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Degree: Doctor of Education (EdD)

You searched for subject:(Higher education extension programs). Showing records 1 – 30 of 2165 total matches.

[1] [2] [3] [4] [5] … [73]

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University of Vermont

1. Marquart, Christopher Paul. Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

  Over the past 50 years, living-learning programs (LLPs) have emerged as a dynamic curricular innovation in higher education. These programs are residentially based, seeking… (more)

Subjects/Keywords: Institutional Culture; Living-Learning Programs; Organizational Change; Higher Education; Higher Education Administration

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

APA (6th Edition):

Marquart, C. P. (2017). Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/736

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

Chicago Manual of Style (16th Edition):

Marquart, Christopher Paul. “Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study.” 2017. Thesis, University of Vermont. Accessed August 25, 2019. https://scholarworks.uvm.edu/graddis/736.

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

MLA Handbook (7th Edition):

Marquart, Christopher Paul. “Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study.” 2017. Web. 25 Aug 2019.

Vancouver:

Marquart CP. Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study. [Internet] [Thesis]. University of Vermont; 2017. [cited 2019 Aug 25]. Available from: https://scholarworks.uvm.edu/graddis/736.

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

Council of Science Editors:

Marquart CP. Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/736

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

2. Persky, Karen Rae. Veterans Education: Coming Home to the Community College Classroom.

Degree: Doctor of Education (EdD), Community College Leadership, 2010, National-Louis University

 The purpose of this study was to identify the needs of veterans who are community college students and to examine community college programs and services… (more)

Subjects/Keywords: community college; veterans; higher education; veterans education; veterans programs; veterans needs; Community College Leadership

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APA (6th Edition):

Persky, K. R. (2010). Veterans Education: Coming Home to the Community College Classroom. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/31

Chicago Manual of Style (16th Edition):

Persky, Karen Rae. “Veterans Education: Coming Home to the Community College Classroom.” 2010. Doctoral Dissertation, National-Louis University. Accessed August 25, 2019. http://digitalcommons.nl.edu/diss/31.

MLA Handbook (7th Edition):

Persky, Karen Rae. “Veterans Education: Coming Home to the Community College Classroom.” 2010. Web. 25 Aug 2019.

Vancouver:

Persky KR. Veterans Education: Coming Home to the Community College Classroom. [Internet] [Doctoral dissertation]. National-Louis University; 2010. [cited 2019 Aug 25]. Available from: http://digitalcommons.nl.edu/diss/31.

Council of Science Editors:

Persky KR. Veterans Education: Coming Home to the Community College Classroom. [Doctoral Dissertation]. National-Louis University; 2010. Available from: http://digitalcommons.nl.edu/diss/31


Bowling Green State University

3. Greicar, Margo B. The Professional Preparation of Academic Deans.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, Bowling Green State University

  The purpose of this causal-comparative study was to investigate the preparation of 310 academic deans at four-year public and private higher education institutions in… (more)

Subjects/Keywords: Higher Education; academic deans; preparation methods; leadership; higher education; perceived benefits; on the job training; mentoring; gender; race; professional training programs

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APA (6th Edition):

Greicar, M. B. (2009). The Professional Preparation of Academic Deans. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1230669095

Chicago Manual of Style (16th Edition):

Greicar, Margo B. “The Professional Preparation of Academic Deans.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1230669095.

MLA Handbook (7th Edition):

Greicar, Margo B. “The Professional Preparation of Academic Deans.” 2009. Web. 25 Aug 2019.

Vancouver:

Greicar MB. The Professional Preparation of Academic Deans. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1230669095.

Council of Science Editors:

Greicar MB. The Professional Preparation of Academic Deans. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1230669095


Florida International University

4. Klein, Jayne A. Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth.

Degree: Doctor of Education (EdD), Educational Leadership, 2011, Florida International University

  Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in… (more)

Subjects/Keywords: Inner-city Black youth; youth enrichment programs; after-school programs; critical race theory; K-12 education; higher educaton; educational policy

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APA (6th Edition):

Klein, J. A. (2011). Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/488 ; 10.25148/etd.FI11120505 ; FI11120505

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

Chicago Manual of Style (16th Edition):

Klein, Jayne A. “Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth.” 2011. Thesis, Florida International University. Accessed August 25, 2019. http://digitalcommons.fiu.edu/etd/488 ; 10.25148/etd.FI11120505 ; FI11120505.

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

MLA Handbook (7th Edition):

Klein, Jayne A. “Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth.” 2011. Web. 25 Aug 2019.

Vancouver:

Klein JA. Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth. [Internet] [Thesis]. Florida International University; 2011. [cited 2019 Aug 25]. Available from: http://digitalcommons.fiu.edu/etd/488 ; 10.25148/etd.FI11120505 ; FI11120505.

