of Undergraduate Course Syllabi in Taiwan. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28487/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tung, Yao-Tsu. “A Case Study of Undergraduate Course Syllabi in Taiwan.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc28487/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tung, Yao-Tsu. “A Case Study of Undergraduate Course Syllabi in Taiwan.” 2010. Web. 22 Feb 2019.

Vancouver:

Tung Y. A Case Study of Undergraduate Course Syllabi in Taiwan. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28487/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tung Y. A Case Study of Undergraduate Course Syllabi in Taiwan. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28487/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

6. Fung, Terence Yip-hung. Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc28420/

► Under the George W. Bush U.S. presidential administration, the federal government pushed for greater accountability among institutions of higher education for educational outcomes. Graduation rate… (more)

Subjects/Keywords: Graduate rates; student attrition; structural equation modeling; student outcomes; accountability; College graduates – United States.; College students – United States.; College attendance – United States.; Integrated Postsecondary Education Data System.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Fung, T. Y. (2010). Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28420/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fung, Terence Yip-hung. “Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc28420/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fung, Terence Yip-hung. “Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS.” 2010. Web. 22 Feb 2019.

Vancouver:

Fung TY. Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28420/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fung TY. Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28420/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

7. Lin, Baysan. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc28451/

► This exploratory, qualitative research explored the extent that course syllabi in the Departments of English in 13 public and 9 private universities in Taiwan reflect… (more)

Subjects/Keywords: Syllabi; higher education; English department; English literature – Study and teaching (Higher) – Taiwan.; English language – Study and teaching (Higher) – Taiwan.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Lin, B. (2010). An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28451/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lin, Baysan. “An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc28451/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lin, Baysan. “An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.” 2010. Web. 22 Feb 2019.

Vancouver:

Lin B. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28451/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lin B. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28451/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

8. Dames, Terren L. The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc28409/

► The purpose of this study was to provide a historical overview of the development of the College of the Bahamas, and to examine the development… (more)

Subjects/Keywords: Historical; College of the Bahamas; tertiary education; College of the Bahamas – History.; Education, Higher – Bahamas – History.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dames, T. L. (2010). The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28409/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dames, Terren L. “The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc28409/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dames, Terren L. “The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future.” 2010. Web. 22 Feb 2019.

Vancouver:

Dames TL. The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28409/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dames TL. The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28409/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

9. Christine, David Wayne. Baptist Pastoral Leadership: An Analysis for Curriculum Development.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc30446/

► Through a qualitative study utilizing in-depth interviews, practitioner opinion was gathered regarding how Christian institutions of higher education, primarily Baptist seminaries, may better utilize formal… (more)

Subjects/Keywords: Clergy; Christian higher education; curriculum; Pastoral theology.; Christian leadership.; Southern Baptist Convention – Clergy – Training of.; Baptists – Clergy – Training of.; Dallas Baptist Association.; Kauf-Van Baptist Association.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Christine, D. W. (2010). Baptist Pastoral Leadership: An Analysis for Curriculum Development. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30446/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Christine, David Wayne. “Baptist Pastoral Leadership: An Analysis for Curriculum Development.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc30446/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Christine, David Wayne. “Baptist Pastoral Leadership: An Analysis for Curriculum Development.” 2010. Web. 22 Feb 2019.

Vancouver:

Christine DW. Baptist Pastoral Leadership: An Analysis for Curriculum Development. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30446/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christine DW. Baptist Pastoral Leadership: An Analysis for Curriculum Development. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30446/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

10. Maben, Sarah Kathleen. A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc30486/

► Student-run public relations firms are part of collegiate public relations pedagogy, and this study used a mixed-method approach to analyze such firms on U.S. campuses.… (more)

Subjects/Keywords: Public relations; agency; firm; student-run; Universities and colleges – Public relations – United States.; Public relations firms – United States.; College publicity – United States.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Maben, S. K. (2010). A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30486/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maben, Sarah Kathleen. “A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc30486/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maben, Sarah Kathleen. “A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses.” 2010. Web. 22 Feb 2019.

