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Degree: EdD

You searched for subject:(Higher education extension programs). Showing records 1 – 30 of 4788 total matches.

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Western Kentucky University

1. Martin, Kenyetta. The Minority Assistantship Program (MAP): Graduate Outcomes and Impact.

Degree: EdD, Educational Leadership Doctoral Program, 2014, Western Kentucky University

  This study examined the impact of the Minority Assistantship Program on program participants at a predominantly White institution (PWI) in southcentral Kentucky. A total… (more)

Subjects/Keywords: Intervention Programs; Higher Education; Graduate School; Minority and Ethnic Groups; Education; Educational Leadership; Higher Education

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APA (6th Edition):

Martin, K. (2014). The Minority Assistantship Program (MAP): Graduate Outcomes and Impact. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/67

Chicago Manual of Style (16th Edition):

Martin, Kenyetta. “The Minority Assistantship Program (MAP): Graduate Outcomes and Impact.” 2014. Doctoral Dissertation, Western Kentucky University. Accessed August 22, 2019. https://digitalcommons.wku.edu/diss/67.

MLA Handbook (7th Edition):

Martin, Kenyetta. “The Minority Assistantship Program (MAP): Graduate Outcomes and Impact.” 2014. Web. 22 Aug 2019.

Vancouver:

Martin K. The Minority Assistantship Program (MAP): Graduate Outcomes and Impact. [Internet] [Doctoral dissertation]. Western Kentucky University; 2014. [cited 2019 Aug 22]. Available from: https://digitalcommons.wku.edu/diss/67.

Council of Science Editors:

Martin K. The Minority Assistantship Program (MAP): Graduate Outcomes and Impact. [Doctoral Dissertation]. Western Kentucky University; 2014. Available from: https://digitalcommons.wku.edu/diss/67


Western Kentucky University

2. Spurlock, Christy. Best Practices in Parent and Family Engagement: Implications for Student Success.

Degree: EdD, Educational Leadership Doctoral Program, 2017, Western Kentucky University

  This exploratory study aims to answer questions related to highly recognized parent/family engagement programs and the ways in which they are organized, operated, and… (more)

Subjects/Keywords: highly recognized parent?family programs; Educational Leadership; Higher Education; Higher Education Administration

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APA (6th Edition):

Spurlock, C. (2017). Best Practices in Parent and Family Engagement: Implications for Student Success. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/138

Chicago Manual of Style (16th Edition):

Spurlock, Christy. “Best Practices in Parent and Family Engagement: Implications for Student Success.” 2017. Doctoral Dissertation, Western Kentucky University. Accessed August 22, 2019. https://digitalcommons.wku.edu/diss/138.

MLA Handbook (7th Edition):

Spurlock, Christy. “Best Practices in Parent and Family Engagement: Implications for Student Success.” 2017. Web. 22 Aug 2019.

Vancouver:

Spurlock C. Best Practices in Parent and Family Engagement: Implications for Student Success. [Internet] [Doctoral dissertation]. Western Kentucky University; 2017. [cited 2019 Aug 22]. Available from: https://digitalcommons.wku.edu/diss/138.

Council of Science Editors:

Spurlock C. Best Practices in Parent and Family Engagement: Implications for Student Success. [Doctoral Dissertation]. Western Kentucky University; 2017. Available from: https://digitalcommons.wku.edu/diss/138


University of Southern California

3. Brown, Jennifer, Lauren. Selection of partners for international joint degree programs.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This case study investigates the selection of partner institutions for international joint degree programs at the graduate level utilizing Knight’s (2008) challenges to the development… (more)

Subjects/Keywords: international higher education; joint degree programs; partner selection; international collaboration; Singapore

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APA (6th Edition):

Brown, Jennifer, L. (2013). Selection of partners for international joint degree programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300032/rec/5757

Chicago Manual of Style (16th Edition):

Brown, Jennifer, Lauren. “Selection of partners for international joint degree programs.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300032/rec/5757.

MLA Handbook (7th Edition):

Brown, Jennifer, Lauren. “Selection of partners for international joint degree programs.” 2013. Web. 22 Aug 2019.

Vancouver:

Brown, Jennifer L. Selection of partners for international joint degree programs. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300032/rec/5757.

Council of Science Editors:

Brown, Jennifer L. Selection of partners for international joint degree programs. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300032/rec/5757


Boston University

4. Peloquin, Brad Daniel. Career examination through a LEAP framework: liberal arts graduates' perceptions of employment skills in the workforce.

Degree: EdD, Education, 2016, Boston University

 The purpose of this mixed methods sequential exploratory study was to develop an understanding of the ways in which graduates of liberal arts programs recognize,… (more)

Subjects/Keywords: Higher education; Career; LEAP; Graduates of liberal arts programs; Liberal arts; Liberal education

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APA (6th Edition):

Peloquin, B. D. (2016). Career examination through a LEAP framework: liberal arts graduates' perceptions of employment skills in the workforce. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/17106

Chicago Manual of Style (16th Edition):

Peloquin, Brad Daniel. “Career examination through a LEAP framework: liberal arts graduates' perceptions of employment skills in the workforce.” 2016. Doctoral Dissertation, Boston University. Accessed August 22, 2019. http://hdl.handle.net/2144/17106.