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

Council of Science Editors:

Klein JA. Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth. [Thesis]. Florida International University; 2011. Available from: http://digitalcommons.fiu.edu/etd/488 ; 10.25148/etd.FI11120505 ; FI11120505

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

5. Helton, Melissa Renee. Student Perceptions Of The Honors Program At An Appalachian Community College.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, Eastern Kentucky U

  Gifted students in the United States are often underserved. Collegiate honors programs are a proven way to provide for gifted students' special needs. Many… (more)

Subjects/Keywords: Appalachia; community college; gifted students; honors programs; Educational Assessment, Evaluation, and Research; Gifted Education; Higher Education

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APA (6th Edition):

Helton, M. R. (2017). Student Perceptions Of The Honors Program At An Appalachian Community College. (Doctoral Dissertation). Eastern Kentucky U. Retrieved from https://encompass.eku.edu/etd/531

Chicago Manual of Style (16th Edition):

Helton, Melissa Renee. “Student Perceptions Of The Honors Program At An Appalachian Community College.” 2017. Doctoral Dissertation, Eastern Kentucky U. Accessed August 25, 2019. https://encompass.eku.edu/etd/531.

MLA Handbook (7th Edition):

Helton, Melissa Renee. “Student Perceptions Of The Honors Program At An Appalachian Community College.” 2017. Web. 25 Aug 2019.

Vancouver:

Helton MR. Student Perceptions Of The Honors Program At An Appalachian Community College. [Internet] [Doctoral dissertation]. Eastern Kentucky U; 2017. [cited 2019 Aug 25]. Available from: https://encompass.eku.edu/etd/531.

Council of Science Editors:

Helton MR. Student Perceptions Of The Honors Program At An Appalachian Community College. [Doctoral Dissertation]. Eastern Kentucky U; 2017. Available from: https://encompass.eku.edu/etd/531

6. Meagher, Carole Kempler. Writing Program Directors' Perceptions of Factors Promoting Writing Programs.

Degree: Doctor of Education (EdD), Leadership Studies, 2015, University of San Francisco

  Although California grows more socially and ethnically diverse, and its public universities serve this changing population, spending in higher education has been cut over… (more)

Subjects/Keywords: Critical pedagogy; Funding; Servant leadership; Transformational leadership; Writing across the curriculum (WAC); Writing programs; Educational Leadership; Higher Education

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APA (6th Edition):

Meagher, C. K. (2015). Writing Program Directors' Perceptions of Factors Promoting Writing Programs. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/293

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

Chicago Manual of Style (16th Edition):

Meagher, Carole Kempler. “Writing Program Directors' Perceptions of Factors Promoting Writing Programs.” 2015. Thesis, University of San Francisco. Accessed August 25, 2019. https://repository.usfca.edu/diss/293.

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

MLA Handbook (7th Edition):

Meagher, Carole Kempler. “Writing Program Directors' Perceptions of Factors Promoting Writing Programs.” 2015. Web. 25 Aug 2019.

Vancouver:

Meagher CK. Writing Program Directors' Perceptions of Factors Promoting Writing Programs. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Aug 25]. Available from: https://repository.usfca.edu/diss/293.

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

Council of Science Editors:

Meagher CK. Writing Program Directors' Perceptions of Factors Promoting Writing Programs. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/293

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


Harvard University

7. Johnson, Marc A. On My Watch: The Role and Responsibilities of American College Trustees.

Degree: Doctor of Education (EdD), 2015, Harvard University

New waves of change are upon American colleges and universities. Among other things, shifts in student demographics, federal higher education policy changes, and the continuing… (more)

Subjects/Keywords: Education; Higher

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APA (6th Edition):

Johnson, M. A. (2015). On My Watch: The Role and Responsibilities of American College Trustees. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461052

Chicago Manual of Style (16th Edition):

Johnson, Marc A. “On My Watch: The Role and Responsibilities of American College Trustees.” 2015. Doctoral Dissertation, Harvard University. Accessed August 25, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461052.

MLA Handbook (7th Edition):

Johnson, Marc A. “On My Watch: The Role and Responsibilities of American College Trustees.” 2015. Web. 25 Aug 2019.

Vancouver:

Johnson MA. On My Watch: The Role and Responsibilities of American College Trustees. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 25]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461052.

Council of Science Editors:

Johnson MA. On My Watch: The Role and Responsibilities of American College Trustees. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461052


Harvard University

8. Ott, Maya Weilundemo. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.

Degree: Doctor of Education (EdD), 2016, Harvard University

 During the last 40 years, institutions of higher education in the United States have dramatically increased their reliance on part-time faculty. Today, fully half of… (more)

Subjects/Keywords: Education; Higher

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

APA (6th Edition):

Ott, M. W. (2016). Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701

Chicago Manual of Style (16th Edition):

Ott, Maya Weilundemo. “Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.” 2016. Doctoral Dissertation, Harvard University. Accessed August 25, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701.

MLA Handbook (7th Edition):

Ott, Maya Weilundemo. “Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.” 2016. Web. 25 Aug 2019.

