subject:(Education Higher Political aspects)

Columbia University

1. Camp, Matthew J. No Longer Exempt: Higher Education’s Entrée into Lobbying.

Degree: 2021, Columbia University

URL: https://doi.org/10.7916/d8-42cx-9g71

► As populist forces stretch apart higher education and government, colleges lobby in measurable ways to secure scarce funding and respond to accountability regulations. The non-profit… (more)

Subjects/Keywords: Education, Higher – Political aspects; Lobbying; Education and state; Student aid – Education (Higher)

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APA (6^th Edition):

Camp, M. J. (2021). No Longer Exempt: Higher Education’s Entrée into Lobbying. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-42cx-9g71

Chicago Manual of Style (16^th Edition):

Camp, Matthew J. “No Longer Exempt: Higher Education’s Entrée into Lobbying.” 2021. Doctoral Dissertation, Columbia University. Accessed April 11, 2021. https://doi.org/10.7916/d8-42cx-9g71.

MLA Handbook (7^th Edition):

Camp, Matthew J. “No Longer Exempt: Higher Education’s Entrée into Lobbying.” 2021. Web. 11 Apr 2021.

Vancouver:

Camp MJ. No Longer Exempt: Higher Education’s Entrée into Lobbying. [Internet] [Doctoral dissertation]. Columbia University; 2021. [cited 2021 Apr 11]. Available from: https://doi.org/10.7916/d8-42cx-9g71.

Council of Science Editors:

Camp MJ. No Longer Exempt: Higher Education’s Entrée into Lobbying. [Doctoral Dissertation]. Columbia University; 2021. Available from: https://doi.org/10.7916/d8-42cx-9g71

University of Oxford

2. Idema, Timo. Brain power : the political economy of higher education.

Degree: PhD, 2011, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711635

► This dissertation disputes conventional interpretations of the comparative political economy literature on higher education. In particular, I challenge the common assumption that access to higher… (more)

Subjects/Keywords: 379; Education; Higher – Economic aspects; Distributive justice; Political participation – Economic aspects; Education and state

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APA (6^th Edition):

Idema, T. (2011). Brain power : the political economy of higher education. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711635

Chicago Manual of Style (16^th Edition):

Idema, Timo. “Brain power : the political economy of higher education.” 2011. Doctoral Dissertation, University of Oxford. Accessed April 11, 2021. http://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711635.

MLA Handbook (7^th Edition):

Idema, Timo. “Brain power : the political economy of higher education.” 2011. Web. 11 Apr 2021.

Vancouver:

Idema T. Brain power : the political economy of higher education. [Internet] [Doctoral dissertation]. University of Oxford; 2011. [cited 2021 Apr 11]. Available from: http://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711635.

Council of Science Editors:

Idema T. Brain power : the political economy of higher education. [Doctoral Dissertation]. University of Oxford; 2011. Available from: http://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711635

University of Hong Kong

3. 夏璐. Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era.

Degree: 2013, University of Hong Kong

URL: http://hdl.handle.net/10722/192823

► Why has the significant expansion of a certain social category‘s population and influences– largely resulting from the development of national economy and free market system… (more)

▼ Why has the significant expansion of a certain social category‘s population and influences– largely resulting from the development of national economy and free market system – NOT frequently caused political instability and unrest to the authoritarian regime during the reform era? How has the regime upgraded its strategies of sociopolitical control by combining the market logics into the conventional approaches? And what strategies has the Party-state adopted so as to preempt and prevent this social category‘s potential challenges from occurring in this ever-changing period? This study undertakes the task of understanding these theoretical questions by looking at the Chinese Communist Party-state‘s sociopolitical control mechanisms over intellectuals during the reform era. Particularly, it primarily seeks to tackle the following empirical issues: How has the state-intellectual relationship in 1990s and the first decade of the 21st century been shaped differently comparing with that in the previous period? Why has it been shaped in that particular pattern? In the face of what kinds of institutional and intellectual challenges has the CCP inherited and created a number of different forms of sociopolitical control mechanisms over intellectuals for the persistence of its authoritarian rule in China? And to what extent could this particular pattern of state-intellectual relationship drawn upon the case of China be extended to other transitional countries? The author seeks to solve these questions by developing a theoretical framework of Politicized Academic Capitalism. The core of such a framework is a kind of hybrid institutional arrangement designed by the Chinese Communist Party-state with the employment of the market logics as the important means of interest-sharing with and hence the sociopolitical control mechanism over intellectuals who serve in higher education institutions. By highlighting the scarcity and competition as the primary logics of the market, the author further holds that scarcity is the natural and logical prerequisite for the competition, and the competition is manipulated by the Party-state to keep intellectuals being in a constantly busy situation and working along the line drawn by the state. Moreover, shaping scarcity is an effective way to show the significance of key resources and the related interests that could be shared with the Party-state, and then manipulating competition becomes the only manifested way to enjoy this interest-sharing privilege. This study is conducted on a basis of a variety of data sources, including historical documents, media accounts and reports on currently related events, organizational charts and regulations, university archives, interviews with key persons, and a set of biographies and memoirs of renowned intellectuals. These intensive empirical probes into the complex relations among the Chinese Communist Party-state, institutions of higher learning, and the intellectual community have revealed that economic reforms have strengthened the state capacity…

Subjects/Keywords: Education; Higher - Political aspects - China.

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APA (6^th Edition):

夏璐.. (2013). Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/192823

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

Chicago Manual of Style (16^th Edition):

夏璐.. “Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era.” 2013. Thesis, University of Hong Kong. Accessed April 11, 2021. http://hdl.handle.net/10722/192823.

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

MLA Handbook (7^th Edition):

夏璐.. “Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era.” 2013. Web. 11 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

夏璐.. Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era. [Internet] [Thesis]. University of Hong Kong; 2013. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10722/192823.

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

Council of Science Editors:

夏璐.. Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era. [Thesis]. University of Hong Kong; 2013. Available from: http://hdl.handle.net/10722/192823

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

4. Aslan, Mehmet. A sociological and political analysis of English as a medium of instruction in Turkish higher education.

Degree: 2016, Western Sydney University

URL: http://hdl.handle.net/1959.7/uws:37792

► The purpose of this study was to determine the attitudes and beliefs of students, lecturers and graduates towards English-medium instruction (EMI) in the Turkish tertiary… (more)

▼ The purpose of this study was to determine the attitudes and beliefs of students, lecturers and graduates towards English-medium instruction (EMI) in the Turkish tertiary education system from sociological and political perspectives. As a basis for this, the study explored the diverse factors that have affected the use of EMI in Turkey. The research study combined quantitative and qualitative data collection and analysis procedures. A questionnaire was conducted at six Turkish universities (three private and three public), obtaining data from 246 students, 72 lecturers and 45 graduates. Interviews were conducted with 18 students, 12 lecturers and six graduates, equal numbers from each university. Quantitative data results were analysed using Statistical Package for Social Sciences (SPSS) software, while qualitative data was subjected to content analysis based on the principles set out by Gibson and Brown (2009). Findings suggest that while respondents expressed reservations about the use of EMI in the Turkish higher education system, there was unanimous acknowledgement of the importance of English as a linguistic asset due to the positive impact it might have on the social and economic lives of the respondents. Across all categories they generally agreed that English proficiency is beneficial for their future career and academic studies locally and internationally. Reservations about EMI were related to content comprehension issues arising from a lack of general English proficiency and competency. Students and lecturers complained about each other’s proficiency level when using English in the classroom, as it can lead to a lack of understanding. Students tended to be more positive towards the use of EMI when compared with lecturers and graduates. However, although lecturers had reservations towards EMI, they were slightly more inclined to favour the use of EMI in contrast with graduates. Graduates had the most reservations in regard to the implementation of EMI in the Turkish higher education system. The results further revealed that respondents across all categories were generally of the opinion that learning and teaching in English will have little or no impact on their Turkish culture, tradition and lifestyle, contradicting some previous studies and opinions. The differences between the attitudes, beliefs and perceptions towards EMI across the three respondent categories indicate there is scope for further research. Advisors/Committee Members: Western Sydney University. School of Education (Host institution).

Subjects/Keywords: English language; education, higher; social aspects; political aspects; study and teaching (higher); Turkey; Thesis (Ph.D.) – Western Sydney University, 2016

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APA (6^th Edition):

Aslan, M. (2016). A sociological and political analysis of English as a medium of instruction in Turkish higher education. (Thesis). Western Sydney University. Retrieved from http://hdl.handle.net/1959.7/uws:37792

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):

Aslan, Mehmet. “A sociological and political analysis of English as a medium of instruction in Turkish higher education.” 2016. Thesis, Western Sydney University. Accessed April 11, 2021. http://hdl.handle.net/1959.7/uws:37792.