MLA Handbook (7th Edition):

Peloquin, Brad Daniel. “Career examination through a LEAP framework: liberal arts graduates' perceptions of employment skills in the workforce.” 2016. Web. 22 Aug 2019.

Vancouver:

Peloquin BD. Career examination through a LEAP framework: liberal arts graduates' perceptions of employment skills in the workforce. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2144/17106.

Council of Science Editors:

Peloquin BD. Career examination through a LEAP framework: liberal arts graduates' perceptions of employment skills in the workforce. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/17106


West Virginia University

5. Easton, Tanya L. A study of faculty, administrative, and staff perceptions of the climate for shared governance at appalachian college association member institutions.

Degree: EdD, Learning Sciences and Human Development, 2014, West Virginia University

 The purpose of this study was to investigate how faculty, administrators, and staff perceived the climate for shared governance at 36 member institutions of the… (more)

Subjects/Keywords: Higher education administration; Higher education

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APA (6th Edition):

Easton, T. L. (2014). A study of faculty, administrative, and staff perceptions of the climate for shared governance at appalachian college association member institutions. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/223

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):

Easton, Tanya L. “A study of faculty, administrative, and staff perceptions of the climate for shared governance at appalachian college association member institutions.” 2014. Thesis, West Virginia University. Accessed August 22, 2019. https://researchrepository.wvu.edu/etd/223.

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

MLA Handbook (7th Edition):

Easton, Tanya L. “A study of faculty, administrative, and staff perceptions of the climate for shared governance at appalachian college association member institutions.” 2014. Web. 22 Aug 2019.

Vancouver:

Easton TL. A study of faculty, administrative, and staff perceptions of the climate for shared governance at appalachian college association member institutions. [Internet] [Thesis]. West Virginia University; 2014. [cited 2019 Aug 22]. Available from: https://researchrepository.wvu.edu/etd/223.

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

Council of Science Editors:

Easton TL. A study of faculty, administrative, and staff perceptions of the climate for shared governance at appalachian college association member institutions. [Thesis]. West Virginia University; 2014. Available from: https://researchrepository.wvu.edu/etd/223

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


Florida State University

6. Kenton, David Hopeton. The Forgotten Topic: A Study on the Transition College Experiences of Former Foster Youth.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Florida State University

The educational trajectory of foster care students in the United States is often delayed. However, there are foster care students who have been able to… (more)

Subjects/Keywords: Education, Higher; Education, Higher; Administration

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APA (6th Edition):

Kenton, D. H. (2018). The Forgotten Topic: A Study on the Transition College Experiences of Former Foster Youth. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Su_Kenton_fsu_0071E_14552 ;

Chicago Manual of Style (16th Edition):

Kenton, David Hopeton. “The Forgotten Topic: A Study on the Transition College Experiences of Former Foster Youth.” 2018. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/2018_Su_Kenton_fsu_0071E_14552 ;.

MLA Handbook (7th Edition):

Kenton, David Hopeton. “The Forgotten Topic: A Study on the Transition College Experiences of Former Foster Youth.” 2018. Web. 22 Aug 2019.

Vancouver:

Kenton DH. The Forgotten Topic: A Study on the Transition College Experiences of Former Foster Youth. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Kenton_fsu_0071E_14552 ;.

Council of Science Editors:

Kenton DH. The Forgotten Topic: A Study on the Transition College Experiences of Former Foster Youth. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Kenton_fsu_0071E_14552 ;


University of Southern California

7. Lee, Anthony Michael. Examining the market entry strategies of a university's international expansion into a developing country.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study utilizes the OLI-Framework to examine the Ownership advantages, Location advantages, and Internalization advantages that affect foreign market entry strategy. The purpose of this… (more)

Subjects/Keywords: internationalization; globalization; international expansion; foreign market entry; market entry strategy; university; Australia; Vietnam; higher education; local partnerships; offshore programs; OLI Framework

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APA (6th Edition):

Lee, A. M. (2013). Examining the market entry strategies of a university's international expansion into a developing country. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/336602/rec/2591

Chicago Manual of Style (16th Edition):

Lee, Anthony Michael. “Examining the market entry strategies of a university's international expansion into a developing country.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/336602/rec/2591.

MLA Handbook (7th Edition):

Lee, Anthony Michael. “Examining the market entry strategies of a university's international expansion into a developing country.” 2013. Web. 22 Aug 2019.

Vancouver:

Lee AM. Examining the market entry strategies of a university's international expansion into a developing country. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/336602/rec/2591.