Vancouver:

Maben SK. A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30486/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maben SK. A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30486/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

11. McCowen, Heather V. Mentoring in Higher Education Music Study: Are Good Teachers Mentors?.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc30491/

► This quantitative study examined the correlation between how college level music students rated their teachers on the Fowler/O'Gorman Mentor Functions Questionnaire and how they perceived… (more)

Subjects/Keywords: Mentorship; music major; private teacher; Mentoring in education.; Music teachers – Rating of.; Music – Study and teaching (Higher)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

McCowen, H. V. (2010). Mentoring in Higher Education Music Study: Are Good Teachers Mentors?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30491/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McCowen, Heather V. “Mentoring in Higher Education Music Study: Are Good Teachers Mentors?.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc30491/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McCowen, Heather V. “Mentoring in Higher Education Music Study: Are Good Teachers Mentors?.” 2010. Web. 22 Feb 2019.

Vancouver:

McCowen HV. Mentoring in Higher Education Music Study: Are Good Teachers Mentors?. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30491/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCowen HV. Mentoring in Higher Education Music Study: Are Good Teachers Mentors?. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30491/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

12. Davis, Denise. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc33141/

► The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions… (more)

Subjects/Keywords: College readiness; Texas schools; college success; Prediction of scholastic success – Texas.; College students – Texas.; High school students – Texas.; Academic achievement – Texas.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Davis, D. (2010). College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33141/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Davis, Denise. “College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc33141/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Davis, Denise. “College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.” 2010. Web. 22 Feb 2019.

Vancouver:

Davis D. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33141/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis D. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33141/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

13. Kittle, Kris J. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc33179/

► Service-learning continues to gain in popularity across the higher education landscape and can be found in most educational institutions. Although more often found in student… (more)

▼ Service-learning continues to gain in popularity across the higher education landscape and can be found in most educational institutions. Although more often found in student affairs programming, it is also viewed as a viable pedagogy. Most studies show that service-learning impacts students in various ways: academically, socially and vocationally. The research study employed quantitative methods. It analyzed prediction of participation in community service/service-learning with students' self-assessment on five outcomes: academic skills, social integration, community integration/alumni expectations, connection with the campus community and change in opinions, values and attitudes. A canonical correlation analysis was conducted on data collected on the Profile of Today's College Student administered by NASPA-Student Affairs Administrators in Higher Education. The data represent a random sample (N = 374) of undergraduate students enrolled at a mid-sized, private four-year university located in the south central United States. The study looked for statistical significance as well as employed effect size measures. The study found participation in community service/service-learning predicts on all five factors in the model. Additional analysis incorporated effect size measures to further strengthen the results. The results were both statistically (p < .001) and practically significant (Rc2 = .101). Connection with the campus community and social integration were best predicted by participation in community service/service-learning. Surprisingly, change in opinions, values and attitudes was found to be least predictive, but correlated at significant levels. Research on service-learning has focused on service-learning related to academic performance, often neglecting the co-curricular experiences and development. Since service-learning can be found in co-curricular and academic programming, more research on community service/service-learning should focus on co-curricular service experiences. Advisors/Committee Members: Cutright, Marc, Whitson, Kathleen K., Jacobs, Bonita C..

Subjects/Keywords: University; community service; service-learning; campus involvement; college; Service learning – United States.; Student volunteers in social service – United States.; Student activities – United States.; College students – United States.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Kittle, K. J. (2010). The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33179/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kittle, Kris J. “The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc33179/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kittle, Kris J. “The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.” 2010. Web. 22 Feb 2019.

Vancouver:

Kittle KJ. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33179/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kittle KJ. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33179/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

14. Martinez, Vesta Wheatley. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc33184/

► This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students… (more)

Subjects/Keywords: New student orientation; black student retention; minority student retention; Hispanic student retention; first-year experience; freshman seminar; community college student retention; College student orientation – Texas – Tarrant County.; Tarrant County College – Students.; Community college students – Texas – Tarrant County.; Academic achievement – Texas – Tarrant County.; Minority college students – Texas – Tarrant County.; Nontraditional college students – Texas – Tarrant County.; College attendance – Texas – Tarrant County.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Martinez, V. W. (2010). A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33184/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Martinez, Vesta Wheatley. “A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.” 2010. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc33184/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Martinez, Vesta Wheatley. “A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.” 2010. Web. 22 Feb 2019.