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

MLA Handbook (7^th Edition):

Aslan, Mehmet. “A sociological and political analysis of English as a medium of instruction in Turkish higher education.” 2016. Web. 11 Apr 2021.

Vancouver:

Aslan M. A sociological and political analysis of English as a medium of instruction in Turkish higher education. [Internet] [Thesis]. Western Sydney University; 2016. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1959.7/uws:37792.

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

Council of Science Editors:

Aslan M. A sociological and political analysis of English as a medium of instruction in Turkish higher education. [Thesis]. Western Sydney University; 2016. Available from: http://hdl.handle.net/1959.7/uws:37792

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

Michigan State University

5. Mizoguchi, S014D, 1982-. Schooling for democracy? : the cultural diplomacy of education in Okinawa, 1945-1972.

Degree: 2018, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:7009

►

Thesis Ph. D. Michigan State University. History 2018

This dissertation analyzes U.S. policy on higher education during the American occupation of Okinawa. As the rise… (more)

Subjects/Keywords: Ry016Bky016B Daigaku; Education and state – Japan – Okinawa Island; Reconstruction (1939-1951) – Japan; Discrimination in higher education – Japan; Education, Higher – Political aspects – Japan – 20th century; Reconstruction (1939-1951); International relations; Education, Higher – Political aspects; Education and state; Discrimination in higher education; American history

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APA (6^th Edition):

Mizoguchi, S014D, 1. (2018). Schooling for democracy? : the cultural diplomacy of education in Okinawa, 1945-1972. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:7009

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):

Mizoguchi, S014D, 1982-. “Schooling for democracy? : the cultural diplomacy of education in Okinawa, 1945-1972.” 2018. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:7009.

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

MLA Handbook (7^th Edition):

Mizoguchi, S014D, 1982-. “Schooling for democracy? : the cultural diplomacy of education in Okinawa, 1945-1972.” 2018. Web. 11 Apr 2021.

Vancouver:

Mizoguchi, S014D 1. Schooling for democracy? : the cultural diplomacy of education in Okinawa, 1945-1972. [Internet] [Thesis]. Michigan State University; 2018. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:7009.

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

Council of Science Editors:

Mizoguchi, S014D 1. Schooling for democracy? : the cultural diplomacy of education in Okinawa, 1945-1972. [Thesis]. Michigan State University; 2018. Available from: http://etd.lib.msu.edu/islandora/object/etd:7009

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

Columbia University

6. Van Noy, Michelle. The Meaning and Use of Associate Degrees in the Employment of IT Technicians.

Degree: 2011, Columbia University

URL: https://doi.org/10.7916/D8NC674P

► Educational credentials are clearly linked to economic success, but the reasons for this link are not clear. Common theoretical approaches provide explanations but lack direct… (more)

▼ Educational credentials are clearly linked to economic success, but the reasons for this link are not clear. Common theoretical approaches provide explanations but lack direct employer perspectives on credentials' meaning and the context in which employers make sense of credentials. In this study, I used an alternative perspective based in Meyer's (1977) theory of education as an institution, labor market sociology, the sociology of work, and organizational theory to examine the role of social context in how employers make sense of the associate degree for IT technician jobs. I conducted comparative case studies of contrasting labor markets: Detroit and Seattle. I interviewed 78 hiring managers in 58 organizations of varying types about their perceptions and ways of using degrees in hiring IT technicians. Hiring managers' perspectives on associate and bachelor's degrees for IT technician jobs reflect their ideas of degree holders' social roles. They expected associate degree holders to be eager to please and to lack ability, skill, and initiative relative to the bachelor's degree holders. In contrast, they expected bachelor's degree holders to feel entitled. These expectations of traits found in different degree holders illustrate the relative status differences between these credentials and degree holders' reaction to these differences. Hiring managers held ideas about associate degrees specific to their local labor market. Detroit hiring managers more commonly expected associate degrees to signify commitment to career, while Seattle hiring managers more commonly expected them to signify lack of ability, skill, and initiative. These differing views may be associated with the level of education in the local population and the reputation of local community colleges. Some evidence indicates that bureaucracy in hiring may also influence the use of educational credentials. Further research is needed to understand the role of organizational context. The key finding of this study is that credentials exist in a relational context. Degrees take on meaning in relationship to social context, including: other degrees, the occupation, the local labor market, and potentially the organization. This finding exists in contrast to common theories that propose standard meanings associated with educational credentials but miss these more specific, situated meanings.

Subjects/Keywords: Educational sociology; Education – Sociological aspects; Education, Higher

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APA (6^th Edition):

Van Noy, M. (2011). The Meaning and Use of Associate Degrees in the Employment of IT Technicians. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8NC674P

Chicago Manual of Style (16^th Edition):

Van Noy, Michelle. “The Meaning and Use of Associate Degrees in the Employment of IT Technicians.” 2011. Doctoral Dissertation, Columbia University. Accessed April 11, 2021. https://doi.org/10.7916/D8NC674P.

MLA Handbook (7^th Edition):

Van Noy, Michelle. “The Meaning and Use of Associate Degrees in the Employment of IT Technicians.” 2011. Web. 11 Apr 2021.

Vancouver:

Van Noy M. The Meaning and Use of Associate Degrees in the Employment of IT Technicians. [Internet] [Doctoral dissertation]. Columbia University; 2011. [cited 2021 Apr 11]. Available from: https://doi.org/10.7916/D8NC674P.

Council of Science Editors:

Van Noy M. The Meaning and Use of Associate Degrees in the Employment of IT Technicians. [Doctoral Dissertation]. Columbia University; 2011. Available from: https://doi.org/10.7916/D8NC674P

University of Hong Kong

7. 容萬城. Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s.

Degree: 1990, University of Hong Kong

URL: http://hdl.handle.net/10722/40860

Subjects/Keywords: Education, Higher - Government policy - China - Hong Kong.; Education, Higher - Economic aspects - China - Hong Kong.; Education, Higher - Social aspects - China - Hong Kong.; Education, Higher - Political aspects - China - Hong Kong.; Education, Higher - Government policy.; Education, Higher - Economic aspects.; Education, Higher - Social aspects.; Education, Higher - Political aspects.

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APA (6^th Edition):

容萬城.. (1990). Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/40860

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

Chicago Manual of Style (16^th Edition):

容萬城.. “Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s.” 1990. Thesis, University of Hong Kong. Accessed April 11, 2021. http://hdl.handle.net/10722/40860.

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

MLA Handbook (7^th Edition):

容萬城.. “Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s.” 1990. Web. 11 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

容萬城.. Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s. [Internet] [Thesis]. University of Hong Kong; 1990. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10722/40860.

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

Council of Science Editors:

容萬城.. Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s. [Thesis]. University of Hong Kong; 1990. Available from: http://hdl.handle.net/10722/40860

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

Western Kentucky University

8. Gilkey, Shannon W. Governors and Public Higher Education: A Multiple Case Study of Governors Bill Haslam And Paul Patton.

Degree: EdD, Department of Educational Administration, Leadership, and Research, 2020, Western Kentucky University

URL: https://digitalcommons.wku.edu/diss/183

► Governors can impose tremendous influence on public policy. In their attempt to address issues that their states face, and in order to sustain and… (more)

Subjects/Keywords: governors; higher education; Education Policy; Higher Education; Political Science

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APA (6^th Edition):

Gilkey, S. W. (2020). Governors and Public Higher Education: A Multiple Case Study of Governors Bill Haslam And Paul Patton. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/183

Chicago Manual of Style (16^th Edition):

Gilkey, Shannon W. “Governors and Public Higher Education: A Multiple Case Study of Governors Bill Haslam And Paul Patton.” 2020. Doctoral Dissertation, Western Kentucky University. Accessed April 11, 2021. https://digitalcommons.wku.edu/diss/183.

MLA Handbook (7^th Edition):

Gilkey, Shannon W. “Governors and Public Higher Education: A Multiple Case Study of Governors Bill Haslam And Paul Patton.” 2020. Web. 11 Apr 2021.

Vancouver:

Gilkey SW. Governors and Public Higher Education: A Multiple Case Study of Governors Bill Haslam And Paul Patton. [Internet] [Doctoral dissertation]. Western Kentucky University; 2020. [cited 2021 Apr 11]. Available from: https://digitalcommons.wku.edu/diss/183.