Council of Science Editors:

Lee AM. Examining the market entry strategies of a university's international expansion into a developing country. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/336602/rec/2591


University of Georgia

8. Bunnell, David Paul. The development of postsecondary technical education in Georgia.

Degree: EdD, Higher Education, 2009, University of Georgia

 Postsecondary technical education in the State of Georgia has a rich history from its beginnings in the early twentieth century to its transformation into a… (more)

Subjects/Keywords: HIGHER EDUCATION

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APA (6th Edition):

Bunnell, D. P. (2009). The development of postsecondary technical education in Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bunnell_david_p_200912_edd

Chicago Manual of Style (16th Edition):

Bunnell, David Paul. “The development of postsecondary technical education in Georgia.” 2009. Doctoral Dissertation, University of Georgia. Accessed August 22, 2019. http://purl.galileo.usg.edu/uga_etd/bunnell_david_p_200912_edd.

MLA Handbook (7th Edition):

Bunnell, David Paul. “The development of postsecondary technical education in Georgia.” 2009. Web. 22 Aug 2019.

Vancouver:

Bunnell DP. The development of postsecondary technical education in Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Aug 22]. Available from: http://purl.galileo.usg.edu/uga_etd/bunnell_david_p_200912_edd.

Council of Science Editors:

Bunnell DP. The development of postsecondary technical education in Georgia. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/bunnell_david_p_200912_edd


Boston University

9. Doiron, Joseph Andrew. A grounded theory of school of education futures.

Degree: EdD, Education, 2017, Boston University

 The purpose of this grounded theory study was to explore the futures that school of education leaders envision for their institutions. American higher education institutions… (more)

Subjects/Keywords: Higher education

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APA (6th Edition):

Doiron, J. A. (2017). A grounded theory of school of education futures. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/26443

Chicago Manual of Style (16th Edition):

Doiron, Joseph Andrew. “A grounded theory of school of education futures.” 2017. Doctoral Dissertation, Boston University. Accessed August 22, 2019. http://hdl.handle.net/2144/26443.

MLA Handbook (7th Edition):

Doiron, Joseph Andrew. “A grounded theory of school of education futures.” 2017. Web. 22 Aug 2019.

Vancouver:

Doiron JA. A grounded theory of school of education futures. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2144/26443.

Council of Science Editors:

Doiron JA. A grounded theory of school of education futures. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/26443


Northeastern University

10. Kipp, Courtney. White, Non-pell Grant Eligible, First-generation College Students And Their Integration Into College.

Degree: EdD, School of Education, 2019, Northeastern University

 The purpose of this study was to assess what factors - first-generation student status, socioeconomic status, or a combination - most impacted first-generation students' experiences… (more)

Subjects/Keywords:

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APA (6th Edition):

Kipp, C. (2019). White, Non-pell Grant Eligible, First-generation College Students And Their Integration Into College. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316501

Chicago Manual of Style (16th Edition):

Kipp, Courtney. “White, Non-pell Grant Eligible, First-generation College Students And Their Integration Into College.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 22, 2019. http://hdl.handle.net/2047/D20316501.

MLA Handbook (7th Edition):

Kipp, Courtney. “White, Non-pell Grant Eligible, First-generation College Students And Their Integration Into College.” 2019. Web. 22 Aug 2019.

Vancouver:

Kipp C. White, Non-pell Grant Eligible, First-generation College Students And Their Integration Into College. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2047/D20316501.

Council of Science Editors:

Kipp C. White, Non-pell Grant Eligible, First-generation College Students And Their Integration Into College. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316501


Florida State University

11. Dobiyanski, Victoria E. From Orientation to Graduation: Diverse Student Experiences of Campus Traditions at Florida State University.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Florida State University

Higher education institutions have campus traditions that are honored and repeated by generations of students, faculty, staff, and alumni (Manning, 2000). It is important to… (more)

Subjects/Keywords: Education; Higher

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APA (6th Edition):

Dobiyanski, V. E. (2017). From Orientation to Graduation: Diverse Student Experiences of Campus Traditions at Florida State University. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Dobiyanski_fsu_0071E_14008 ;

Chicago Manual of Style (16th Edition):

Dobiyanski, Victoria E. “From Orientation to Graduation: Diverse Student Experiences of Campus Traditions at Florida State University.” 2017. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Dobiyanski_fsu_0071E_14008 ;.

MLA Handbook (7th Edition):

Dobiyanski, Victoria E. “From Orientation to Graduation: Diverse Student Experiences of Campus Traditions at Florida State University.” 2017. Web. 22 Aug 2019.

Vancouver:

Dobiyanski VE. From Orientation to Graduation: Diverse Student Experiences of Campus Traditions at Florida State University. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Dobiyanski_fsu_0071E_14008 ;.