Vancouver:

Ott MW. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 25]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701.

Council of Science Editors:

Ott MW. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701


Florida International University

9. Bessler, Timothy S. Private higher education policy in Ohio, 1980-2006 : a case study demonstrating the usefulness of Zumeta's public policy posture model.

Degree: Doctor of Education (EdD), Higher Education, 2009, Florida International University

  This study describes the case of private higher education in Ohio between 1980 and 2006 using Zumeta's (1996) model of state policy and private… (more)

Subjects/Keywords: Higher Education

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APA (6th Edition):

Bessler, T. S. (2009). Private higher education policy in Ohio, 1980-2006 : a case study demonstrating the usefulness of Zumeta's public policy posture model. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1653 ; 10.25148/etd.FI14051131 ; FI14051131

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

Chicago Manual of Style (16th Edition):

Bessler, Timothy S. “Private higher education policy in Ohio, 1980-2006 : a case study demonstrating the usefulness of Zumeta's public policy posture model.” 2009. Thesis, Florida International University. Accessed August 25, 2019. http://digitalcommons.fiu.edu/etd/1653 ; 10.25148/etd.FI14051131 ; FI14051131.

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

MLA Handbook (7th Edition):

Bessler, Timothy S. “Private higher education policy in Ohio, 1980-2006 : a case study demonstrating the usefulness of Zumeta's public policy posture model.” 2009. Web. 25 Aug 2019.

Vancouver:

Bessler TS. Private higher education policy in Ohio, 1980-2006 : a case study demonstrating the usefulness of Zumeta's public policy posture model. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 Aug 25]. Available from: http://digitalcommons.fiu.edu/etd/1653 ; 10.25148/etd.FI14051131 ; FI14051131.

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

Council of Science Editors:

Bessler TS. Private higher education policy in Ohio, 1980-2006 : a case study demonstrating the usefulness of Zumeta's public policy posture model. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/1653 ; 10.25148/etd.FI14051131 ; FI14051131

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


Florida International University

10. Bharath, Deoraj. Effects of student-faculty interactions on persistence of underprepared community college students.

Degree: Doctor of Education (EdD), Higher Education, 2009, Florida International University

  The high concentration of underprepared students in community colleges presents a challenge to educators, policy-makers, and researchers. All have pointed to low completion rates… (more)

Subjects/Keywords: Higher Education

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APA (6th Edition):

Bharath, D. (2009). Effects of student-faculty interactions on persistence of underprepared community college students. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1671 ; 10.25148/etd.FI14051141 ; FI14051141

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

Chicago Manual of Style (16th Edition):

Bharath, Deoraj. “Effects of student-faculty interactions on persistence of underprepared community college students.” 2009. Thesis, Florida International University. Accessed August 25, 2019. http://digitalcommons.fiu.edu/etd/1671 ; 10.25148/etd.FI14051141 ; FI14051141.

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

MLA Handbook (7th Edition):

Bharath, Deoraj. “Effects of student-faculty interactions on persistence of underprepared community college students.” 2009. Web. 25 Aug 2019.

Vancouver:

Bharath D. Effects of student-faculty interactions on persistence of underprepared community college students. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 Aug 25]. Available from: http://digitalcommons.fiu.edu/etd/1671 ; 10.25148/etd.FI14051141 ; FI14051141.

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

Council of Science Editors:

Bharath D. Effects of student-faculty interactions on persistence of underprepared community college students. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/1671 ; 10.25148/etd.FI14051141 ; FI14051141

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


College of William and Mary

11. Marsella, Nicholas Richard. Critical and Creative Thinking in General Education: A Descriptive Case Study.

Degree: Doctor of Education (EdD), Education, 2018, College of William and Mary

 Abstract as part of a strategic planning effort begun in 2008, the College of William & Mary began the process of reviewing and changing its… (more)

Subjects/Keywords: Higher Education

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APA (6th Edition):

Marsella, N. R. (2018). Critical and Creative Thinking in General Education: A Descriptive Case Study. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550153949

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

Chicago Manual of Style (16th Edition):

Marsella, Nicholas Richard. “Critical and Creative Thinking in General Education: A Descriptive Case Study.” 2018. Thesis, College of William and Mary. Accessed August 25, 2019. https://scholarworks.wm.edu/etd/1550153949.

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

MLA Handbook (7th Edition):

Marsella, Nicholas Richard. “Critical and Creative Thinking in General Education: A Descriptive Case Study.” 2018. Web. 25 Aug 2019.

Vancouver:

Marsella NR. Critical and Creative Thinking in General Education: A Descriptive Case Study. [Internet] [Thesis]. College of William and Mary; 2018. [cited 2019 Aug 25]. Available from: https://scholarworks.wm.edu/etd/1550153949.