Vancouver:

Martinez VW. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33184/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martinez VW. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33184/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

15. Adams, Joshua. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc67952/

► The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010… (more)

▼ The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010 semester and determine whether or not their personal learning styles influenced the way they designed and developed out-of-class study sessions. The total population of supplemental instruction leaders was 37, of which 24 were eligible to participate in the study. Of the 24 eligible supplemental instruction leaders, 20 completed the entire study. Participants in the study included nine male and 11 female supplemental instruction leaders with a median age of 22.25 years-old. Seventeen participants indicated their classification as senior, two as junior, and one as sophomore. Of the participants, 16 indicated white as a race or ethnicity, one indicated Asian, two indicated African American, and one indicated both American Indian/Alaska Native and white. Supplemental instruction leader learning style was assessed using the Kolb Learning Style Inventory. Leaders were then interviewed, and their study sessions were analyzed. Through triangulation of data from learning style, interviews and actual study session documents, four major themes emerged. The four themes were: 1) incorporation of personal experience into study session design, 2) the sense of impact on student learning, 3) a feeling of the need to incorporate varied activities into study session design, and 4) the concept that students must take ownership over their own learning. No consistent pattern emerged among the themes; however, the results attributed out-of-class study session design to both the incorporation of personal learning style preferences as identified through the Kolb Learning Style Inventory and training conducted by the institution. Implications for future research include the need for continued research addressing how and if supplemental instruction leader learning style influences out-of-class study session design. Also, as institutions of higher education seek to expand academic support services to all students, future research should explore supplemental instruction leader training and the impact such training has on students seeking support from the supplemental instruction program. Advisors/Committee Members: Bush, V. Barbara, McGuinness, Maureen M., Whitson, Kathleen K..

Subjects/Keywords: learning styles; learning assistance; supplemental instruction

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Adams, J. (2011). The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67952/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Adams, Joshua. “The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc67952/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Adams, Joshua. “The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.” 2011. Web. 22 Feb 2019.

Vancouver:

Adams J. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67952/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams J. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67952/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

16. Newsom, Thomas W. A Critical Analysis of Ph.D. and Ed.D. Dissertation Abstracts Published during 2009 and 2010.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc68024/

► The completion of the dissertation certifies the completion of the academic rigors of the doctoral degree and verifies the candidate's achievement of independent scholarship. The… (more)

▼ The completion of the dissertation certifies the completion of the academic rigors of the doctoral degree and verifies the candidate's achievement of independent scholarship. The Carnegie Project on the Education Doctorate was a 5-year effort to define the distinct purpose of the Ph.D. and Ed.D. in education. The Carnegie Project sought to ensure that the academy moved forward on two fronts: rethinking and reclaiming the research doctorate, the Ph.D., and developing the distinct professional practice doctorate, the Ed.D. The project determined that there has been a blurring of the distinctions between these two degrees over the past half-century which invites examination of their purpose and their content. Given this, this qualitative study examined Ph.D. and Ed.D. dissertation abstracts to determine if abstracts differ in terms of these selected factors: research design, data analysis, use of theoretical frameworks, subjects or participants, the setting or context of the study, and to compare Ph.D. and Ed.D. abstracts to the abstract format recommended in literature to explore if there are differences in the abstracts and to determine to what extent abstracts in either degree are congruent with the recommendations. This study used a digital dissertation database to study 100 Ed.D. dissertation abstracts and 100 Ph.D. dissertation abstracts on the topic of higher education. The design was qualitative and used a frequency of terms and an accepted understanding of concepts between two researchers to reach a conclusion regarding the contents of the abstracts. Two researchers separately coded a selection of dissertations for each degree to establish an acceptable level of credibility for the coding of the abstracts. Multiple findings describe similarities and differences between these two degrees and the extent of the convergence of Ed.D. and Ph.D. abstracts with recommended abstract components in the literature. The study concludes that many dissertations do not include all eight of the criteria of an ideal abstract and many are not likely to include five of the items. Dissertation abstracts, as they currently exist, are not good tools for use of dissertations as a resource for ongoing research. The study recommends that a national norm for dissertation abstracts would be helpful in improving the ability to use dissertations as a resource for future research. Advisors/Committee Members: Newsom, Ron W., Whitson, Kathleen K., Cutright, Marc.