Council of Science Editors:

Dobiyanski VE. From Orientation to Graduation: Diverse Student Experiences of Campus Traditions at Florida State University. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Dobiyanski_fsu_0071E_14008 ;


Florida State University

12. Simmons, Angela S. The Impact of Long-Term Study Abroad on the Development of Emotional-Social Intelligence in Undergraduates.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Florida State University

As businesses expand to incorporate a more global perspective, study abroad programs are needed to help American college students compete with their international peers. Businesses… (more)

Subjects/Keywords: Education; Higher

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APA (6th Edition):

Simmons, A. S. (2014). The Impact of Long-Term Study Abroad on the Development of Emotional-Social Intelligence in Undergraduates. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9246 ;

Chicago Manual of Style (16th Edition):

Simmons, Angela S. “The Impact of Long-Term Study Abroad on the Development of Emotional-Social Intelligence in Undergraduates.” 2014. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9246 ;.

MLA Handbook (7th Edition):

Simmons, Angela S. “The Impact of Long-Term Study Abroad on the Development of Emotional-Social Intelligence in Undergraduates.” 2014. Web. 22 Aug 2019.

Vancouver:

Simmons AS. The Impact of Long-Term Study Abroad on the Development of Emotional-Social Intelligence in Undergraduates. [Internet] [Doctoral dissertation]. Florida State University; 2014. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9246 ;.

Council of Science Editors:

Simmons AS. The Impact of Long-Term Study Abroad on the Development of Emotional-Social Intelligence in Undergraduates. [Doctoral Dissertation]. Florida State University; 2014. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9246 ;


Florida State University

13. Enlow, Grady K. Student Leadership Development: The Influence of Mentor Relationships.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Florida State University

The purpose of the current study was to test theories of student involvement and leadership development, examining the influence of mentor relationships on student leadership… (more)

Subjects/Keywords: Education; Higher

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APA (6th Edition):

Enlow, G. K. (2014). Student Leadership Development: The Influence of Mentor Relationships. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9171 ;

Chicago Manual of Style (16th Edition):

Enlow, Grady K. “Student Leadership Development: The Influence of Mentor Relationships.” 2014. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9171 ;.

MLA Handbook (7th Edition):

Enlow, Grady K. “Student Leadership Development: The Influence of Mentor Relationships.” 2014. Web. 22 Aug 2019.

Vancouver:

Enlow GK. Student Leadership Development: The Influence of Mentor Relationships. [Internet] [Doctoral dissertation]. Florida State University; 2014. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9171 ;.

Council of Science Editors:

Enlow GK. Student Leadership Development: The Influence of Mentor Relationships. [Doctoral Dissertation]. Florida State University; 2014. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9171 ;


Florida State University

14. Brock, Bradley R. Retaining Students Through First-Year Experience Courses: Exploring Relationships Between Course Content and Graduation of Students Enrolled in a First-Year Experience Course.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Florida State University

The large number of students who choose to leave the university before graduation has caused administrators to explore new ways to retain students. Research indicates… (more)

Subjects/Keywords: Education; Higher

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APA (6th Edition):

Brock, B. R. (2014). Retaining Students Through First-Year Experience Courses: Exploring Relationships Between Course Content and Graduation of Students Enrolled in a First-Year Experience Course. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9151 ;

Chicago Manual of Style (16th Edition):

Brock, Bradley R. “Retaining Students Through First-Year Experience Courses: Exploring Relationships Between Course Content and Graduation of Students Enrolled in a First-Year Experience Course.” 2014. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9151 ;.

MLA Handbook (7th Edition):

Brock, Bradley R. “Retaining Students Through First-Year Experience Courses: Exploring Relationships Between Course Content and Graduation of Students Enrolled in a First-Year Experience Course.” 2014. Web. 22 Aug 2019.

Vancouver:

Brock BR. Retaining Students Through First-Year Experience Courses: Exploring Relationships Between Course Content and Graduation of Students Enrolled in a First-Year Experience Course. [Internet] [Doctoral dissertation]. Florida State University; 2014. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9151 ;.

Council of Science Editors:

Brock BR. Retaining Students Through First-Year Experience Courses: Exploring Relationships Between Course Content and Graduation of Students Enrolled in a First-Year Experience Course. [Doctoral Dissertation]. Florida State University; 2014. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9151 ;


Boston University

15. Davidson, Steven. Assessment in progress: a study of institutional responses to the learning assessment requirements of the New England Association of Schools and Colleges (NEASC).

Degree: EdD, Education, 2018, Boston University

 This mixed methods study furthers understanding of how postsecondary institutions have responded to increased requirements to assess student learning adopted in 2005 by the Commission… (more)

Subjects/Keywords: Higher education

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APA (6th Edition):

Davidson, S. (2018). Assessment in progress: a study of institutional responses to the learning assessment requirements of the New England Association of Schools and Colleges (NEASC). (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/34893

Chicago Manual of Style (16th Edition):

Davidson, Steven. “Assessment in progress: a study of institutional responses to the learning assessment requirements of the New England Association of Schools and Colleges (NEASC).” 2018. Doctoral Dissertation, Boston University. Accessed August 22, 2019. http://hdl.handle.net/2144/34893.

MLA Handbook (7th Edition):

Davidson, Steven. “Assessment in progress: a study of institutional responses to the learning assessment requirements of the New England Association of Schools and Colleges (NEASC).” 2018. Web. 22 Aug 2019.