Council of Science Editors:

Gilkey SW. Governors and Public Higher Education: A Multiple Case Study of Governors Bill Haslam And Paul Patton. [Doctoral Dissertation]. Western Kentucky University; 2020. Available from: https://digitalcommons.wku.edu/diss/183

Columbia University

9. Park, Seung Eun. Essays on the Economics of Higher Education and Employment.

Degree: 2019, Columbia University

URL: https://doi.org/10.7916/d8-tg08-fe98

► This dissertation studies legal and institutional policies that help to reduce the barriers to educational attainment and employment. The first chapter examines the effect of… (more)

Subjects/Keywords: Education; Education, Higher – Economic aspects; Higher education and state; Diversity in higher education

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APA (6^th Edition):

Park, S. E. (2019). Essays on the Economics of Higher Education and Employment. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-tg08-fe98

Chicago Manual of Style (16^th Edition):

Park, Seung Eun. “Essays on the Economics of Higher Education and Employment.” 2019. Doctoral Dissertation, Columbia University. Accessed April 11, 2021. https://doi.org/10.7916/d8-tg08-fe98.

MLA Handbook (7^th Edition):

Park, Seung Eun. “Essays on the Economics of Higher Education and Employment.” 2019. Web. 11 Apr 2021.

Vancouver:

Park SE. Essays on the Economics of Higher Education and Employment. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2021 Apr 11]. Available from: https://doi.org/10.7916/d8-tg08-fe98.

Council of Science Editors:

Park SE. Essays on the Economics of Higher Education and Employment. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-tg08-fe98

Boston University

10. Yesnowitz, Joshua Corie. Talking 'bout my generation: student politics, institutional development, and the purposes of higher education in American life.

Degree: PhD, Political Science, 2014, Boston University

URL: http://hdl.handle.net/2144/15298

► The effort to balance coexisting (and often conflicting) institutional objectives is a recurring theme throughout the history of American higher education. Colleges and universities are… (more)

▼ The effort to balance coexisting (and often conflicting) institutional objectives is a recurring theme throughout the history of American higher education. Colleges and universities are spaces that provide academic (and co-curricular) experiences that can activate a political consciousness, but are also places that are vulnerable to outside influences (indicative of the broader political climate) which may compel the prescription of institutional goals that undermine or shift attention away from these nonmaterial aims. This project examines the functions of the university in American life and considers how institutional development impacts the political socialization of the student body. Previous scholarship on student politics has often focused on campus conditions during a specific time and location and therefore is not equipped to address how macro-level structural changes in the higher education system, the study of which would necessitate a longer temporal scope, may influence engagement. A longitudinal periodization analysis is employed to detect longer-term trends and discern critical junctures that can help explain variation in political involvement among college students of different historical time and to uncover the causal mechanisms that facilitate (or impede) political development on campus. By encountering distinct cultural expectations of higher education, we can assess how social values conveyed in particular missions may stimulate or inhibit student political engagement. The contemporary era is dominated by institutional functions and educational aims that have historically not been directed at political socialization and is populated by students who do not meet the "preconditions of recruitment" as expressed in earlier periods. The significance of formative experiences has been well documented; the lessons that are learned (or unlearned) during emerging adulthood will subsequently inform political behavior. This investigation of the relationship between student politics, national development, and the purposes of higher education in American life demonstrates that the institutional medium through which we socialize does a great deal to shape how we socialize.

Subjects/Keywords: Political science; American political development; Higher education; Political socialization

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APA (6^th Edition):

Yesnowitz, J. C. (2014). Talking 'bout my generation: student politics, institutional development, and the purposes of higher education in American life. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/15298

Chicago Manual of Style (16^th Edition):

Yesnowitz, Joshua Corie. “Talking 'bout my generation: student politics, institutional development, and the purposes of higher education in American life.” 2014. Doctoral Dissertation, Boston University. Accessed April 11, 2021. http://hdl.handle.net/2144/15298.

MLA Handbook (7^th Edition):

Yesnowitz, Joshua Corie. “Talking 'bout my generation: student politics, institutional development, and the purposes of higher education in American life.” 2014. Web. 11 Apr 2021.

Vancouver:

Yesnowitz JC. Talking 'bout my generation: student politics, institutional development, and the purposes of higher education in American life. [Internet] [Doctoral dissertation]. Boston University; 2014. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2144/15298.

Council of Science Editors:

Yesnowitz JC. Talking 'bout my generation: student politics, institutional development, and the purposes of higher education in American life. [Doctoral Dissertation]. Boston University; 2014. Available from: http://hdl.handle.net/2144/15298

Rhodes University

11. Qoza, Phiwokazi. Choreographies of protest performance as recruitment to activism and the movement of perception during the 2015 re-emergence of student activism at Rhodes University.

Degree: Faculty of Humanities, Political and International Studies, 2020, Rhodes University

URL: http://hdl.handle.net/10962/141692

► It has been argued that individuals participate in activism due to an identification with the preferences and interests of an emerging group of actors or… (more)

▼ It has been argued that individuals participate in activism due to an identification with the preferences and interests of an emerging group of actors or in solidarity with a pre-existing network that has resorted to a number of protest repertoires in order to make claims or demands. Additionally, an emerging instance of protest is often linked to an image of previous protest events through the employment of a combination of master frames which function as discursive articulation of the encounter in familiar terms, creating a frame resonance which recruits adherents and constituents. To understand why some bystanders to protest transcended to actors in protest and the development of frames within a protest cycle, a performance ethnography is employed to observe and analyse choreographies of protest which took place at an institution of higher education in South Africa during the 2015 re-emergence of wide-spread student activism. It is found that in encountering an atmosphere of protest there emerged a relation of feeling, referred to as “feeling the vibe or atmosphere”, which those who became protest performers resolved in ways which increased their capacity to act in favour of co-constituting that atmosphere. During the encounter between the bystander body and the atmosphere of protest, non-linear somatic communication, characterised by active and passive gestures and postures, occurred through which protest performers developed contact and connection with other bodies as a result of the displacement of space. This thesis suggests that participation in activism can be about going with the flow of movement in an uncertain and ambiguous moment and is not limited to an identification with the pre-existing organization of preferences and interests as a frame of resonance emerges to signify somatic communication which differentiated bodies in the duration of protest performance. Therefore, this thesis uses the theory of affect to situate student activism in-between the politics of performance and the performance of politics whereupon the rhythm of song creates an opening for the kinaesthetic to create form from spontaneous movement of the body as an event of the movement of perception and the perception of movement.

Subjects/Keywords: College students – Political activity – South Africa; Student protesters – South Africa; Student movements – South Africa; Higher education and state – South Africa; Performance art – Political aspects – South Africa; Protest songs – South Africa

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APA (6^th Edition):

Qoza, P. (2020). Choreographies of protest performance as recruitment to activism and the movement of perception during the 2015 re-emergence of student activism at Rhodes University. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/141692

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):

Qoza, Phiwokazi. “Choreographies of protest performance as recruitment to activism and the movement of perception during the 2015 re-emergence of student activism at Rhodes University.” 2020. Thesis, Rhodes University. Accessed April 11, 2021. http://hdl.handle.net/10962/141692.

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

MLA Handbook (7^th Edition):

Qoza, Phiwokazi. “Choreographies of protest performance as recruitment to activism and the movement of perception during the 2015 re-emergence of student activism at Rhodes University.” 2020. Web. 11 Apr 2021.

Vancouver:

Qoza P. Choreographies of protest performance as recruitment to activism and the movement of perception during the 2015 re-emergence of student activism at Rhodes University. [Internet] [Thesis]. Rhodes University; 2020. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10962/141692.

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

Council of Science Editors:

Qoza P. Choreographies of protest performance as recruitment to activism and the movement of perception during the 2015 re-emergence of student activism at Rhodes University. [Thesis]. Rhodes University; 2020. Available from: http://hdl.handle.net/10962/141692

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

Georgetown University

12. Heaney, Linda S. Marching toward Harvard| China's quest for world-class universities.

Degree: 2012, Georgetown University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1509310

► China, with its long history of using education to serve the nation, has committed significant financial and human resources to building world-class universities in… (more)

Subjects/Keywords: Political Science, International Relations; Education, Higher

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APA (6^th Edition):

Heaney, L. S. (2012). Marching toward Harvard| China's quest for world-class universities. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1509310

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):

Heaney, Linda S. “Marching toward Harvard| China's quest for world-class universities.” 2012. Thesis, Georgetown University. Accessed April 11, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1509310.

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

MLA Handbook (7^th Edition):

Heaney, Linda S. “Marching toward Harvard| China's quest for world-class universities.” 2012. Web. 11 Apr 2021.