Subjects/Keywords: Higher education; Ed.D; Ph.D; abstracts

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Newsom, T. W. (2011). A Critical Analysis of Ph.D. and Ed.D. Dissertation Abstracts Published during 2009 and 2010. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68024/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Newsom, Thomas W. “A Critical Analysis of Ph.D. and Ed.D. Dissertation Abstracts Published during 2009 and 2010.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc68024/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Newsom, Thomas W. “A Critical Analysis of Ph.D. and Ed.D. Dissertation Abstracts Published during 2009 and 2010.” 2011. Web. 22 Feb 2019.

Vancouver:

Newsom TW. A Critical Analysis of Ph.D. and Ed.D. Dissertation Abstracts Published during 2009 and 2010. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68024/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newsom TW. A Critical Analysis of Ph.D. and Ed.D. Dissertation Abstracts Published during 2009 and 2010. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68024/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

17. Tran, Nghi. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc68056/

► Using Mezirow's (1991) transformative learning theory as a framework, this qualitative case study investigated conditions conducive to transformative learning experiences among theological students in an… (more)

Subjects/Keywords: Transformative learning; online education; theological education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Tran, N. (2011). Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68056/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tran, Nghi. “Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc68056/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tran, Nghi. “Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.” 2011. Web. 22 Feb 2019.

Vancouver:

Tran N. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68056/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tran N. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68056/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

18. Simon, Jason Foster. Does Campus Type Really Matter? National Patterns of Alumni Giving in the 2008 Voluntary Support of Education Study.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc68045/

► This quantitative study utilized secondary data furnished by 652 institutions of higher education which participated in the 2008 Voluntary Support of Education (VSE) national study… (more)

Subjects/Keywords: fundraising; VSE; restricted giving; campus culture

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Simon, J. F. (2011). Does Campus Type Really Matter? National Patterns of Alumni Giving in the 2008 Voluntary Support of Education Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68045/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simon, Jason Foster. “Does Campus Type Really Matter? National Patterns of Alumni Giving in the 2008 Voluntary Support of Education Study.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc68045/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simon, Jason Foster. “Does Campus Type Really Matter? National Patterns of Alumni Giving in the 2008 Voluntary Support of Education Study.” 2011. Web. 22 Feb 2019.

Vancouver:

Simon JF. Does Campus Type Really Matter? National Patterns of Alumni Giving in the 2008 Voluntary Support of Education Study. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68045/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simon JF. Does Campus Type Really Matter? National Patterns of Alumni Giving in the 2008 Voluntary Support of Education Study. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68045/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

19. Hoffman, Starr. The Preparation of Academic Library Administrators.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc177213/

► The purpose of this quantitative study was to determine the preparation methods experienced by academic library deans and which methods they perceived to be most… (more)

▼ The purpose of this quantitative study was to determine the preparation methods experienced by academic library deans and which methods they perceived to be most valuable. Rosser, Johnsrud, and Heck (2000, 2003) defined the theoretical constructs of effective academic leadership upon which this study is based. The instrument—a modified version of Greicar's (2009) Professional Preparation of Academic Deans Questionnaire—was administered online. The population was the chief administrators of academic libraries in the United States; there were 749 usable responses for a 30.4% response rate. Respondents were primarily female (61.7%), White non-Hispanic (90.0%), and born in the United States (95.7%), with a mean age of 56.4 (5.9% < 40, 11.0% > 65). The largest minority group was Black, non-Hispanic (3.9%). Many respondents held multiple advanced degrees; 90.0% held an MLS, 45.8% held a subject master's, and 18.8% held a doctorate. The instrument measured academic library deans' perceived value of various preparatory methods (formal and informal mentoring, on the job training, conferences or seminars, advanced degrees beyond the MLS, and training programs). The methods were tested for perceived effectiveness with Rosser, Johnsrud, and Heck's (2000, 2003) theoretical constructs of academic leadership. Each preparation method was measured using eight item-level variables and summed to create a scale. Parametric analyses were used to examine scale-level variables and nonparametric analyses to evaluate item-level variables. On the job training was both the most commonly-experienced method (86.6%) and the most highly-valued (M = 24.97). Mentoring was a particularly important preparation method for female and minority deans. Female deans perceived informal mentoring to be significantly more valuable than did males, t(447) = -2.12, p < .05. Minorities rated formal and informal mentoring significantly higher than did non-minorities, t(114) = 2.73, p < .05; t(441) = 3.05, p < .05. Practical implications and future research are discussed. Advisors/Committee Members: Cutright, Marc, Bower, Beverly, Whitson, Kathleen K., Du, Yunfei.