Vancouver:

Davidson S. Assessment in progress: a study of institutional responses to the learning assessment requirements of the New England Association of Schools and Colleges (NEASC). [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2144/34893.

Council of Science Editors:

Davidson S. Assessment in progress: a study of institutional responses to the learning assessment requirements of the New England Association of Schools and Colleges (NEASC). [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/34893


Northeastern University

16. Clark, Nuriyah. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.

Degree: EdD, School of Education, 2014, Northeastern University

 Initiatives to increase access to higher education for underrepresented students have seen success over the years. However, in some cases, this means that more students… (more)

Subjects/Keywords: academic resilience; at-risk; college readiness; remediation; summer bridge programs; underprepared; Higher Education; College student development programs; Underprepared college students; Interviews; African American college students; Interviews; African Americans; Education (Higher); Remedial teaching; Resilience (Personality trait)

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APA (6th Edition):

Clark, N. (2014). Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128381

Chicago Manual of Style (16th Edition):

Clark, Nuriyah. “Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.” 2014. Doctoral Dissertation, Northeastern University. Accessed August 22, 2019. http://hdl.handle.net/2047/d20128381.

MLA Handbook (7th Edition):

Clark, Nuriyah. “Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.” 2014. Web. 22 Aug 2019.

Vancouver:

Clark N. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2047/d20128381.

Council of Science Editors:

Clark N. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128381


Northeastern University

17. Sacco, Christine Marie. An approach to postsecondary writing programs:: evaluating perceptions of self-identified students with disabilities.

Degree: EdD, School of Education, 2014, Northeastern University

 The purpose of this study was to identify perceptions of writing and motivation in seeking academic assistance from self-identified students with learning disabilities in a… (more)

Subjects/Keywords: college writing; developmental programs; postsecondary transition; special needs; writing; writing centers; Education; Higher Education; Special Education and Teaching; English language; Composition and exercises; Study and teaching (Higher); Composition (Language arts); Study and teaching (Higher); Rhetoric; Study and teaching (Higher); Writing centers; Learning disabled; Education (Higher); Services for; College students with disabilities; Services for

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

APA (6th Edition):

Sacco, C. M. (2014). An approach to postsecondary writing programs:: evaluating perceptions of self-identified students with disabilities. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018702

Chicago Manual of Style (16th Edition):

Sacco, Christine Marie. “An approach to postsecondary writing programs:: evaluating perceptions of self-identified students with disabilities.” 2014. Masters Thesis, Northeastern University. Accessed August 22, 2019. http://hdl.handle.net/2047/d20018702.

MLA Handbook (7th Edition):

Sacco, Christine Marie. “An approach to postsecondary writing programs:: evaluating perceptions of self-identified students with disabilities.” 2014. Web. 22 Aug 2019.

Vancouver:

Sacco CM. An approach to postsecondary writing programs:: evaluating perceptions of self-identified students with disabilities. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2047/d20018702.

Council of Science Editors:

Sacco CM. An approach to postsecondary writing programs:: evaluating perceptions of self-identified students with disabilities. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018702


Northeastern University

18. Okoli, Chuks Chijioke. The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;.

Degree: EdD, School of Education, 2016, Northeastern University

 Affirmative action in college admissions has been losing support in the United States for some time. New "colorblind" methods are gaining ground among the proliferation… (more)

Subjects/Keywords: affirmative action; diversity; inclusion; public flagship universities; race; Affirmative action programs in education; Universities and colleges; Admission; Minorities; Education (Higher); Minority college students; Multicultural education; Educational equalization

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APA (6th Edition):

Okoli, C. C. (2016). The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208962

Chicago Manual of Style (16th Edition):

Okoli, Chuks Chijioke. “The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 22, 2019. http://hdl.handle.net/2047/D20208962.

MLA Handbook (7th Edition):

Okoli, Chuks Chijioke. “The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;.” 2016. Web. 22 Aug 2019.

Vancouver:

Okoli CC. The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2047/D20208962.

Council of Science Editors:

Okoli CC. The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208962


Northeastern University

19. Burrows, Sarah M. Giving and getting: examining the changing landscape of unpaid marketing communication internships.

Degree: EdD, School of Education, 2015, Northeastern University

 There are numerous pressures put on internship advisers in academia about the ethicality and legality of unpaid internships in the marketing communications for-profit sector. Examined… (more)

Subjects/Keywords: adviser; DOL fact sheet; experiential; internship; ROI; unpaid; Internship programs; Standards; Internship programs; Government policy; Communication in marketing; Study and teaching (Internship); Marketing; Study and teaching (Internship); Interns; Training of; Faculty advisors; Study and teaching (Higher); Education, Higher; Economic aspects

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APA (6th Edition):

Burrows, S. M. (2015). Giving and getting: examining the changing landscape of unpaid marketing communication internships. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20154936

Chicago Manual of Style (16th Edition):

Burrows, Sarah M. “Giving and getting: examining the changing landscape of unpaid marketing communication internships.” 2015. Doctoral Dissertation, Northeastern University. Accessed August 22, 2019. http://hdl.handle.net/2047/D20154936.