Vancouver:

Heaney LS. Marching toward Harvard| China's quest for world-class universities. [Internet] [Thesis]. Georgetown University; 2012. [cited 2021 Apr 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1509310.

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

Council of Science Editors:

Heaney LS. Marching toward Harvard| China's quest for world-class universities. [Thesis]. Georgetown University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1509310

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

13. Stinson, Barry L. International education partnerships| A case study of two universities in the United States and South Africa.

Degree: 2010, New York University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427005

► As globalization continues to shape the world, higher education is one of many arenas that have been broadly impacted. As U.S. universities expand their… (more)

▼ As globalization continues to shape the world, higher education is one of many arenas that have been broadly impacted. As U.S. universities expand their reach across the globe in an attempt to internationalize their campuses, one approach open to them is a strategic alliance, or partnership, with another international institution of higher education. Therefore, it is important to understand the underlying factors that influence and shape these relationships. This study explored one aspect of the internationalization process by specifically examining bilateral partnerships between institutions of higher education in the context of interorganizational relationship theory in an attempt to better understand how these relationships are formed and maintained. More specifically, international partnerships are defined as any agreement between an institution or any subunit of an institution that links that institution to an international partner for the purpose of exchange and sharing of knowledge, people or resources. The following research questions guided this research: how does entry motivation impact the relationship; how important is the individual within the relationship; and, how are these relationships understood and valued by those interacting within them? The study employed an interpretive case study analysis of two partnered institutions of higher education in an attempt to understand the "intricacies" of these relationships on two levels: the historical perspective based in the agreements that established the relationships; and how the realities of the relationships are understood through individual experiences and perceptions. The two universities, one in the United States and the other in South Africa, maintain four exchange agreements. These four partnerships, and the individuals familiar with them, provided the core information for this study. Understanding how these partnerships were formed and how they function might guide university faculty and staff who are interested in forming international partnerships. The partnerships in this study exhibited a lack of communication and were not highly structured. Only with articulated goals, processes, and increased communication between the partners can these joint ventures evolve into international partnerships that are valued by the individuals involved and therefore by the institutions whose goals they support.

Subjects/Keywords: Political Science, International Relations; Education, Higher

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APA (6^th Edition):

Stinson, B. L. (2010). International education partnerships| A case study of two universities in the United States and South Africa. (Thesis). New York University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427005

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):

Stinson, Barry L. “International education partnerships| A case study of two universities in the United States and South Africa.” 2010. Thesis, New York University. Accessed April 11, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3427005.

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

MLA Handbook (7^th Edition):

Stinson, Barry L. “International education partnerships| A case study of two universities in the United States and South Africa.” 2010. Web. 11 Apr 2021.

Vancouver:

Stinson BL. International education partnerships| A case study of two universities in the United States and South Africa. [Internet] [Thesis]. New York University; 2010. [cited 2021 Apr 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427005.

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

Council of Science Editors:

Stinson BL. International education partnerships| A case study of two universities in the United States and South Africa. [Thesis]. New York University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427005

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

University of Pennsylvania

14. Smith, Zakiya Wells. US presidents and student loan policy| How policy theory applies across 20 years of federal higher education policymaking.

Degree: 2016, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10158542

► Bill Clinton proffered a plan for student loans as he was running for president: a direct loan system with repayments tied to income and… (more)

Subjects/Keywords: Political science; Public policy; Higher education

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APA (6^th Edition):

Smith, Z. W. (2016). US presidents and student loan policy| How policy theory applies across 20 years of federal higher education policymaking. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10158542

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):

Smith, Zakiya Wells. “US presidents and student loan policy| How policy theory applies across 20 years of federal higher education policymaking.” 2016. Thesis, University of Pennsylvania. Accessed April 11, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10158542.

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

MLA Handbook (7^th Edition):

Smith, Zakiya Wells. “US presidents and student loan policy| How policy theory applies across 20 years of federal higher education policymaking.” 2016. Web. 11 Apr 2021.

Vancouver:

Smith ZW. US presidents and student loan policy| How policy theory applies across 20 years of federal higher education policymaking. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Apr 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10158542.

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

Council of Science Editors:

Smith ZW. US presidents and student loan policy| How policy theory applies across 20 years of federal higher education policymaking. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10158542

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

The University of Utah

15. Buhler, David L. The decline in state funding of public higher education in the United States| Competing budget priorities and state variations.

Degree: 2015, The University of Utah

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3680845

► State and national policy makers for 150 years have promoted public access to higher education, supported through state tax funds and more recently through… (more)

Subjects/Keywords: Political Science, Public Administration; Education, Higher

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APA (6^th Edition):

Buhler, D. L. (2015). The decline in state funding of public higher education in the United States| Competing budget priorities and state variations. (Thesis). The University of Utah. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3680845

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):

Buhler, David L. “The decline in state funding of public higher education in the United States| Competing budget priorities and state variations.” 2015. Thesis, The University of Utah. Accessed April 11, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3680845.

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

MLA Handbook (7^th Edition):

Buhler, David L. “The decline in state funding of public higher education in the United States| Competing budget priorities and state variations.” 2015. Web. 11 Apr 2021.

Vancouver:

Buhler DL. The decline in state funding of public higher education in the United States| Competing budget priorities and state variations. [Internet] [Thesis]. The University of Utah; 2015. [cited 2021 Apr 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3680845.

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

Council of Science Editors:

Buhler DL. The decline in state funding of public higher education in the United States| Competing budget priorities and state variations. [Thesis]. The University of Utah; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3680845

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

University of Birmingham

16. McLoughlin, Claire Louise. When does service provision support or undermine state legitimacy? Higher education and processes of state (de-) legitimation in Sri Lanka.

Degree: d_ph, College of Social Sciences, 2017, University of Birmingham

URL: http://etheses.bham.ac.uk//id/eprint/7716/

► This thesis examines the received wisdom in state-building debates that service provision can improve state legitimacy. It presents an in-depth, historical study of the relationship… (more)

Subjects/Keywords: JQ Political institutions Asia; LB2300 Higher Education

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APA (6^th Edition):

McLoughlin, C. L. (2017). When does service provision support or undermine state legitimacy? Higher education and processes of state (de-) legitimation in Sri Lanka. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk//id/eprint/7716/

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):

McLoughlin, Claire Louise. “When does service provision support or undermine state legitimacy? Higher education and processes of state (de-) legitimation in Sri Lanka.” 2017. Thesis, University of Birmingham. Accessed April 11, 2021. http://etheses.bham.ac.uk//id/eprint/7716/.

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

MLA Handbook (7^th Edition):

McLoughlin, Claire Louise. “When does service provision support or undermine state legitimacy? Higher education and processes of state (de-) legitimation in Sri Lanka.” 2017. Web. 11 Apr 2021.

Vancouver:

McLoughlin CL. When does service provision support or undermine state legitimacy? Higher education and processes of state (de-) legitimation in Sri Lanka. [Internet] [Thesis]. University of Birmingham; 2017. [cited 2021 Apr 11]. Available from: http://etheses.bham.ac.uk//id/eprint/7716/.

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

Council of Science Editors:

McLoughlin CL. When does service provision support or undermine state legitimacy? Higher education and processes of state (de-) legitimation in Sri Lanka. [Thesis]. University of Birmingham; 2017. Available from: http://etheses.bham.ac.uk//id/eprint/7716/

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

Nelson Mandela Metropolitan University

17. Allison, Lee-Anne. Commercial maritime higher education needs in South Africa.

Degree: 2020, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/50350

► Seaborne cargo trade accounts for over 80% of the physical volume of global trade. Maritime transport thus fulfils an integral function in the economy of… (more)