Subjects/Keywords: Academic libraries; higher education administration; library leadership

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hoffman, S. (2012). The Preparation of Academic Library Administrators. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177213/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hoffman, Starr. “The Preparation of Academic Library Administrators.” 2012. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc177213/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hoffman, Starr. “The Preparation of Academic Library Administrators.” 2012. Web. 22 Feb 2019.

Vancouver:

Hoffman S. The Preparation of Academic Library Administrators. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177213/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoffman S. The Preparation of Academic Library Administrators. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc177213/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

20. Holland, Marcia Annette. Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84219/

► This qualitative, inductive study analyzed online recruiting information posted at the websites of five major aerospace and defense corporations to recruit college juniors, seniors, and… (more)

▼ This qualitative, inductive study analyzed online recruiting information posted at the websites of five major aerospace and defense corporations to recruit college juniors, seniors, and recent graduates. Recruitment of this group is critical to staff the personnel for the scientific, technical, and management needs of aerospace and defense industries. The study sought: (1) to determine the use of multiple recruitment factors inferred from the literature and recommended for successful recruitment of college graduates, (2) to determine use of online social media (Facebook, Twitter, LinkedIn) to recruit this population, and (3) to explore commonalities among these corporations regarding online recruiting information to determine if a model for online recruitment now exists. A matrix of recruitment factors was developed from a review of the literature on the personnel needs of this industry and on effective recruiting factors for this group. Content analysis involved filtering information at each website with the matrix. Conclusions of this study include: (1) the matrix of recruitment factors and the rating scale developed for the purposes of this study provide a tool for researching, documenting, and comparing recruitment information on the internet; (2) that while these corporations represent the latest applications in technology in their manufacturing processes and products, they do not use social networking technology to the extent the popular and scholarly literature indicate is typical for the target group. Given that the current generation exhibits extensive use of social media, several of these corporations’ websites appear not to utilize this networking technology. Informally, these corporations argue that cyber-security prevents extensive use of social networking sites. Thus, these corporations must determine how to maintain cyber-security while at the same time adopting more accepted use of social networking platforms. Advisors/Committee Members: Newsom, Ronald, Whitson, Kathleen K., Bush, V. Barbara.

Subjects/Keywords: recruitment; STEM; online technology; career path, graduates; higher education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Holland, M. A. (2011). Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84219/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Holland, Marcia Annette. “Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc84219/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Holland, Marcia Annette. “Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark.” 2011. Web. 22 Feb 2019.

Vancouver:

Holland MA. Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84219/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holland MA. Aerospace and Defense Industries Online Recruiting of College and University Graduates: Strategies Toward Defining a Comprehensive Informational Benchmark. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84219/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

21. McCray, Lonnie. An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84246/

► The purpose of this study was to provide a historical overview of the development of the General Studies (GS) program at LSU Shreveport from its… (more)

Subjects/Keywords: case study; higher education; general studies

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

McCray, L. (2011). An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84246/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McCray, Lonnie. “An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc84246/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McCray, Lonnie. “An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport.” 2011. Web. 22 Feb 2019.

Vancouver:

McCray L. An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84246/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCray L. An Essential Academic Program: A Case Study of the General Studies Program at Louisiana State University in Shreveport. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84246/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

22. Cervantez, Vera Ann. The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84186/

► The relationships between community college students’ sense of community, student self-directed learning readiness, and successful completion of online courses were investigated using a correlational research… (more)

Subjects/Keywords: distance learning; successful course completion; classroom community; self-directedness; Educational technology.; Higher education.; self-directed learning; directed learning

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Cervantez, V. A. (2011). The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84186/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cervantez, Vera Ann. “The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc84186/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cervantez, Vera Ann. “The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses.” 2011. Web. 22 Feb 2019.