MLA Handbook (7th Edition):

Burrows, Sarah M. “Giving and getting: examining the changing landscape of unpaid marketing communication internships.” 2015. Web. 22 Aug 2019.

Vancouver:

Burrows SM. Giving and getting: examining the changing landscape of unpaid marketing communication internships. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2047/D20154936.

Council of Science Editors:

Burrows SM. Giving and getting: examining the changing landscape of unpaid marketing communication internships. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20154936


University of Southern California

20. Landaverde Rivas, Sylvia Cristina. The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study identifies experiences contributing to the growing gender gap for minority students attaining a postsecondary education. Through a qualitative case analysis approach utilizing interviews,… (more)

Subjects/Keywords: Latino; gender; gender-gap; minority; minority males; minority male support programs; Latinos in higher education; Latinos in postsecondary education; minority gender-gaps; Hispanics in higher education; Hispanic gender-gap; Hispanics in postsecondary education

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APA (6th Edition):

Landaverde Rivas, S. C. (2014). The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/475923/rec/6753

Chicago Manual of Style (16th Edition):

Landaverde Rivas, Sylvia Cristina. “The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/475923/rec/6753.

MLA Handbook (7th Edition):

Landaverde Rivas, Sylvia Cristina. “The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program.” 2014. Web. 22 Aug 2019.

Vancouver:

Landaverde Rivas SC. The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/475923/rec/6753.

Council of Science Editors:

Landaverde Rivas SC. The growing gender gap among Latino students attaining a postsecondary education: a study of a minority male support program. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/475923/rec/6753


West Virginia University

21. Pagan, Richard B. Leadership Frames of College Presidents, Their Executive Cabinets, and Teams in Public and Not-for-Profit Master's Institutions in West Virginia, Kentucky, Maryland, Ohio, Pennsylvania, North and South Carolina, and Florida.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 This study investigated leadership frames of college presidents and members of their executive cabinets (vice presidents for academic affairs, vice presidents for student affairs, and… (more)

Subjects/Keywords: Educational leadership; Higher education; Higher education administration

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APA (6th Edition):

Pagan, R. B. (2011). Leadership Frames of College Presidents, Their Executive Cabinets, and Teams in Public and Not-for-Profit Master's Institutions in West Virginia, Kentucky, Maryland, Ohio, Pennsylvania, North and South Carolina, and Florida. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3040

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):

Pagan, Richard B. “Leadership Frames of College Presidents, Their Executive Cabinets, and Teams in Public and Not-for-Profit Master's Institutions in West Virginia, Kentucky, Maryland, Ohio, Pennsylvania, North and South Carolina, and Florida.” 2011. Thesis, West Virginia University. Accessed August 22, 2019. https://researchrepository.wvu.edu/etd/3040.

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

MLA Handbook (7th Edition):

Pagan, Richard B. “Leadership Frames of College Presidents, Their Executive Cabinets, and Teams in Public and Not-for-Profit Master's Institutions in West Virginia, Kentucky, Maryland, Ohio, Pennsylvania, North and South Carolina, and Florida.” 2011. Web. 22 Aug 2019.

Vancouver:

Pagan RB. Leadership Frames of College Presidents, Their Executive Cabinets, and Teams in Public and Not-for-Profit Master's Institutions in West Virginia, Kentucky, Maryland, Ohio, Pennsylvania, North and South Carolina, and Florida. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Aug 22]. Available from: https://researchrepository.wvu.edu/etd/3040.

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

Council of Science Editors:

Pagan RB. Leadership Frames of College Presidents, Their Executive Cabinets, and Teams in Public and Not-for-Profit Master's Institutions in West Virginia, Kentucky, Maryland, Ohio, Pennsylvania, North and South Carolina, and Florida. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3040

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


West Virginia University

22. Wood-Turner, Kristi D. The Pinnacle of Undergraduate Education: How Do Capstone Courses Support the Development of Purpose and Integrity?.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 As early as the eighteenth century students have been expected to complete the undergraduate education with a capstone course. Students spend on average, four years… (more)

Subjects/Keywords: Higher education administration; Educational leadership; Higher education

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APA (6th Edition):

Wood-Turner, K. D. (2011). The Pinnacle of Undergraduate Education: How Do Capstone Courses Support the Development of Purpose and Integrity?. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3551

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):

Wood-Turner, Kristi D. “The Pinnacle of Undergraduate Education: How Do Capstone Courses Support the Development of Purpose and Integrity?.” 2011. Thesis, West Virginia University. Accessed August 22, 2019. https://researchrepository.wvu.edu/etd/3551.

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

MLA Handbook (7th Edition):

Wood-Turner, Kristi D. “The Pinnacle of Undergraduate Education: How Do Capstone Courses Support the Development of Purpose and Integrity?.” 2011. Web. 22 Aug 2019.