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

Council of Science Editors:

Marsella NR. Critical and Creative Thinking in General Education: A Descriptive Case Study. [Thesis]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1550153949

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


College of William and Mary

12. Smith, Jr., Charles R. Examining Persistence: the Influence of Joining of Pan-Hellenic Black Greek Letter Organizations on African-American Male Students Attending Predominantly White Institutions.

Degree: Doctor of Education (EdD), Education, 2019, College of William and Mary

 The retention of African-American male students at predominantly White institutions is an issue that continues to plague colleges and universities in the United States. African-American… (more)

Subjects/Keywords: Higher Education

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APA (6th Edition):

Smith, Jr., C. R. (2019). Examining Persistence: the Influence of Joining of Pan-Hellenic Black Greek Letter Organizations on African-American Male Students Attending Predominantly White Institutions. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898895

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

Chicago Manual of Style (16th Edition):

Smith, Jr., Charles R. “Examining Persistence: the Influence of Joining of Pan-Hellenic Black Greek Letter Organizations on African-American Male Students Attending Predominantly White Institutions.” 2019. Thesis, College of William and Mary. Accessed August 25, 2019. https://scholarworks.wm.edu/etd/1563898895.

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

MLA Handbook (7th Edition):

Smith, Jr., Charles R. “Examining Persistence: the Influence of Joining of Pan-Hellenic Black Greek Letter Organizations on African-American Male Students Attending Predominantly White Institutions.” 2019. Web. 25 Aug 2019.

Vancouver:

Smith, Jr. CR. Examining Persistence: the Influence of Joining of Pan-Hellenic Black Greek Letter Organizations on African-American Male Students Attending Predominantly White Institutions. [Internet] [Thesis]. College of William and Mary; 2019. [cited 2019 Aug 25]. Available from: https://scholarworks.wm.edu/etd/1563898895.

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

Council of Science Editors:

Smith, Jr. CR. Examining Persistence: the Influence of Joining of Pan-Hellenic Black Greek Letter Organizations on African-American Male Students Attending Predominantly White Institutions. [Thesis]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898895

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


Florida International University

13. Echevarria, Domingo G. The contribution of Higher Education to economic development in a globalized environment.

Degree: Doctor of Education (EdD), Higher Education, 2009, Florida International University

  Amidst concerns about achieving high levels of technology to remain competitive in the global market without compromising economic development, national economies are experiencing a… (more)

Subjects/Keywords: Education; Higher Education

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APA (6th Edition):

Echevarria, D. G. (2009). The contribution of Higher Education to economic development in a globalized environment. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3114 ; 10.25148/etd.FI15101263 ; FI15101263

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

Chicago Manual of Style (16th Edition):

Echevarria, Domingo G. “The contribution of Higher Education to economic development in a globalized environment.” 2009. Thesis, Florida International University. Accessed August 25, 2019. http://digitalcommons.fiu.edu/etd/3114 ; 10.25148/etd.FI15101263 ; FI15101263.

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

MLA Handbook (7th Edition):

Echevarria, Domingo G. “The contribution of Higher Education to economic development in a globalized environment.” 2009. Web. 25 Aug 2019.

Vancouver:

Echevarria DG. The contribution of Higher Education to economic development in a globalized environment. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 Aug 25]. Available from: http://digitalcommons.fiu.edu/etd/3114 ; 10.25148/etd.FI15101263 ; FI15101263.

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

Council of Science Editors:

Echevarria DG. The contribution of Higher Education to economic development in a globalized environment. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/3114 ; 10.25148/etd.FI15101263 ; FI15101263

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


Florida International University

14. Ferenchak, Gregory J. Cognitive and noncognitive variables that predict Florida Community College radiography program graduates' success on the registry.

Degree: Doctor of Education (EdD), Higher Education, 2009, Florida International University

  This study examined the predictive merits of selected cognitive and noncognitive variables on the national Registry exam pass rate using 2008 graduates (n =… (more)

Subjects/Keywords: Education; Higher Education

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APA (6th Edition):

Ferenchak, G. J. (2009). Cognitive and noncognitive variables that predict Florida Community College radiography program graduates' success on the registry. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3292 ; 10.25148/etd.FI15101363 ; FI15101363

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

Chicago Manual of Style (16th Edition):

Ferenchak, Gregory J. “Cognitive and noncognitive variables that predict Florida Community College radiography program graduates' success on the registry.” 2009. Thesis, Florida International University. Accessed August 25, 2019. http://digitalcommons.fiu.edu/etd/3292 ; 10.25148/etd.FI15101363 ; FI15101363.

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

MLA Handbook (7th Edition):

Ferenchak, Gregory J. “Cognitive and noncognitive variables that predict Florida Community College radiography program graduates' success on the registry.” 2009. Web. 25 Aug 2019.

Vancouver:

Ferenchak GJ. Cognitive and noncognitive variables that predict Florida Community College radiography program graduates' success on the registry. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 Aug 25]. Available from: http://digitalcommons.fiu.edu/etd/3292 ; 10.25148/etd.FI15101363 ; FI15101363.