▼ Seaborne cargo trade accounts for over 80% of the physical volume of global trade. Maritime transport thus fulfils an integral function in the economy of the world. South Africa generates approximately 3.5% of the world’s seaborne trade by value and 1.61% by tonnage; but the business of shipping all that cargo is undertaken by foreign firms. Operation Phakisa, the Comprehensive Maritime Transport Policy and the South African Maritime Road Map, in pursuance of the National Development Plan, aim to revive the commercial maritime sector. In order to meet the demand for the skills and innovative abilities sought at executive and managerial levels in the commercial maritime sector, higher education in the knowledge of maritime business is increasingly becoming a prerequisite. Investment in higher education of quality and relevance in the maritime field would contribute to achieving the goals of the government for harnessing the potential of South Africa’s blue economy. The literature is researched in order to establish an authoritative view that the knowledge and the inspiration for entrepreneurial activity in the maritime sector can be imparted through higher education; and for example, that a viable shipping sector can contribute to the growth of a country’s economy. The South African maritime sector is then described. The commercial maritime higher education available at universities and other institutions of higher learning in South Africa, as well as in other African countries and elsewhere in the world, is examined, in order to be able to identify the degree and diploma courses available. Maritime courses imply not only the content of the educational material, but also the method whereby the knowledge is instilled in learners, and which extends well beyond the classroom. A survey, by way of the personal interviews of leaders in maritime business, maritime government affairs, and academics teaching maritime topics, is then undertaken to ascertain their views on the education required to promote the maritime sector in South Africa, using the list of subjects available for study worldwide, to assist their choice. The literature research and the interview survey by design also enable the secondary aims of the study to be achieved. Those aims include determining how awareness of the maritime domain could be raised and how co-operation between academia, business and government, known as the triple helix could be organised, to promote the growth of the maritime sector. The results of the survey are analysed and tabulated, in order to illustrate the extent of the agreement between those interviewed and the conclusions reached. These conclusions establish: that the commercial maritime education currently available in South Africa, is inadequate to meet the aim of the government to the sector; that a post-graduate degree in the specified maritime studies incorporating a period of internship, and following on a first degree in business subjects, is required; that a triple helix of co-operation between academia, business and…

Subjects/Keywords: Education, Higher – Curricula; Education, Higher – Research; Merchant marine; Shipping – Economic aspects

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

APA (6^th Edition):

Allison, L. (2020). Commercial maritime higher education needs in South Africa. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/50350

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):

Allison, Lee-Anne. “Commercial maritime higher education needs in South Africa.” 2020. Thesis, Nelson Mandela Metropolitan University. Accessed April 11, 2021. http://hdl.handle.net/10948/50350.

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

MLA Handbook (7^th Edition):

Allison, Lee-Anne. “Commercial maritime higher education needs in South Africa.” 2020. Web. 11 Apr 2021.

Vancouver:

Allison L. Commercial maritime higher education needs in South Africa. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2020. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10948/50350.

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

Council of Science Editors:

Allison L. Commercial maritime higher education needs in South Africa. [Thesis]. Nelson Mandela Metropolitan University; 2020. Available from: http://hdl.handle.net/10948/50350

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

University of Technology, Sydney

18. Burford, M. Meanings of 'care' in higher education : undergraduates' experiences.

Degree: 2013, University of Technology, Sydney

URL: http://hdl.handle.net/10453/29213

► Care is an integral component of education. Care at a tertiary level, particularly from the student perspective, is under-researched. University students are adults who have… (more)

▼ Care is an integral component of education. Care at a tertiary level, particularly from the student perspective, is under-researched. University students are adults who have diverse experiences and needs, differing from their pre-tertiary counterparts in that care as nurturing or ‘mothering’ and ‘pastoral care’ are less expected or desired. This study sets out to develop a deeper understanding of what care for an undergraduate student might mean in the current university milieu where increasingly students are viewed as ‘consumers of educational services’. Exploring the notion of ‘care’ is confounded by the pluralistic and contextual nature of the word care in everyday usage. An interpretive approach was utilised to tap into the essences of care evident in a student’s experiences in the first few transition years of university. Phenomenological interviews with students undertaking an introductory business course were explored. Automated Leximancer semantic text analysis was used to support iterative systematic interrogation of the interviews, building an understanding of common and uncommon care meanings. Further interpretation of the multifaceted meanings drew on educational and services marketing literatures. Students said little about the university except in relation to selection of their degree, where reputation and family familiarity played a part in influencing their decisions. Despite being a prevalent topic in the education literature, institutional ‘duty of care’ was not identified by students as an issue. Rather, students held the institution responsible for providing opportunities to improve their future employment prospects, a form of ‘corporate care’. Care in educational relationships was most likely to occur between students and tutors. Lecturers provided ‘educational care’ through curriculum design and course management. Diversity was also apparent in care-giving and care-seeking activities outside the university in students’ ‘other lives’. These findings have brought care in higher education into perspective. Care matters. Though lecturers do not need to know their students personally they do need to demonstrate care through knowledge and passion for their subject and design of effective learning opportunities. Tutors, in the students’ eyes, have an important, often undervalued, care role of engaging with students as individuals, knowing and responding to diverse needs. Academics need to be mindful of students’ complex lives. Students in turn need a stronger voice in their education. Services marketing principles can help us understand students as ‘customers’. It is only through engaging with students that we can begin to appreciate how we as academics might care for and help students be students.

Subjects/Keywords: Undergraduates.; Higher education.; Care.; Social aspects.

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APA (6^th Edition):

Burford, M. (2013). Meanings of 'care' in higher education : undergraduates' experiences. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/29213

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):

Burford, M. “Meanings of 'care' in higher education : undergraduates' experiences.” 2013. Thesis, University of Technology, Sydney. Accessed April 11, 2021. http://hdl.handle.net/10453/29213.

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

MLA Handbook (7^th Edition):

Burford, M. “Meanings of 'care' in higher education : undergraduates' experiences.” 2013. Web. 11 Apr 2021.

Vancouver:

Burford M. Meanings of 'care' in higher education : undergraduates' experiences. [Internet] [Thesis]. University of Technology, Sydney; 2013. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10453/29213.

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

Council of Science Editors:

Burford M. Meanings of 'care' in higher education : undergraduates' experiences. [Thesis]. University of Technology, Sydney; 2013. Available from: http://hdl.handle.net/10453/29213

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

Florida Atlantic University

19. Evans, Michelle D. Does Public Service Ethics Education Include Gender Equity? An Exploration of Gender Inclusion in MPA Ethics Syllabi.

Degree: 2015, Florida Atlantic University

URL: http://purl.flvc.org/fau/fd/FA00004496 ; (URL) http://purl.flvc.org/fau/fd/FA00004496

►

Summary: Public administration emphasizes the importance of diversity (Rice, 2004), representation (Selden & Selden, 2002), ethics, and professionalism, to ensure fairness and equity for all… (more)

▼

Summary: Public administration emphasizes the importance of diversity (Rice, 2004), representation (Selden & Selden, 2002), ethics, and professionalism, to ensure fairness and equity for all citizens (American Society for Public Administration, 2013a; Cooper, 2012). Research has shown a link between the teaching of ethics and values in leadership courses, and the establishment of consensus for espoused social norms and standards of practice (Begley & Stefkovich, 2007). Through the discourse within classrooms, and the scholarship of public administration, we create and advance the boundaries of social consensus in areas such as diversity (Hewins-Maroney & Williams, 2007; National Association of Schools of Public Affairs and Administration, 2014a). MPA ethics courses are perfectly situated to espouse and reinforce public service diversity values and educate future public servants. This dissertation uses ethnographic content analysis (ECA) of 48 syllabi from 40 NASPAA accredited universities in the United States (U.S.) dated 2012-2014, to interpret how, or whether, Master of Public Administration (MPA) education addresses or contributes to gender inclusion. The analysis uses feminist theories to reveal if, and to what extent, gender, diversity, and social equity topics have been incorporated into master's level graduate public administration ethics courses, through an examination of ethics course syllabi. This research shows that gender is incorporated into MPA ethics syllabi directly through the gender of professors, authors of course materials, discussion topics, and gendered language. Gender is also demonstrated in the syllabi through images and sub-textual tones that express social norms for gender roles. Gender inclusion is addressed indirectly in the syllabi through course policies and pedagogical choices designed to increase opportunities for participation by students of both genders. Ethnographic content analysis across various stages of this interpretive research study led to the creation of a four-part Gender Inclusion Model. Each tier of this model is made up of inclusion markers influenced by themes in feminist pedagogical literature. The Gender Inclusion Model can be used for future research to examine whether, or how, minorities and diversity are incorporated into higher education curricula. The research compiles a list of best practices, along with a mock syllabus, guided by recommendations from feminist literature.

2015

Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2015.

Collection: FAU

Advisors/Committee Members: Patterson, Patricia M. (Thesis advisor), Florida Atlantic University (Degree grantor), College for Design and Social Inquiry, School of Public Administration.

Subjects/Keywords: Public administration – Moral and ethical aspects.; Education, Higher – Moral and ethical aspects.; Civil service ethics.; Political ethics – Study and teaching (Higher); Professional ethics – Study and teaching (Higher); Women in public life.; Women in the civil service.