Vancouver:

Wood-Turner KD. The Pinnacle of Undergraduate Education: How Do Capstone Courses Support the Development of Purpose and Integrity?. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Aug 22]. Available from: https://researchrepository.wvu.edu/etd/3551.

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

Council of Science Editors:

Wood-Turner KD. The Pinnacle of Undergraduate Education: How Do Capstone Courses Support the Development of Purpose and Integrity?. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3551

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


West Virginia University

23. Yearwood, Trina Lynn. Understanding What Influences Successful Black Commuter Students' Engagement in College: An Exploratory Study.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 Although Black commuter students are disadvantaged when it comes to higher education, research on the success of Black commuter students in college is very rare.… (more)

Subjects/Keywords: Educational leadership; Higher education administration; Higher education

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APA (6th Edition):

Yearwood, T. L. (2011). Understanding What Influences Successful Black Commuter Students' Engagement in College: An Exploratory Study. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3558

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):

Yearwood, Trina Lynn. “Understanding What Influences Successful Black Commuter Students' Engagement in College: An Exploratory Study.” 2011. Thesis, West Virginia University. Accessed August 22, 2019. https://researchrepository.wvu.edu/etd/3558.

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

MLA Handbook (7th Edition):

Yearwood, Trina Lynn. “Understanding What Influences Successful Black Commuter Students' Engagement in College: An Exploratory Study.” 2011. Web. 22 Aug 2019.

Vancouver:

Yearwood TL. Understanding What Influences Successful Black Commuter Students' Engagement in College: An Exploratory Study. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Aug 22]. Available from: https://researchrepository.wvu.edu/etd/3558.

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

Council of Science Editors:

Yearwood TL. Understanding What Influences Successful Black Commuter Students' Engagement in College: An Exploratory Study. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3558

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


University of Cincinnati

24. Polich, Susan. Assessing Faculty Learning Communities.

Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati

  This study examines the effectiveness of faculty learning communities in one institution of higher education. Specifically, the study examined the changes in teaching methodology,… (more)

Subjects/Keywords: Faculty development; Teaching improvement programs; Higher education; Professional organization development; Faculty learning communities

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APA (6th Edition):

Polich, S. (2006). Assessing Faculty Learning Communities. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712

Chicago Manual of Style (16th Edition):

Polich, Susan. “Assessing Faculty Learning Communities.” 2006. Doctoral Dissertation, University of Cincinnati. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.

MLA Handbook (7th Edition):

Polich, Susan. “Assessing Faculty Learning Communities.” 2006. Web. 22 Aug 2019.

Vancouver:

Polich S. Assessing Faculty Learning Communities. [Internet] [Doctoral dissertation]. University of Cincinnati; 2006. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.

Council of Science Editors:

Polich S. Assessing Faculty Learning Communities. [Doctoral Dissertation]. University of Cincinnati; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712


Northeastern University

25. Jackson, Jasmeial Dantrel. An investigation of retention of business students at a for-profit college.

Degree: EdD, School of Education, 2016, Northeastern University

 This case study sought to understand the factors that enhance business students' persistence at Roosevelt Dusty College, a for-profit college in the north central part… (more)

Subjects/Keywords: attrition; business programs; retention; student satisfaction; Business education; Study and teaching (Higher); Business students; College attendance; For-profit universities and colleges; Academic achievement; Persistence

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APA (6th Edition):

Jackson, J. D. (2016). An investigation of retention of business students at a for-profit college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20222077

Chicago Manual of Style (16th Edition):

Jackson, Jasmeial Dantrel. “An investigation of retention of business students at a for-profit college.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 22, 2019. http://hdl.handle.net/2047/D20222077.

MLA Handbook (7th Edition):

Jackson, Jasmeial Dantrel. “An investigation of retention of business students at a for-profit college.” 2016. Web. 22 Aug 2019.

Vancouver:

Jackson JD. An investigation of retention of business students at a for-profit college. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2047/D20222077.

Council of Science Editors:

Jackson JD. An investigation of retention of business students at a for-profit college. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20222077


University of Southern California

26. Hermoso, Katrina Virata. Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 The unique experiences of community college transfer students have not been explored at public, four-year universities. Most of the research on the experiences of community… (more)

Subjects/Keywords: higher education administration

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APA (6th Edition):

Hermoso, K. V. (2013). Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/298793/rec/7566

Chicago Manual of Style (16th Edition):

Hermoso, Katrina Virata. “Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/298793/rec/7566.

MLA Handbook (7th Edition):

Hermoso, Katrina Virata. “Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university.” 2013. Web. 22 Aug 2019.

Vancouver:

Hermoso KV. Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/298793/rec/7566.