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

Council of Science Editors:

Ferenchak GJ. Cognitive and noncognitive variables that predict Florida Community College radiography program graduates' success on the registry. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/3292 ; 10.25148/etd.FI15101363 ; FI15101363

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


University of Maine

15. Iverson, Susan Van Deventer. A Policy Discourse Analysis of U.S. Land-Grant University Diversity Action Plans.

Degree: Doctor of Education (EdD), Higher Education Leadership, 2005, University of Maine

Subjects/Keywords: minority college students; affirmative actions programs in education; Higher Education Administration

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APA (6th Edition):

Iverson, S. V. D. (2005). A Policy Discourse Analysis of U.S. Land-Grant University Diversity Action Plans. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/1769

Chicago Manual of Style (16th Edition):

Iverson, Susan Van Deventer. “A Policy Discourse Analysis of U.S. Land-Grant University Diversity Action Plans.” 2005. Doctoral Dissertation, University of Maine. Accessed August 25, 2019. https://digitalcommons.library.umaine.edu/etd/1769.

MLA Handbook (7th Edition):

Iverson, Susan Van Deventer. “A Policy Discourse Analysis of U.S. Land-Grant University Diversity Action Plans.” 2005. Web. 25 Aug 2019.

Vancouver:

Iverson SVD. A Policy Discourse Analysis of U.S. Land-Grant University Diversity Action Plans. [Internet] [Doctoral dissertation]. University of Maine; 2005. [cited 2019 Aug 25]. Available from: https://digitalcommons.library.umaine.edu/etd/1769.

Council of Science Editors:

Iverson SVD. A Policy Discourse Analysis of U.S. Land-Grant University Diversity Action Plans. [Doctoral Dissertation]. University of Maine; 2005. Available from: https://digitalcommons.library.umaine.edu/etd/1769


College of William and Mary

16. Costello, Carla A. Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education.

Degree: Doctor of Education (EdD), Education, 2015, College of William and Mary

 This qualitative phenomenological case study examined the intersection of organizational structures and gender, as well as perceptions of climate, and their collective impact on professional… (more)

Subjects/Keywords: Higher Education; Higher Education Administration; Women's Studies

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

APA (6th Edition):

Costello, C. A. (2015). Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618900

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

Chicago Manual of Style (16th Edition):

Costello, Carla A. “Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education.” 2015. Thesis, College of William and Mary. Accessed August 25, 2019. https://scholarworks.wm.edu/etd/1539618900.

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

MLA Handbook (7th Edition):

Costello, Carla A. “Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education.” 2015. Web. 25 Aug 2019.

Vancouver:

Costello CA. Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education. [Internet] [Thesis]. College of William and Mary; 2015. [cited 2019 Aug 25]. Available from: https://scholarworks.wm.edu/etd/1539618900.

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

Council of Science Editors:

Costello CA. Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education. [Thesis]. College of William and Mary; 2015. Available from: https://scholarworks.wm.edu/etd/1539618900

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


Harvard University

17. Spencer, George. Improving Transfer Pathways: the Impact of Statewide Articulation Policies.

Degree: Doctor of Education (EdD), 2017, Harvard University

 Students who first enroll in a community college may experience barriers to attain a bachelor’s degree if they lose credits in the process of transferring… (more)

Subjects/Keywords: Education, Higher; Education, Community College

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

APA (6th Edition):

Spencer, G. (2017). Improving Transfer Pathways: the Impact of Statewide Articulation Policies. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052858

Chicago Manual of Style (16th Edition):

Spencer, George. “Improving Transfer Pathways: the Impact of Statewide Articulation Policies.” 2017. Doctoral Dissertation, Harvard University. Accessed August 25, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052858.

MLA Handbook (7th Edition):

Spencer, George. “Improving Transfer Pathways: the Impact of Statewide Articulation Policies.” 2017. Web. 25 Aug 2019.

Vancouver:

Spencer G. Improving Transfer Pathways: the Impact of Statewide Articulation Policies. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Aug 25]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052858.

Council of Science Editors:

Spencer G. Improving Transfer Pathways: the Impact of Statewide Articulation Policies. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052858


Harvard University

18. Contreras Jr., Eduardo. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.

Degree: Doctor of Education (EdD), 2015, Harvard University

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students… (more)

Subjects/Keywords: Education, Higher; Education, History of

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

APA (6th Edition):

Contreras Jr., E. (2015). Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042

Chicago Manual of Style (16th Edition):

Contreras Jr., Eduardo. “Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.” 2015. Doctoral Dissertation, Harvard University. Accessed August 25, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042.

MLA Handbook (7th Edition):

Contreras Jr., Eduardo. “Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.” 2015. Web. 25 Aug 2019.

Vancouver:

Contreras Jr. E. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 25]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042.