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

APA (6^th Edition):

Evans, M. D. (2015). Does Public Service Ethics Education Include Gender Equity? An Exploration of Gender Inclusion in MPA Ethics Syllabi. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004496 ; (URL) http://purl.flvc.org/fau/fd/FA00004496

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):

Evans, Michelle D. “Does Public Service Ethics Education Include Gender Equity? An Exploration of Gender Inclusion in MPA Ethics Syllabi.” 2015. Thesis, Florida Atlantic University. Accessed April 11, 2021. http://purl.flvc.org/fau/fd/FA00004496 ; (URL) http://purl.flvc.org/fau/fd/FA00004496.

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

MLA Handbook (7^th Edition):

Evans, Michelle D. “Does Public Service Ethics Education Include Gender Equity? An Exploration of Gender Inclusion in MPA Ethics Syllabi.” 2015. Web. 11 Apr 2021.

Vancouver:

Evans MD. Does Public Service Ethics Education Include Gender Equity? An Exploration of Gender Inclusion in MPA Ethics Syllabi. [Internet] [Thesis]. Florida Atlantic University; 2015. [cited 2021 Apr 11]. Available from: http://purl.flvc.org/fau/fd/FA00004496 ; (URL) http://purl.flvc.org/fau/fd/FA00004496.

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

Council of Science Editors:

Evans MD. Does Public Service Ethics Education Include Gender Equity? An Exploration of Gender Inclusion in MPA Ethics Syllabi. [Thesis]. Florida Atlantic University; 2015. Available from: http://purl.flvc.org/fau/fd/FA00004496 ; (URL) http://purl.flvc.org/fau/fd/FA00004496

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

Michigan State University

20. Evans, Monica Annette. Achieving a racial democracy in Brazil through race based social inclusion higher education policy.

Degree: 2011, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:760

►

Thesis Ph. D. Michigan State University. Department of Educational Policy 2011.

In this dissertation, I examine the social inclusion higher education policies and programs, targeted… (more)

Subjects/Keywords: Education and state – Brazil; Education, Higher – Social aspects – Brazil; Education and state; Education, Higher – Social aspects; Race relations; Education policy

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APA (6^th Edition):

Evans, M. A. (2011). Achieving a racial democracy in Brazil through race based social inclusion higher education policy. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:760

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):

Evans, Monica Annette. “Achieving a racial democracy in Brazil through race based social inclusion higher education policy.” 2011. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:760.

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

MLA Handbook (7^th Edition):

Evans, Monica Annette. “Achieving a racial democracy in Brazil through race based social inclusion higher education policy.” 2011. Web. 11 Apr 2021.

Vancouver:

Evans MA. Achieving a racial democracy in Brazil through race based social inclusion higher education policy. [Internet] [Thesis]. Michigan State University; 2011. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:760.

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

Council of Science Editors:

Evans MA. Achieving a racial democracy in Brazil through race based social inclusion higher education policy. [Thesis]. Michigan State University; 2011. Available from: http://etd.lib.msu.edu/islandora/object/etd:760

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

University of Pennsylvania

21. Morgan, Demetri Lloyd. Revealing the Role of Higher Education in a Diverse Democracy: A Theory of College Student Political Identity Development.

Degree: 2016, University of Pennsylvania

URL: https://repository.upenn.edu/edissertations/1904

► ABSTRACT REVEALING THE ROLE OF HIGHER EDUCATION IN A DIVERSE DEMOCRACY: A THEORY OF COLLEGE STUDENT POLITICAL IDENTITY DEVELOPMENT Demetri L. Morgan J. Matthew Hartley… (more)

Subjects/Keywords: Campus Culture and Climate; Higher Education; Political Engagement; Political Identity; Political Socialization; Student Development; Higher Education Administration; Higher Education and Teaching; Organizational Behavior and Theory; Political Science

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APA (6^th Edition):

Morgan, D. L. (2016). Revealing the Role of Higher Education in a Diverse Democracy: A Theory of College Student Political Identity Development. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1904

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):

Morgan, Demetri Lloyd. “Revealing the Role of Higher Education in a Diverse Democracy: A Theory of College Student Political Identity Development.” 2016. Thesis, University of Pennsylvania. Accessed April 11, 2021. https://repository.upenn.edu/edissertations/1904.

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

MLA Handbook (7^th Edition):

Morgan, Demetri Lloyd. “Revealing the Role of Higher Education in a Diverse Democracy: A Theory of College Student Political Identity Development.” 2016. Web. 11 Apr 2021.

Vancouver:

Morgan DL. Revealing the Role of Higher Education in a Diverse Democracy: A Theory of College Student Political Identity Development. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Apr 11]. Available from: https://repository.upenn.edu/edissertations/1904.

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

Council of Science Editors:

Morgan DL. Revealing the Role of Higher Education in a Diverse Democracy: A Theory of College Student Political Identity Development. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/1904

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

George Mason University

22. Weissburg, Paul. Shifting alliances in the accreditation of higher education| On the long term consequences of the delegation of government authority to self-regulatory organizations.

Degree: 2009, George Mason University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3346887

► This dissertation uses the accreditation of U.S. higher education as a case study with which to analyze the applicability of multiple-principals theory to self-regulating… (more)

▼ This dissertation uses the accreditation of U.S. higher education as a case study with which to analyze the applicability of multiple-principals theory to self-regulating professions. The multiple-principals theory, an offshoot of principal-agent theory, has been used in the past to examine the long term consequences of the delegation of government authority to private, self-regulatory organizations. As with most literature on self-regulation, it occurred within the context of an industry. This dissertation is the first application of the multiple-principal problem to a profession rather and it is one of the very few papers in the field of private governance to address the implications of that distinction. The agents in this case-study are regional accreditation associations, which were originally created by colleges and universities to act as self-regulatory bodies, and the two principals are the regionals’ member institutions and the federal government. The history of the accreditation of higher education is explored through the use of historical documents, texts and scholarly articles, original government legislation, transcripts from Congressional Hearings, letters exchanged between key players, news articles, and a series of interviews that has been conducted with the executive directors of five of the regional accreditation associations, an accreditation historian who is also the Vice President of one of the regionals, and the Co-Chair for the George Mason University Compliance Committee for the 2011 Reaffirmation of Accreditation. The final chapter of the dissertation uses additional data gathered from each of the five executive directors to identify which principal was the primary determinant of the associations’ actions at various, crucial junctures in the history of accreditation. Ultimately, analysis of the data provides only mild support for the version of multiple-principals theory that is used in this dissertation, revealing a large number of significant variables that have been overlooked. The underlying concept of multiple-principals, however, is found to be a significant determinant of the agent’s actions, although it is not the only one; three other significant determinants are also identified. The dissertation concludes with a discussion of the implications of these findings for the delegation of government authority to private, self-regulatory organizations in both industries and professions.

Subjects/Keywords: Education, Administration; Education, History of; Political Science, General; Education, Higher

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APA (6^th Edition):

Weissburg, P. (2009). Shifting alliances in the accreditation of higher education| On the long term consequences of the delegation of government authority to self-regulatory organizations. (Thesis). George Mason University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3346887

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):

Weissburg, Paul. “Shifting alliances in the accreditation of higher education| On the long term consequences of the delegation of government authority to self-regulatory organizations.” 2009. Thesis, George Mason University. Accessed April 11, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3346887.

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

MLA Handbook (7^th Edition):

Weissburg, Paul. “Shifting alliances in the accreditation of higher education| On the long term consequences of the delegation of government authority to self-regulatory organizations.” 2009. Web. 11 Apr 2021.

Vancouver:

Weissburg P. Shifting alliances in the accreditation of higher education| On the long term consequences of the delegation of government authority to self-regulatory organizations. [Internet] [Thesis]. George Mason University; 2009. [cited 2021 Apr 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3346887.

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

Council of Science Editors:

Weissburg P. Shifting alliances in the accreditation of higher education| On the long term consequences of the delegation of government authority to self-regulatory organizations. [Thesis]. George Mason University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3346887

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

University of Huddersfield

23. Robinson, Denise. Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions.

Degree: 2010, University of Huddersfield

URL: http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf

► This study identifies and analyses issues pertinent to the expanding Higher Education (HE) in Further Education (FE) provision through partnerships as they relate to policy… (more)

Subjects/Keywords: L Education (General); LB2300 Higher Education; LC Special aspects of education

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

APA (6^th Edition):

Robinson, D. (2010). Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions. (Doctoral Dissertation). University of Huddersfield. Retrieved from http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf

Chicago Manual of Style (16^th Edition):

Robinson, Denise. “Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions.” 2010. Doctoral Dissertation, University of Huddersfield. Accessed April 11, 2021. http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf.

MLA Handbook (7^th Edition):

Robinson, Denise. “Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions.” 2010. Web. 11 Apr 2021.