Council of Science Editors:

Hermoso KV. Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year university. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/298793/rec/7566


Florida State University

27. Piotrowski, Alishia Hendels. Leading the Way: How First-Generation Students Navigate Leader Identity Development.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Florida State University

The goal of this study was to provide insight into the experiences of first-generation students by learning how the participating group of first-generation students viewed… (more)

Subjects/Keywords: Education, Higher; Administration

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APA (6th Edition):

Piotrowski, A. H. (2017). Leading the Way: How First-Generation Students Navigate Leader Identity Development. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_FALL2017_Piotrowski_fsu_0071E_14187 ;

Chicago Manual of Style (16th Edition):

Piotrowski, Alishia Hendels. “Leading the Way: How First-Generation Students Navigate Leader Identity Development.” 2017. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/FSU_FALL2017_Piotrowski_fsu_0071E_14187 ;.

MLA Handbook (7th Edition):

Piotrowski, Alishia Hendels. “Leading the Way: How First-Generation Students Navigate Leader Identity Development.” 2017. Web. 22 Aug 2019.

Vancouver:

Piotrowski AH. Leading the Way: How First-Generation Students Navigate Leader Identity Development. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_FALL2017_Piotrowski_fsu_0071E_14187 ;.

Council of Science Editors:

Piotrowski AH. Leading the Way: How First-Generation Students Navigate Leader Identity Development. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_FALL2017_Piotrowski_fsu_0071E_14187 ;


Arizona State University

28. Burns, Kevin Leo. Seeding the Cloud: A Study of an Online Career Strategy Course.

Degree: EdD, Higher and Postsecondary Education, 2011, Arizona State University

 ABSTRACT The purpose of this study was to determine if a significant difference was found comparing posttest scores between students who took a career strategy… (more)

Subjects/Keywords: Higher education administration

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APA (6th Edition):

Burns, K. L. (2011). Seeding the Cloud: A Study of an Online Career Strategy Course. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14301

Chicago Manual of Style (16th Edition):

Burns, Kevin Leo. “Seeding the Cloud: A Study of an Online Career Strategy Course.” 2011. Doctoral Dissertation, Arizona State University. Accessed August 22, 2019. http://repository.asu.edu/items/14301.

MLA Handbook (7th Edition):

Burns, Kevin Leo. “Seeding the Cloud: A Study of an Online Career Strategy Course.” 2011. Web. 22 Aug 2019.

Vancouver:

Burns KL. Seeding the Cloud: A Study of an Online Career Strategy Course. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Aug 22]. Available from: http://repository.asu.edu/items/14301.

Council of Science Editors:

Burns KL. Seeding the Cloud: A Study of an Online Career Strategy Course. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/14301


Florida State University

29. Willett, Brantley Paige. Demystifying the Advisor’s Role in Doctoral Students’ Persistence during the Dissertation Stage.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Florida State University

 The dissertation stage, a time of independent research for doctoral students, is characterized by a lack of interactions with peers and faculty members, including the… (more)

Subjects/Keywords: Education, Higher; Administration

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APA (6th Edition):

Willett, B. P. (2014). Demystifying the Advisor’s Role in Doctoral Students’ Persistence during the Dissertation Stage. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9266 ;

Chicago Manual of Style (16th Edition):

Willett, Brantley Paige. “Demystifying the Advisor’s Role in Doctoral Students’ Persistence during the Dissertation Stage.” 2014. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9266 ;.

MLA Handbook (7th Edition):

Willett, Brantley Paige. “Demystifying the Advisor’s Role in Doctoral Students’ Persistence during the Dissertation Stage.” 2014. Web. 22 Aug 2019.

Vancouver:

Willett BP. Demystifying the Advisor’s Role in Doctoral Students’ Persistence during the Dissertation Stage. [Internet] [Doctoral dissertation]. Florida State University; 2014. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9266 ;.

Council of Science Editors:

Willett BP. Demystifying the Advisor’s Role in Doctoral Students’ Persistence during the Dissertation Stage. [Doctoral Dissertation]. Florida State University; 2014. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9266 ;


University of Southern California

30. Bessolo, Timothy C. The implementation of online learning programs: a comparative analysis of public, nonprofit, and for-profit higher education institutions.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The ability of a higher education institution to harness the World Wide Web and advanced technology to develop online learning programs could be an important… (more)

Subjects/Keywords: online learning; higher education governance; higher education finance; higher education sectors

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APA (6th Edition):

Bessolo, T. C. (2011). The implementation of online learning programs: a comparative analysis of public, nonprofit, and for-profit higher education institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/626135/rec/6850

Chicago Manual of Style (16th Edition):

Bessolo, Timothy C. “The implementation of online learning programs: a comparative analysis of public, nonprofit, and for-profit higher education institutions.” 2011. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/626135/rec/6850.

MLA Handbook (7th Edition):

Bessolo, Timothy C. “The implementation of online learning programs: a comparative analysis of public, nonprofit, and for-profit higher education institutions.” 2011. Web. 22 Aug 2019.

Vancouver:

Bessolo TC. The implementation of online learning programs: a comparative analysis of public, nonprofit, and for-profit higher education institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/626135/rec/6850.

Council of Science Editors:

Bessolo TC. The implementation of online learning programs: a comparative analysis of public, nonprofit, and for-profit higher education institutions. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/626135/rec/6850

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