Council of Science Editors:

Contreras Jr. E. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042


Harvard University

19. Gable, Rachel L. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.

Degree: Doctor of Education (EdD), 2016, Harvard University

 In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with… (more)

Subjects/Keywords: Education, Higher; Education, Social Sciences

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APA (6th Edition):

Gable, R. L. (2016). Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229

Chicago Manual of Style (16th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Doctoral Dissertation, Harvard University. Accessed August 25, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229.

MLA Handbook (7th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Web. 25 Aug 2019.

Vancouver:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 25]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229.

Council of Science Editors:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229


Harvard University

20. Gable, Rachel L. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.

Degree: Doctor of Education (EdD), 2016, Harvard University

 In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with… (more)

Subjects/Keywords: Education, Higher; Education, Social Sciences

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

APA (6th Edition):

Gable, R. L. (2016). Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

Chicago Manual of Style (16th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Doctoral Dissertation, Harvard University. Accessed August 25, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831.

MLA Handbook (7th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Web. 25 Aug 2019.

Vancouver:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 25]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831.

Council of Science Editors:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831


College of William and Mary

21. Scott, Shylan E. Emancipated Foster Youth's Transition from Care to Virginia Community Colleges.

Degree: Doctor of Education (EdD), Education, 2012, College of William and Mary

 The focus of this study was the experience of students who had successfully achieved the transition from foster care to enrollment in Virginia Community Colleges.… (more)

Subjects/Keywords: Education Policy; Higher Education

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

APA (6th Edition):

Scott, S. E. (2012). Emancipated Foster Youth's Transition from Care to Virginia Community Colleges. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618541

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

Chicago Manual of Style (16th Edition):

Scott, Shylan E. “Emancipated Foster Youth's Transition from Care to Virginia Community Colleges.” 2012. Thesis, College of William and Mary. Accessed August 25, 2019. https://scholarworks.wm.edu/etd/1539618541.

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

MLA Handbook (7th Edition):

Scott, Shylan E. “Emancipated Foster Youth's Transition from Care to Virginia Community Colleges.” 2012. Web. 25 Aug 2019.

Vancouver:

Scott SE. Emancipated Foster Youth's Transition from Care to Virginia Community Colleges. [Internet] [Thesis]. College of William and Mary; 2012. [cited 2019 Aug 25]. Available from: https://scholarworks.wm.edu/etd/1539618541.

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

Council of Science Editors:

Scott SE. Emancipated Foster Youth's Transition from Care to Virginia Community Colleges. [Thesis]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618541

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


College of William and Mary

22. Leporte, Lydia. Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 The Servicemen's Readjustment Act of 1944 (Public Law 78-346), generally referred to as the GI Bill, provided any veteran, who had served for at least… (more)

Subjects/Keywords: Education Policy; Higher Education Administration

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APA (6th Edition):

Leporte, L. (2013). Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618681

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

Chicago Manual of Style (16th Edition):

Leporte, Lydia. “Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions.” 2013. Thesis, College of William and Mary. Accessed August 25, 2019. https://scholarworks.wm.edu/etd/1539618681.

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

MLA Handbook (7th Edition):

Leporte, Lydia. “Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions.” 2013. Web. 25 Aug 2019.

Vancouver:

Leporte L. Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Aug 25]. Available from: https://scholarworks.wm.edu/etd/1539618681.

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

Council of Science Editors:

Leporte L. Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618681

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

23. Conner, Kristin. Expectations and Experiences of Undergraduate Students Who Participated in an Alumni Mentoring Program.

Degree: Doctor of Education (EdD), Leadership Studies, 2015, University of San Francisco

  Expectations and Experiences of Undergraduate Students Who Participated in an Alumni Mentoring Program Research on mentoring with undergraduate university students has been a topic… (more)

Subjects/Keywords: Alumni; Mentoring; University; Higher Education

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

APA (6th Edition):

Conner, K. (2015). Expectations and Experiences of Undergraduate Students Who Participated in an Alumni Mentoring Program. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/123

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

Chicago Manual of Style (16th Edition):

Conner, Kristin. “Expectations and Experiences of Undergraduate Students Who Participated in an Alumni Mentoring Program.” 2015. Thesis, University of San Francisco. Accessed August 25, 2019. https://repository.usfca.edu/diss/123.

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

MLA Handbook (7th Edition):

Conner, Kristin. “Expectations and Experiences of Undergraduate Students Who Participated in an Alumni Mentoring Program.” 2015. Web. 25 Aug 2019.

Vancouver:

Conner K. Expectations and Experiences of Undergraduate Students Who Participated in an Alumni Mentoring Program. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Aug 25]. Available from: https://repository.usfca.edu/diss/123.