Vancouver:

Robinson D. Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions. [Internet] [Doctoral dissertation]. University of Huddersfield; 2010. [cited 2021 Apr 11]. Available from: http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf.

Council of Science Editors:

Robinson D. Further and Higher Education Partnerships in England, 1997-2010: a study of cultures and perceptions. [Doctoral Dissertation]. University of Huddersfield; 2010. Available from: http://eprints.hud.ac.uk/id/eprint/10182/1/RobinsonDeniseFinalThesis.pdf

University of Glasgow

24. Coles, Christopher Williams. Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective.

Degree: Thesis (EdD), 2020, University of Glasgow

URL: http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281

► Despite the massive expansion of UK higher education provision from the 1960's onwards, concern remains about the under-representation of working class students at the selective… (more)

Subjects/Keywords: L Education (General); LB2300 Higher Education; LC Special aspects of education

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APA (6^th Edition):

Coles, C. W. (2020). Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective. (Doctoral Dissertation). University of Glasgow. Retrieved from http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281

Chicago Manual of Style (16^th Edition):

Coles, Christopher Williams. “Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective.” 2020. Doctoral Dissertation, University of Glasgow. Accessed April 11, 2021. http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281.

MLA Handbook (7^th Edition):

Coles, Christopher Williams. “Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective.” 2020. Web. 11 Apr 2021.

Vancouver:

Coles CW. Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective. [Internet] [Doctoral dissertation]. University of Glasgow; 2020. [cited 2021 Apr 11]. Available from: http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281.

Council of Science Editors:

Coles CW. Contrasting experiences of working class and middle class students at a Scottish selective university : looking to Bourdieu for perspective. [Doctoral Dissertation]. University of Glasgow; 2020. Available from: http://theses.gla.ac.uk/76714/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797281

University of Glasgow

25. Coles, Christopher Williams. Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective.

Degree: 2020, University of Glasgow

URL: http://theses.gla.ac.uk/76714/

► Despite the massive expansion of UK higher education provision from the 1960’s onwards, concern remains about the under-representation of working class students at the selective… (more)

Subjects/Keywords: L Education (General); LB2300 Higher Education; LC Special aspects of education

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

APA (6^th Edition):

Coles, C. W. (2020). Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective. (Thesis). University of Glasgow. Retrieved from http://theses.gla.ac.uk/76714/

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):

Coles, Christopher Williams. “Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective.” 2020. Thesis, University of Glasgow. Accessed April 11, 2021. http://theses.gla.ac.uk/76714/.

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

MLA Handbook (7^th Edition):

Coles, Christopher Williams. “Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective.” 2020. Web. 11 Apr 2021.

Vancouver:

Coles CW. Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective. [Internet] [Thesis]. University of Glasgow; 2020. [cited 2021 Apr 11]. Available from: http://theses.gla.ac.uk/76714/.

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

Council of Science Editors:

Coles CW. Contrasting experiences of working class and middle class students at a Scottish selective university: looking to Bourdieu for perspective. [Thesis]. University of Glasgow; 2020. Available from: http://theses.gla.ac.uk/76714/

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

Michigan State University

26. Rajaipur, Saeed. The impact of political processes on educational development : a case study of Iranian higher education.

Degree: PhD, Department of Higher Education, 1987, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:37353

Subjects/Keywords: Higher education and state – Iran – History; Education, Higher – Iran – History; Education – Political aspects – Iran

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APA (6^th Edition):

Rajaipur, S. (1987). The impact of political processes on educational development : a case study of Iranian higher education. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:37353

Chicago Manual of Style (16^th Edition):

Rajaipur, Saeed. “The impact of political processes on educational development : a case study of Iranian higher education.” 1987. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:37353.

MLA Handbook (7^th Edition):

Rajaipur, Saeed. “The impact of political processes on educational development : a case study of Iranian higher education.” 1987. Web. 11 Apr 2021.

Vancouver:

Rajaipur S. The impact of political processes on educational development : a case study of Iranian higher education. [Internet] [Doctoral dissertation]. Michigan State University; 1987. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:37353.

Council of Science Editors:

Rajaipur S. The impact of political processes on educational development : a case study of Iranian higher education. [Doctoral Dissertation]. Michigan State University; 1987. Available from: http://etd.lib.msu.edu/islandora/object/etd:37353

Michigan State University

27. Smith-Tyge, Nathaniel. The completion agenda and professional academic advisors at regional public universities.

Degree: 2019, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:47843

►

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education 2019

"This qualitative study explored the experiences of professional academic advisors at three broad… (more)

▼

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education 2019

"This qualitative study explored the experiences of professional academic advisors at three broad access regional public universities as they worked in the policy environment of the completion agenda. Employing a narrative inquiry approach through single-session semi-structured interviews, I gathered the stories of the nine participants about their professional experiences. This dissertation includes an in-depth discussion of the state of the completion agenda when the study was conducted. The existing literature related to policy issues in higher education and academic advising is also presented. The study employs three theoretical frameworks to guide the analysis of the collected data. The first framework is the agency and structure theory as presented by Coburn et al. (2016). The second framework is based on the work of Cohen (1990) and is rooted in his foundational work on policy implementation from Mrs. Oublier's classroom. The final framework is the community of practice theory as presented by Coburn & Stein (2006). The key findings of this study are that the advisors lack agency in their professional roles and often times find themselves constrained by the structure and systems in their offices and universities. This manifests into three overarching themes that were found in the data. The first is that the participants are disconnected from the policy process at all levels. The frustration with this lack of agency leads to the second theme which is the advisors view themselves as student focused and not policy focused, which allows them to reclaim a level of professional agency. The third theme finds that often times the participants find themselves at odds with professional staff members in other departments on their campus that have different missions and purposes. Through the stories of the participants this study provides a context rich and empirical view of the experiences of academic advisors as they contend with the policy environment created by the completion agenda. The dissertation also provides implications for practice, research, theory, and policy. The key implication is the need for the involvement of advisors (and all student-facing professional staff) in the policy creation process at all levels. The advisors understand their work the best and should have a role in shaping the systems and structures that effect their ability to successfully work with students." – Pages ii-iii.

Description based on online resource;

Advisors/Committee Members: Weiland, Steven, Amey, Marilyn, Cantwell, Brendan, Spiro, Rand.

Subjects/Keywords: Faculty advisors; Faculty advisors – Attitudes; Work environment – Psychological aspects; Education, Higher – Evaluation; Higher education administration; Education policy; Higher education

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APA (6^th Edition):

Smith-Tyge, N. (2019). The completion agenda and professional academic advisors at regional public universities. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47843

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):

Smith-Tyge, Nathaniel. “The completion agenda and professional academic advisors at regional public universities.” 2019. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:47843.

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

MLA Handbook (7^th Edition):

Smith-Tyge, Nathaniel. “The completion agenda and professional academic advisors at regional public universities.” 2019. Web. 11 Apr 2021.

Vancouver:

Smith-Tyge N. The completion agenda and professional academic advisors at regional public universities. [Internet] [Thesis]. Michigan State University; 2019. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47843.

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

Council of Science Editors:

Smith-Tyge N. The completion agenda and professional academic advisors at regional public universities. [Thesis]. Michigan State University; 2019. Available from: http://etd.lib.msu.edu/islandora/object/etd:47843

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

Columbia University

28. Gonzalez, Naihobe Denisse. Three Essays on the Economics of Education.

Degree: 2015, Columbia University

URL: https://doi.org/10.7916/D8K93M4S

► This dissertation consists of essays studying the impacts of education policies on outcomes measured at three distinct points in the high school to labor force… (more)