Vancouver:

Cervantez VA. The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84186/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cervantez VA. The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84186/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

23. Howells, Constance L. A Quantitative Study of the Presidential Search Process and Position Longevity in Community Colleges.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc103329/

► A great deal of time, money, and effort can be expended on hiring community college presidents without any assurance that they will remain in their… (more)

Subjects/Keywords: Presidential; search; longevity; community colleges; tenure

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Howells, C. L. (2011). A Quantitative Study of the Presidential Search Process and Position Longevity in Community Colleges. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103329/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Howells, Constance L. “A Quantitative Study of the Presidential Search Process and Position Longevity in Community Colleges.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc103329/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Howells, Constance L. “A Quantitative Study of the Presidential Search Process and Position Longevity in Community Colleges.” 2011. Web. 22 Feb 2019.

Vancouver:

Howells CL. A Quantitative Study of the Presidential Search Process and Position Longevity in Community Colleges. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103329/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Howells CL. A Quantitative Study of the Presidential Search Process and Position Longevity in Community Colleges. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103329/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

24. Speed, Heather Faye. Early Predictors of Early Freshman Year Attrition in Female Hispanic Students.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc103396/

► The Texas Hispanic population is projected to grow to 18.8 million, almost tripling its number within the state, in only 30 years. This rapid growth… (more)

▼ The Texas Hispanic population is projected to grow to 18.8 million, almost tripling its number within the state, in only 30 years. This rapid growth is a concern for Texas higher education because this group has traditionally been under-represented in colleges and universities. Also, according to national, state, and local data, Hispanic students are retained at a lower rate than are other ethnic groups. Because of lower retention rates for Hispanic students and because the majority of Hispanic college students are female, an increasing number of Hispanic women are heads of households. Studying the attrition rates of Hispanic females could provide a better understanding of how the state can improve both the participation and retention rates of this population. This study utilized descriptive statistics and regression analysis to identify the correlations between and among the dependent variable of attrition and independent variables derived from (1) pre-college survey responses measuring college expectations and (2) early-first semester survey responses measuring actual college experience. Institutional data were used to confirm enrollment status at the beginning of the second semester. The sample of the study was all female, full-time, first-time-in college student survey respondents attending a public 4-year institution in Texas. This number included Hispanic females (n = 176), Caucasian females (n = 278), and African American females (n = 209). Although not a focus of the study, Caucasian and African American females were included to enhance the understanding of Hispanic females’ responses. The dependent variable of attrition in college attendance for Hispanic females correlated negatively with each two independent variables: (1) joining one or more campus organizations (r = -.252, p = 0.045) and (2) campus social life providing many opportunities for participation (r = -.272, p = 0.030). The dependent variable correlated positively with one independent variable, satisfaction with academic progress at the end of the freshman year (r = .301, p = 0.016). To have a positive impact on the attrition rates of Hispanic females, educators at Texas institutions of higher education must better understand Hispanic females’ college expectations. Advisors/Committee Members: Bush, V. Barbara, Whitson, Kathleen K., McGuinness, Maureen.

Subjects/Keywords: Female; attrition; Hispanic

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Speed, H. F. (2011). Early Predictors of Early Freshman Year Attrition in Female Hispanic Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103396/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Speed, Heather Faye. “Early Predictors of Early Freshman Year Attrition in Female Hispanic Students.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc103396/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Speed, Heather Faye. “Early Predictors of Early Freshman Year Attrition in Female Hispanic Students.” 2011. Web. 22 Feb 2019.