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

Council of Science Editors:

Conner K. Expectations and Experiences of Undergraduate Students Who Participated in an Alumni Mentoring Program. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/123

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


University of Vermont

24. Schultz, Michael. Elucidating the Role of the University CEO's Spouse in Development, Alumni Relations, and Fund Raising.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2009, University of Vermont

 Historically fund raising, or development, in higher education was the purview of only private four-year colleges; today, however, virtually all institutions of higher education are… (more)

Subjects/Keywords: college presidents; higher education

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

APA (6th Edition):

Schultz, M. (2009). Elucidating the Role of the University CEO's Spouse in Development, Alumni Relations, and Fund Raising. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/213

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

Chicago Manual of Style (16th Edition):

Schultz, Michael. “Elucidating the Role of the University CEO's Spouse in Development, Alumni Relations, and Fund Raising.” 2009. Thesis, University of Vermont. Accessed August 25, 2019. https://scholarworks.uvm.edu/graddis/213.

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

MLA Handbook (7th Edition):

Schultz, Michael. “Elucidating the Role of the University CEO's Spouse in Development, Alumni Relations, and Fund Raising.” 2009. Web. 25 Aug 2019.

Vancouver:

Schultz M. Elucidating the Role of the University CEO's Spouse in Development, Alumni Relations, and Fund Raising. [Internet] [Thesis]. University of Vermont; 2009. [cited 2019 Aug 25]. Available from: https://scholarworks.uvm.edu/graddis/213.

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

Council of Science Editors:

Schultz M. Elucidating the Role of the University CEO's Spouse in Development, Alumni Relations, and Fund Raising. [Thesis]. University of Vermont; 2009. Available from: https://scholarworks.uvm.edu/graddis/213

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

25. De Toro, Alicia Kathryn. A Geospatial Analysis of a Transit Program on California Community College Students.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, University of San Francisco

  Subsidized transit policy is a strategy used to lessen environmental impacts and increase institutional accessibility in higher education. Program funding to support this subsidized… (more)

Subjects/Keywords: transportation; organization theory; Higher Education

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APA (6th Edition):

De Toro, A. K. (2018). A Geospatial Analysis of a Transit Program on California Community College Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/458

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

Chicago Manual of Style (16th Edition):

De Toro, Alicia Kathryn. “A Geospatial Analysis of a Transit Program on California Community College Students.” 2018. Thesis, University of San Francisco. Accessed August 25, 2019. https://repository.usfca.edu/diss/458.

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

MLA Handbook (7th Edition):

De Toro, Alicia Kathryn. “A Geospatial Analysis of a Transit Program on California Community College Students.” 2018. Web. 25 Aug 2019.

Vancouver:

De Toro AK. A Geospatial Analysis of a Transit Program on California Community College Students. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Aug 25]. Available from: https://repository.usfca.edu/diss/458.

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

Council of Science Editors:

De Toro AK. A Geospatial Analysis of a Transit Program on California Community College Students. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/458

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


Harvard University

26. Ting, Tiffanie Lui. The Practical or the Purposeful: A Study of Academic Decision-Making Among College Students in an Elite Institutional Context.

Degree: Doctor of Education (EdD), 2014, Harvard University

 In this dissertation, I investigate how thirty-nine undergraduates at Harvard College make one of their first consequential, academic decisions in the context of a powerful… (more)

Subjects/Keywords: Education, Higher; Sociology, General

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APA (6th Edition):

Ting, T. L. (2014). The Practical or the Purposeful: A Study of Academic Decision-Making Among College Students in an Elite Institutional Context. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383550

Chicago Manual of Style (16th Edition):

Ting, Tiffanie Lui. “The Practical or the Purposeful: A Study of Academic Decision-Making Among College Students in an Elite Institutional Context.” 2014. Doctoral Dissertation, Harvard University. Accessed August 25, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383550.

MLA Handbook (7th Edition):

Ting, Tiffanie Lui. “The Practical or the Purposeful: A Study of Academic Decision-Making Among College Students in an Elite Institutional Context.” 2014. Web. 25 Aug 2019.

Vancouver:

Ting TL. The Practical or the Purposeful: A Study of Academic Decision-Making Among College Students in an Elite Institutional Context. [Internet] [Doctoral dissertation]. Harvard University; 2014. [cited 2019 Aug 25]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383550.

Council of Science Editors:

Ting TL. The Practical or the Purposeful: A Study of Academic Decision-Making Among College Students in an Elite Institutional Context. [Doctoral Dissertation]. Harvard University; 2014. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383550


Harvard University

27. Fisher, Dara R. Faculty Experience in Cross-Border Higher Education Projects.

Degree: Doctor of Education (EdD), 2015, Harvard University

Subjects/Keywords: Education; Higher

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

APA (6th Edition):

Fisher, D. R. (2015). Faculty Experience in Cross-Border Higher Education Projects. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797227

Chicago Manual of Style (16th Edition):

Fisher, Dara R. “Faculty Experience in Cross-Border Higher Education Projects.” 2015. Doctoral Dissertation, Harvard University. Accessed August 25, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797227.