▼ This dissertation consists of essays studying the impacts of education policies on outcomes measured at three distinct points in the high school to labor force continuum: course taking and academic performance in high school, choice of college and major, and labor market returns to completing college. The chapters are linked by their focus on understanding how these policies affect disadvantaged and under-represented populations, and by their exploitation of exogenous variation in the timing and assignment of treatments to identify causal effects. The first chapter asks whether lack of information about ability helps explain why high-performing students from disadvantaged backgrounds tend to under-invest in their education. In the presence of uncertainty, an information shock may lead individuals to revise their beliefs and decision-making. To explore this question, I examine an individualized signal of academic aptitude known as "AP Potential'' that is provided in Preliminary SAT (PSAT) reports. The signal provides information about students' aptitude for Advanced Placement (AP), a national program that offers college-level courses and exams in high school. In the United States, participation in AP has become a key step on the path to admission into selective four-year colleges. I begin by collecting high-frequency panel data on subjective beliefs from students in Oakland, California. Students stated their expected performance on the PSAT, beliefs about their abilities, and expectations about future academic outcomes before and after receiving their PSAT results reports. This survey data allows me to identify the information shock students experienced from the PSAT. I establish that although the PSAT is, on average, a negative information shock, the AP Potential signal itself contains valuable information: students with the same PSAT score and prior beliefs about own ability who receive the AP Potential signal experience a more positive information shock. The information shock in turn leads students to revise their beliefs about their ability, the number of AP classes they plan to take, and the likelihood that they will attend a four-year college, consistent with a Bayesian updating framework. I focus next on estimating whether the AP Potential signal has a causal effect on the probability of participating in AP and the number of AP classes in which students actually enroll by exploiting the deterministic relationship between PSAT scores and the AP Potential signal in a Regression Discontinuity (RD) design. Both graphical and more formal non-parametric and parametric methods robustly demonstrate that surveyed students on the margin of receiving the signal enroll in approximately one more AP course their junior year, increasing the probability of participation in the AP program by at least 26 percentage points. Given the demographics and performance levels of students at the margin, this effect amounted to increasing the number of high-ability, under-represented high school students taking…

Subjects/Keywords: Economics; Educational equalization; Education – Economic aspects; Education, Higher; Academic achievement – Economic aspects; Education – Research

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APA (6^th Edition):

Gonzalez, N. D. (2015). Three Essays on the Economics of Education. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8K93M4S

Chicago Manual of Style (16^th Edition):

Gonzalez, Naihobe Denisse. “Three Essays on the Economics of Education.” 2015. Doctoral Dissertation, Columbia University. Accessed April 11, 2021. https://doi.org/10.7916/D8K93M4S.

MLA Handbook (7^th Edition):

Gonzalez, Naihobe Denisse. “Three Essays on the Economics of Education.” 2015. Web. 11 Apr 2021.

Vancouver:

Gonzalez ND. Three Essays on the Economics of Education. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2021 Apr 11]. Available from: https://doi.org/10.7916/D8K93M4S.

Council of Science Editors:

Gonzalez ND. Three Essays on the Economics of Education. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8K93M4S

Seton Hall University

29. Levine, Jeffrey P. Understanding the Relationship Between Economic and Institutional Trends and Public University Presidential Turnover.

Degree: PhD, Education Leadership, Management and Policy, 2020, Seton Hall University

URL: https://scholarship.shu.edu/dissertations/2759

► Presidents are leaving public colleges and universities at higher rates than they previously were over the last several decades. Previous studies on college and… (more)

▼ Presidents are leaving public colleges and universities at higher rates than they previously were over the last several decades. Previous studies on college and university presidential departure primarily have focused on internal institutional factors to offer explanations of understanding of why they leave office. Public university presidents earn less than private ones, and have to add successful (or unsuccessful) navigation of state politics to their skill sets. This study focused on both internal institutional factors and external environmental factors specifically within each state the public college or university is located. These include both external economic and political factors. These external factors include income level in the state, percent in poverty in each state, and age ranges of the population by state. In addition, the study examined changes to factors affecting presidential turnover before and after the recent housing crisis in the United States, a significant economic event. There was increased turnover after recessions. The outcomes of both logistic and OLS regressions, with both a one- and two- year lag, yielded the same results across both models and found variables that were important included enrollment, adjusted state appropriations, democratic control of the state legislature, percentage of the population in the state aged 18 to 24 years. Enrollment had a negative relationship, state appropriations had a strong positive relationship. Democratic control of the legislature, and percentage of the population aged 18 to 24 years had weak negative relationships. Student retention rate had a weak positive relationship, state appropriations a strong positive relationship, and percentage of the population in each state aged 18 to 24 years had a strong negative significant relationship when dividing out the data before the housing crisis. Only the internal institutional factor of admit rate was significant and was weak and negative when dividing after the housing crisis. Advisors/Committee Members: Robert Kelchen, Ph.D., Rong Chen, Ph.D., Chris Tienken, Ed.D.

Subjects/Keywords: Public college president turnover; departure; state higher education; leadership; tenure; Economics; Higher Education; Political Science

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

APA (6^th Edition):

Levine, J. P. (2020). Understanding the Relationship Between Economic and Institutional Trends and Public University Presidential Turnover. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2759

Chicago Manual of Style (16^th Edition):

Levine, Jeffrey P. “Understanding the Relationship Between Economic and Institutional Trends and Public University Presidential Turnover.” 2020. Doctoral Dissertation, Seton Hall University. Accessed April 11, 2021. https://scholarship.shu.edu/dissertations/2759.

MLA Handbook (7^th Edition):

Levine, Jeffrey P. “Understanding the Relationship Between Economic and Institutional Trends and Public University Presidential Turnover.” 2020. Web. 11 Apr 2021.

Vancouver:

Levine JP. Understanding the Relationship Between Economic and Institutional Trends and Public University Presidential Turnover. [Internet] [Doctoral dissertation]. Seton Hall University; 2020. [cited 2021 Apr 11]. Available from: https://scholarship.shu.edu/dissertations/2759.

Council of Science Editors:

Levine JP. Understanding the Relationship Between Economic and Institutional Trends and Public University Presidential Turnover. [Doctoral Dissertation]. Seton Hall University; 2020. Available from: https://scholarship.shu.edu/dissertations/2759

University of the Western Cape

30. Mugume, Taabo. Student politics and multiparty politics in Uganda : a case study of Makerere University .

Degree: 2015, University of the Western Cape

URL: http://hdl.handle.net/11394/4726

► The study of student politics in Africa has evolved in the last decade from a focus on non-institutionalised student activism and student movements to institutionalised… (more)

▼ The study of student politics in Africa has evolved in the last decade from a focus on non-institutionalised student activism and student movements to institutionalised student political participation in institutions of higher education. Thus it followed a development route in which student leadership had to find new ways in which to organise their movements in institutional, national and continental political organisations to influence policy and remain relevant in students’ lives. Since this study focuses on one particular dimension of this change, the study seeks to understand the relationship between student leaders in Makerere University, Kampala, and political parties in Uganda. The specific focus of the study is on highlighting the reasons for establishing and maintaining the relationship; the arrangements necessary for the relationship to exist, and how the relationship impacts on the ability of student leaders to represent students’ interests. Following an analysis of the relevant literature in line with the topic, it was decided that a mixed methods approach would be suitable for the study. Hence in-depth interviews were conducted with student leaders and leaders of national political parties and an online survey targeting all undergraduate students at Makerere University was done (as part of a larger study). Theoretically, the study adopted a framework originally proposed by Schmitter and Streeck (1999), and adapted it to study the relationship between student leaders and political parties, drawing also on the insights of studies that had previously used adaptations of the same framework to study student leadership in other contexts. The study found a continuing historical relationship between student leaders of Makerere University and political parties in Uganda. It found that a significant number of students are members of a political party, whereby student leaders are most likely not only to be ordinary party members, but party leaders. Political parties use the student guild elections to recruit new members. As part of being members of a political party, student leaders tend to be more influential in weak political parties, in contrast to a ruling party which is more influential in student politics given its ability to provide access to government resources. Moreover, the relationship is such that student leaders from Makerere University are most likely to end up in powerful political positions in the country (e.g. Byaruhanga, 2006; Mugume and Katusiimeh, 2014); this situation corresponds to the reasons that student leaders give for establishing relationships with political parties in the first place, as most student leaders have future political ambitions. The most influential organisations in student politics appear to be political parties, followed by cultural groups on campus. The study also highlights weaknesses in formal institutional governance structures given that student leaders believe their problems are better addressed in personal networks with members of university management staff than… Advisors/Committee Members: Luescher, Thierry (advisor).

Subjects/Keywords: Higher education; Higher education governance; Student politics; Student leadership; Political parties; Makerere University

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APA (6^th Edition):

Mugume, T. (2015). Student politics and multiparty politics in Uganda : a case study of Makerere University . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4726

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):

Mugume, Taabo. “Student politics and multiparty politics in Uganda : a case study of Makerere University .” 2015. Thesis, University of the Western Cape. Accessed April 11, 2021. http://hdl.handle.net/11394/4726.

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

MLA Handbook (7^th Edition):

Mugume, Taabo. “Student politics and multiparty politics in Uganda : a case study of Makerere University .” 2015. Web. 11 Apr 2021.

Vancouver:

Mugume T. Student politics and multiparty politics in Uganda : a case study of Makerere University . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/11394/4726.

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

Council of Science Editors:

Mugume T. Student politics and multiparty politics in Uganda : a case study of Makerere University . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/4726

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

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