Vancouver:

Speed HF. Early Predictors of Early Freshman Year Attrition in Female Hispanic Students. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103396/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Speed HF. Early Predictors of Early Freshman Year Attrition in Female Hispanic Students. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103396/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

25. Valerin, Marcus P. Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc103404/

► The mission types of 105 current doctoral programs in higher education and the extent to which their missions have changed since a similar study was… (more)

▼ The mission types of 105 current doctoral programs in higher education and the extent to which their missions have changed since a similar study was conducted by Dressel and Mayhew in 1974 was studied. The curricula offerings of these programs by degree type (e.g., Ed.D. & Ph.D.) were compared with Fife’s 1991 findings. Finally, the study examined the various modes of instruction (e.g., classroom, online, cohort, blended) these programs utilize. The population was the 131 U.S. higher education doctoral program coordinators or directors who were identified using the ASHE Higher Education Program Directory. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. An electronic survey, developed by utilizing an expert panel and the cognitive interviewing technique, was sent to each participant. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. A total of 77 institutions (59%) returned usable questionnaires, and six other universities (5%) indicated their doctoral higher education programs no longer existed. Twenty-three of the responding institutions identified with a research-focused mission; 25 institutions identified with a practitioner-based mission; and 28 institutions identified with both types of missions. Pearson r correlation analysis revealed no statistically significant relationship between degree type and course offerings (r = .123, p = .05). However, ? 2 revealed that, compared to Ed.D. programs, Ph.D. programs enrolled significantly more full-time students (? 2 (3) = 14.504, p < .05). Through further analysis, a core of nine courses emerged for more than 75% of all higher education doctoral programs. Those courses are general administration of higher education, finance of higher education, legal studies, history of higher education, philosophy and theoretical foundations of higher education, teaching/learning in higher education, student affairs administration, college student research, and a dissertation seminar. Nearly 80% of all doctoral programs utilize some form of alternate delivery method (e.g., online, cohort, blended) in addition to traditional classroom instruction. Furthermore, Ph.D. programs employ larger full-time faculties, conduct more research, obtain more external funding, and publish more scholarship than Ed.D. programs. Advisors/Committee Members: Baier, John L., Whitson, Kathleen K., Hafer, Myra W..

Subjects/Keywords: Higher education; doctoral programs

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Valerin, M. P. (2011). Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103404/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Valerin, Marcus P. “Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States.” 2011. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc103404/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Valerin, Marcus P. “Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States.” 2011. Web. 22 Feb 2019.

Vancouver:

Valerin MP. Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103404/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Valerin MP. Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103404/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

26. Simpson, Patricia. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115158/

► Despite all the national efforts to increase STEM enrollment in the United States, the gap between the U.S. and other developed countries in terms of… (more)

Subjects/Keywords: Personality; STEM education; major choice

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Simpson, P. (2012). Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115158/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simpson, Patricia. “Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.” 2012. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc115158/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simpson, Patricia. “Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.” 2012. Web. 22 Feb 2019.

Vancouver:

Simpson P. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115158/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simpson P. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115158/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

27. Corbin, Jill K. Perceived Effects of a Mid-length Study Abroad Program.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115057/

► The focus of the study was the University of Dallas’ Rome Program, a mid-length study abroad program on the university’s campus in Rome, Italy. The… (more)

Subjects/Keywords: Study abroad; outcomes; effects

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Corbin, J. K. (2012). Perceived Effects of a Mid-length Study Abroad Program. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115057/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Corbin, Jill K. “Perceived Effects of a Mid-length Study Abroad Program.” 2012. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc115057/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Corbin, Jill K. “Perceived Effects of a Mid-length Study Abroad Program.” 2012. Web. 22 Feb 2019.

Vancouver:

Corbin JK. Perceived Effects of a Mid-length Study Abroad Program. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115057/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Corbin JK. Perceived Effects of a Mid-length Study Abroad Program. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115057/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

28. Iaeger, Paula Irene. Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115098/

► This research synthesizes data and presents it using mapping software to help to identify potential site locations for community-centered higher education alternatives and more traditional… (more)

Subjects/Keywords: Higher education; Uganda; junior-level college; work college; least developed countries; Sub-Saharan Africa

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Iaeger, P. I. (2012). Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115098/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Iaeger, Paula Irene. “Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda.” 2012. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc115098/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Iaeger, Paula Irene. “Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda.” 2012. Web. 22 Feb 2019.