MLA Handbook (7th Edition):

Fisher, Dara R. “Faculty Experience in Cross-Border Higher Education Projects.” 2015. Web. 25 Aug 2019.

Vancouver:

Fisher DR. Faculty Experience in Cross-Border Higher Education Projects. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 25]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797227.

Council of Science Editors:

Fisher DR. Faculty Experience in Cross-Border Higher Education Projects. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797227


Florida International University

28. Burroughs, Lynda A. The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs.

Degree: Doctor of Education (EdD), Higher Education, 1994, Florida International University

  The purpose of this study was to determine the knowledge and use of critical thinking teaching strategies by full-time and part-time faculty in Associate… (more)

Subjects/Keywords: Higher Education

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

APA (6th Edition):

Burroughs, L. A. (1994). The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1866 ; 10.25148/etd.FI14051889 ; FI14051889

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

Chicago Manual of Style (16th Edition):

Burroughs, Lynda A. “The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs.” 1994. Thesis, Florida International University. Accessed August 25, 2019. http://digitalcommons.fiu.edu/etd/1866 ; 10.25148/etd.FI14051889 ; FI14051889.

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

MLA Handbook (7th Edition):

Burroughs, Lynda A. “The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs.” 1994. Web. 25 Aug 2019.

Vancouver:

Burroughs LA. The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs. [Internet] [Thesis]. Florida International University; 1994. [cited 2019 Aug 25]. Available from: http://digitalcommons.fiu.edu/etd/1866 ; 10.25148/etd.FI14051889 ; FI14051889.

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

Council of Science Editors:

Burroughs LA. The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs. [Thesis]. Florida International University; 1994. Available from: http://digitalcommons.fiu.edu/etd/1866 ; 10.25148/etd.FI14051889 ; FI14051889

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


Florida International University

29. Ellison, Helen Yearby. The efficacy of the Ellison model as a retention initiative for first semester freshmen.

Degree: Doctor of Education (EdD), Higher Education, 2002, Florida International University

  The freshman year is the most critical year of matriculation for students in higher education. One in four freshman students drops out of higher(more)

Subjects/Keywords: Higher Education

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

APA (6th Edition):

Ellison, H. Y. (2002). The efficacy of the Ellison model as a retention initiative for first semester freshmen. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3139 ; 10.25148/etd.FI15101293 ; FI15101293

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

Chicago Manual of Style (16th Edition):

Ellison, Helen Yearby. “The efficacy of the Ellison model as a retention initiative for first semester freshmen.” 2002. Thesis, Florida International University. Accessed August 25, 2019. http://digitalcommons.fiu.edu/etd/3139 ; 10.25148/etd.FI15101293 ; FI15101293.

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

MLA Handbook (7th Edition):

Ellison, Helen Yearby. “The efficacy of the Ellison model as a retention initiative for first semester freshmen.” 2002. Web. 25 Aug 2019.

Vancouver:

Ellison HY. The efficacy of the Ellison model as a retention initiative for first semester freshmen. [Internet] [Thesis]. Florida International University; 2002. [cited 2019 Aug 25]. Available from: http://digitalcommons.fiu.edu/etd/3139 ; 10.25148/etd.FI15101293 ; FI15101293.

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

Council of Science Editors:

Ellison HY. The efficacy of the Ellison model as a retention initiative for first semester freshmen. [Thesis]. Florida International University; 2002. Available from: http://digitalcommons.fiu.edu/etd/3139 ; 10.25148/etd.FI15101293 ; FI15101293

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

30. Aminian, Zohreh. Impact Of Same-Race Mentoring On Adult Female African-American Students Enrolled At A Regional State College.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  This qualitative case study explored the importance and role of race in mentoring relationships of adult female African-American students. In addition, this study presents… (more)

Subjects/Keywords: Educational Leadership; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Aminian, Z. (2018). Impact Of Same-Race Mentoring On Adult Female African-American Students Enrolled At A Regional State College. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/151

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

Chicago Manual of Style (16th Edition):

Aminian, Zohreh. “Impact Of Same-Race Mentoring On Adult Female African-American Students Enrolled At A Regional State College.” 2018. Thesis, University of New England. Accessed August 25, 2019. https://dune.une.edu/theses/151.

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

MLA Handbook (7th Edition):

Aminian, Zohreh. “Impact Of Same-Race Mentoring On Adult Female African-American Students Enrolled At A Regional State College.” 2018. Web. 25 Aug 2019.

Vancouver:

Aminian Z. Impact Of Same-Race Mentoring On Adult Female African-American Students Enrolled At A Regional State College. [Internet] [Thesis]. University of New England; 2018. [cited 2019 Aug 25]. Available from: https://dune.une.edu/theses/151.

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

Council of Science Editors:

Aminian Z. Impact Of Same-Race Mentoring On Adult Female African-American Students Enrolled At A Regional State College. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/151

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

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