Vancouver:

Iaeger PI. Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115098/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Iaeger PI. Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115098/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

29. Miller, Randy Scott. Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115122/

► This research describes what motivates Vietnamese students to come to the U.S. to study for a degree, what outcomes they expect, and what they experience… (more)

▼ This research describes what motivates Vietnamese students to come to the U.S. to study for a degree, what outcomes they expect, and what they experience academically and culturally while studying in the U.S. Currently the surge of international students from Vietnam has reached an all time high of 13,112 students to the U.S. This moves the relatively small South East Asian nation to the ranking of ninth among all nations for the number of international students sent to the U.S. in depth interviews were conducted fall semester 2011 with 11 students enrolled in two large public universities in the Dallas-Fort Worth-Denton Metro area. the participants were students from Vietnam holding J-1 or F-1 visas who were in their sophomore year or beyond. Interviews were conducted with these undergraduate and graduate students on the campus where each was enrolled. Interview transcripts were provided to participants for their review and comments. Ethnograph qualitative research software was used to analyze and code the data. These students reported that the increased number of students coming to study in the U.S. is because of the reputation of higher education in the U.S., relatives living in the U.S. who create a support system, and economic growth in Vietnam which has made education abroad more accessible. More students are coming to the U.S. for study because of the respect that these students families and friends have for the educational system and potential of opportunity that a U.S. degree brings. Meaningful relationships with other students provide a better and broader educational experience for Vietnamese international students. Vietnamese international students desire not only gainful employment from their degree but also a balanced growth experience that includes friendships, immersion in the culture, and being responsible members of the host society. These students made strategic use of the community college to enhance their higher education experience. the findings indicate that universities and colleges interested in attracting students from Vietnam should forge partnerships between community colleges and universities and with local Vietnamese communities to promote recruitment, affordability, retention, and graduation. Advisors/Committee Members: Newsom, Ronald W., Whitson, Kathleen K., Stewart, Bryan.

Subjects/Keywords: Vietnam; international students; qualitative

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Miller, R. S. (2012). Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115122/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Miller, Randy Scott. “Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States.” 2012. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc115122/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Miller, Randy Scott. “Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States.” 2012. Web. 22 Feb 2019.

Vancouver:

Miller RS. Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115122/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miller RS. Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115122/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

30. Klement, Emily Conrady. Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc149622/

► The purpose of this non-experimental, quantitative study was to determine how well selected institutional characteristics explain the variance in Hispanic community college students’ transfer rates… (more)

▼ The purpose of this non-experimental, quantitative study was to determine how well selected institutional characteristics explain the variance in Hispanic community college students’ transfer rates to 4-year institutions. Due to the rapidly growing Texas Hispanic population, understanding challenges to their educational attainment has become critical. Hispanic community college enrollment in Texas continues to rise, yet these students are not transferring to 4-year institutions at the same rate as other groups. This study analyzed data from the Texas Higher Education Coordinating Board of 50 Texas community colleges to determine how well the independent variables (Hispanic population of each community college campus locale, Hispanic community college student college readiness as indicated by Texas Success Indicator scores, and the percent of Hispanic faculty at each community college) accounted for the variance on the dependent variable (Hispanic community college student transfer rate). Multiple regression was used to determine the magnitude of the relationships between the dependent variable and the combination of all the independent variables. Commonality analysis was then utilized to identify proportions of variance in the dependent variable from combinations of the independent variables. The independent variables together generated a statistically significant regression model on the dependent variable, F(4, 64) = 3.067, p = .023. The R2 coefficient between the independent variables on the dependent variable presented a positive relationship with 17.2% variance. The percent of Hispanic community college faculty was the largest contributor to the variance (62.09%), the strongest factor in accounting for the transfer rates of Hispanic community college students to 4-year universities. Hispanic population of each community college campus locale had the least effect on the dependent variable with a 1.47% variance. The findings of this study support the recent report by the Texas Higher Education Coordinating Board in favor of research and resources for Hispanic educator preparation programs. Advisors/Committee Members: Bower, Beverly L., Whitson, Kathleen K., Haynes, R. Michael.

Subjects/Keywords: Hispanic college students; community college; transfer rates

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Klement, E. C. (2012). Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149622/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Klement, Emily Conrady. “Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors.” 2012. Thesis, University of North Texas. Accessed February 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc149622/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Klement, Emily Conrady. “Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors.” 2012. Web. 22 Feb 2019.

Vancouver:

Klement EC. Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Feb 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149622/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Klement EC. Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149622/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations