subject:(Higher)

Indiana State University

1. Martinez-Lebron, Cristina. Ph.D. and Ed.D. degrees in higher education programs| A mixed methods study.

Degree: 2017, Indiana State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10196329

► The purpose of this study was to contribute to the debate over the value of the Ph.D. versus the Ed.D. in higher education. A… (more)

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Martinez-Lebron, C. (2017). Ph.D. and Ed.D. degrees in higher education programs| A mixed methods study. (Thesis). Indiana State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10196329

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

Chicago Manual of Style (16^th Edition):

Martinez-Lebron, Cristina. “Ph.D. and Ed.D. degrees in higher education programs| A mixed methods study.” 2017. Thesis, Indiana State University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10196329.

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

MLA Handbook (7^th Edition):

Martinez-Lebron, Cristina. “Ph.D. and Ed.D. degrees in higher education programs| A mixed methods study.” 2017. Web. 06 Mar 2021.

Vancouver:

Martinez-Lebron C. Ph.D. and Ed.D. degrees in higher education programs| A mixed methods study. [Internet] [Thesis]. Indiana State University; 2017. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10196329.

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

Council of Science Editors:

Martinez-Lebron C. Ph.D. and Ed.D. degrees in higher education programs| A mixed methods study. [Thesis]. Indiana State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10196329

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

2. Boone, Katherine B. Resident assistant workplace motivation| A Mid-Atlantic regional study.

Degree: 2016, Frostburg State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10156620

► Minimal research has been conducted relative to the sources of work motivation for resident assistants (RAs) over the last decade. As more challenges and… (more)

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Boone, K. B. (2016). Resident assistant workplace motivation| A Mid-Atlantic regional study. (Thesis). Frostburg State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10156620

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

Chicago Manual of Style (16^th Edition):

Boone, Katherine B. “Resident assistant workplace motivation| A Mid-Atlantic regional study.” 2016. Thesis, Frostburg State University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10156620.

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

MLA Handbook (7^th Edition):

Boone, Katherine B. “Resident assistant workplace motivation| A Mid-Atlantic regional study.” 2016. Web. 06 Mar 2021.

Vancouver:

Boone KB. Resident assistant workplace motivation| A Mid-Atlantic regional study. [Internet] [Thesis]. Frostburg State University; 2016. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10156620.

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

Council of Science Editors:

Boone KB. Resident assistant workplace motivation| A Mid-Atlantic regional study. [Thesis]. Frostburg State University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10156620

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

3. Van Lieu, Sandi Marie. Adjunct English Faculty and Their Engagement in Scholarship| A Narrative Inquiry.

Degree: 2017, Grand Canyon University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10637811

► Two of the most significant changes in higher education over the last decade have been the reconceptualization of faculty scholarship and the increase in… (more)

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Van Lieu, S. M. (2017). Adjunct English Faculty and Their Engagement in Scholarship| A Narrative Inquiry. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10637811

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

Chicago Manual of Style (16^th Edition):

Van Lieu, Sandi Marie. “Adjunct English Faculty and Their Engagement in Scholarship| A Narrative Inquiry.” 2017. Thesis, Grand Canyon University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10637811.

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

MLA Handbook (7^th Edition):

Van Lieu, Sandi Marie. “Adjunct English Faculty and Their Engagement in Scholarship| A Narrative Inquiry.” 2017. Web. 06 Mar 2021.

Vancouver:

Van Lieu SM. Adjunct English Faculty and Their Engagement in Scholarship| A Narrative Inquiry. [Internet] [Thesis]. Grand Canyon University; 2017. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10637811.

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

Council of Science Editors:

Van Lieu SM. Adjunct English Faculty and Their Engagement in Scholarship| A Narrative Inquiry. [Thesis]. Grand Canyon University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10637811

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

4. Petrites, Taralynn Wells. A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction.

Degree: 2017, Northcentral University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10258861

► This quantitative correlational study included an investigation of potential factors effecting high attrition rates in postsecondary online courses. Online learner-instructor interaction was examined by… (more)

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Petrites, T. W. (2017). A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10258861

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

Chicago Manual of Style (16^th Edition):

Petrites, Taralynn Wells. “A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction.” 2017. Thesis, Northcentral University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10258861.

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

MLA Handbook (7^th Edition):

Petrites, Taralynn Wells. “A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction.” 2017. Web. 06 Mar 2021.

Vancouver:

Petrites TW. A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction. [Internet] [Thesis]. Northcentral University; 2017. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10258861.

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

Council of Science Editors:

Petrites TW. A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction. [Thesis]. Northcentral University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10258861

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

University of Helsinki

5. Sakurai, Yusuke. Understanding factors contributing to the academic engagement of international university students.

Degree: Institute of Behavioural Sciences, Centre for Research and Development of Higher Education, 2014, University of Helsinki

URL: http://hdl.handle.net/10138/144156

► This doctoral thesis explored international university students academic engagement and factors contributing to its enhancement and impediment. It revealed characteristics of international students academic engagement… (more)

▼ This doctoral thesis explored international university students academic engagement and factors contributing to its enhancement and impediment. It revealed characteristics of international students academic engagement by demonstrating similarities to and differences among various groups of students, including between international student sub-groups and between domestic and international students. The four studies that make up this thesis incorporated two survey datasets on students learning experiences at the University of Helsinki one set for international students at the Bachelor s and Master s level, and the other set for international and domestic doctoral students. Studies I and II focused on different subgroups of international Bachelor s and Master s level students. Study I especially explored the associations of different dimensions of students teaching-learning environment and academic engagement. The purposefulness of the course assignments and the relevance of learning contents were associated with adopting a deep approach to learning and being organised in their studies. Furthermore, the better the students perception was of how well their courses were organised and learning contents were aligned with each other, the lower was their stress level. The research further attempted to show whether the association model differed between two major international student cohorts in the same educational context: European and Asian international students. Study I concluded that the impacts of dimensions of the teaching-learning environment on students academic engagement did not differ between the student groups. However, the scores indicating students cognitive engagement, including the surface approach to learning and organised studying for the Asian students, were statistically significantly higher than those of the European students, but the sizes of the differences were considered to be very small. Study II further narrowed the scope by analysing Chinese students cognitive engagement vis-à-vis the other international students, with attention given to the students survey extreme response styles. The results suggested that the Chinese students used the surface approach more than the other students with a small amount of difference, but these results warrant additional attention when the students extreme response styles are taken into account. Furthermore, the study showed that the Chinese students applied the deep approach and organised study as much as the other students. The Chinese students might take a deep approach and organise their studies even more if the levels of their extreme response styles were equivalent to that of the other students. Studies III and IV shed light on factors associated with international doctoral students academic engagement in their studies. Study III used both quantitative measures and students open-ended answers about their academic experiences. It addressed influential factors in their experiences of satisfaction with their studies and thoughts about…

Subjects/Keywords: higher Education; higher Education

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APA (6^th Edition):

Sakurai, Y. (2014). Understanding factors contributing to the academic engagement of international university students. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/144156

Chicago Manual of Style (16^th Edition):

Sakurai, Yusuke. “Understanding factors contributing to the academic engagement of international university students.” 2014. Doctoral Dissertation, University of Helsinki. Accessed March 06, 2021. http://hdl.handle.net/10138/144156.

MLA Handbook (7^th Edition):

Sakurai, Yusuke. “Understanding factors contributing to the academic engagement of international university students.” 2014. Web. 06 Mar 2021.

Vancouver:

Sakurai Y. Understanding factors contributing to the academic engagement of international university students. [Internet] [Doctoral dissertation]. University of Helsinki; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10138/144156.

Council of Science Editors:

Sakurai Y. Understanding factors contributing to the academic engagement of international university students. [Doctoral Dissertation]. University of Helsinki; 2014. Available from: http://hdl.handle.net/10138/144156

6. Saeger, Karla J. The Development of Critical Thinking Skills in Undergraduate Students.

Degree: Higher Education Administration: EdD, Educational Administration and Higher Education, 2014, St. Cloud State University

URL: https://repository.stcloudstate.edu/hied_etds/1

► This quantitative study investigated whether alternative instructional approaches to develop critical thinking, exemplified by different general education requirements in two different Minnesota State Colleges… (more)

Subjects/Keywords: Higher Education; Higher Education Administration

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APA (6^th Edition):

Saeger, K. J. (2014). The Development of Critical Thinking Skills in Undergraduate Students. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/1

Chicago Manual of Style (16^th Edition):

Saeger, Karla J. “The Development of Critical Thinking Skills in Undergraduate Students.” 2014. Doctoral Dissertation, St. Cloud State University. Accessed March 06, 2021. https://repository.stcloudstate.edu/hied_etds/1.

MLA Handbook (7^th Edition):

Saeger, Karla J. “The Development of Critical Thinking Skills in Undergraduate Students.” 2014. Web. 06 Mar 2021.

Vancouver:

Saeger KJ. The Development of Critical Thinking Skills in Undergraduate Students. [Internet] [Doctoral dissertation]. St. Cloud State University; 2014. [cited 2021 Mar 06]. Available from: https://repository.stcloudstate.edu/hied_etds/1.

Council of Science Editors:

Saeger KJ. The Development of Critical Thinking Skills in Undergraduate Students. [Doctoral Dissertation]. St. Cloud State University; 2014. Available from: https://repository.stcloudstate.edu/hied_etds/1

7. Modrow, Kristy. Experiences of Bangladeshi Undergraduate International Students’ Studying in the United States.

Degree: Higher Education Administration: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/hied_etds/14

► This qualitative research explored the experiences and needs of undergraduate Bangladeshi international students studying in the United States. The purpose of this research was… (more)

Subjects/Keywords: Higher Education; Higher Education Administration

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APA (6^th Edition):

Modrow, K. (2017). Experiences of Bangladeshi Undergraduate International Students’ Studying in the United States. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/14

Chicago Manual of Style (16^th Edition):

Modrow, Kristy. “Experiences of Bangladeshi Undergraduate International Students’ Studying in the United States.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed March 06, 2021. https://repository.stcloudstate.edu/hied_etds/14.

MLA Handbook (7^th Edition):

Modrow, Kristy. “Experiences of Bangladeshi Undergraduate International Students’ Studying in the United States.” 2017. Web. 06 Mar 2021.

Vancouver:

Modrow K. Experiences of Bangladeshi Undergraduate International Students’ Studying in the United States. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2021 Mar 06]. Available from: https://repository.stcloudstate.edu/hied_etds/14.

Council of Science Editors:

Modrow K. Experiences of Bangladeshi Undergraduate International Students’ Studying in the United States. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/hied_etds/14

8. Barron, Thomas A., Jr. Competitive Strategies and Financial Performance of Small Colleges.

Degree: 2017, Johnson & Wales University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10605688

► Many institutions of higher education are facing significant financial challenges, resulting in diminished economic viability and, in the worst cases, the threat of closure… (more)

▼ Many institutions of higher education are facing significant financial challenges, resulting in diminished economic viability and, in the worst cases, the threat of closure (Moody’s Investor Services, 2015). The study was designed to explore the effectiveness of competitive strategies for small colleges in terms of financial performance. Five research questions related to small, accredited, private, non-profit, four-year colleges were addressed in the study. 1. What were the range and variance in the Composite Financial Index (CFI) for small colleges in FY2010 to FY2014? 2. What competitive strategies were employed and with what frequency by small colleges in FY2010 to FY2014? 3. What relationships existed between the employed strategies and the related perceived institutional financial performance, as assessed by college leaders? 4. What relationships existed between the employed strategies and the documented institutional financial performance, as measured by the CFI? 5. What relationships existed between the perceived institutional financial performance resulting from the employed strategies and the documented institutional financial performance, as measured by the CFI? This quantitative, multi-method, causal-comparative study collected data on a nationwide random sample of small colleges (N = 251). Five years of ex-post facto data on the Composite Financial Index (CFI) were used to determine documented institutional financial performance. Inventory data, collected from vice presidents of finance (N = 51), were used to determine the strategies employed by colleges and the resulting perceived institutional financial performance. Based on the CFI scores, many small colleges (46%) were identified as seriously or severely under-performing financially. The most frequently employed strategies (≥76%) were: new marketing procedures, new undergraduate programs, tuition discounting, restructured debt, and new or renovated facilities. Significant correlations (p≤.05) were found between 34 of the 39 strategies employed (87%) and perceived institutional financial performance. No significant correlations were found between strategies employed and documented institutional financial performance or between perceived and documented institutional financial performance. The conclusions and recommendations deal with the need for small college leaders not to seek easy solutions, but to apply strategic planning in the selection of strategies to employ; to identify indicators that relate employed strategies to financial performance; and to test their perceptions of financial performance against documented evidence.

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Barron, Thomas A., J. (2017). Competitive Strategies and Financial Performance of Small Colleges. (Thesis). Johnson & Wales University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10605688

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

Chicago Manual of Style (16^th Edition):

Barron, Thomas A., Jr. “Competitive Strategies and Financial Performance of Small Colleges.” 2017. Thesis, Johnson & Wales University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10605688.

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

MLA Handbook (7^th Edition):

Barron, Thomas A., Jr. “Competitive Strategies and Financial Performance of Small Colleges.” 2017. Web. 06 Mar 2021.

Vancouver:

Barron, Thomas A. J. Competitive Strategies and Financial Performance of Small Colleges. [Internet] [Thesis]. Johnson & Wales University; 2017. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10605688.

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

Council of Science Editors:

Barron, Thomas A. J. Competitive Strategies and Financial Performance of Small Colleges. [Thesis]. Johnson & Wales University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10605688

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

University of Pennsylvania

9. Olson, Aaron Edward. The accreditation-related self-study and its potential for organizational learning| A comparative case study.

Degree: 2016, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10158535

► Regional accreditation’s major component, the institutional self-study, is a significant learning opportunity for universities that are often too large and complex for any one… (more)

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Olson, A. E. (2016). The accreditation-related self-study and its potential for organizational learning| A comparative case study. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10158535

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

Chicago Manual of Style (16^th Edition):

Olson, Aaron Edward. “The accreditation-related self-study and its potential for organizational learning| A comparative case study.” 2016. Thesis, University of Pennsylvania. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10158535.

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

MLA Handbook (7^th Edition):

Olson, Aaron Edward. “The accreditation-related self-study and its potential for organizational learning| A comparative case study.” 2016. Web. 06 Mar 2021.

Vancouver:

Olson AE. The accreditation-related self-study and its potential for organizational learning| A comparative case study. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10158535.

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

Council of Science Editors:

Olson AE. The accreditation-related self-study and its potential for organizational learning| A comparative case study. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10158535

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

10. Mendez, Tiffany Ann. Enrollment Leaders| A Phenomenological Study of Leadership Styles of Enrollment Management Leaders.

Degree: 2018, University of La Verne

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10933619

► Purpose. The purpose of this qualitative, phenomenological study is to explore the leadership styles of enrollment management leaders in small, private, nonprofit colleges and… (more)

▼ Purpose. The purpose of this qualitative, phenomenological study is to explore the leadership styles of enrollment management leaders in small, private, nonprofit colleges and universities in Southern California. Methodology. This study used a phenomenological approach to understand the leadership styles of enrollment management leaders. The researcher interviewed 10 enrollment management leaders working at small, private, nonprofit colleges and universities in Southern California. Those who fit this classification for this study included: vice presidents and deans of enrollment management and the directors, deans, associate directors, and associate deans who report to the vice presidents and deans of enrollment management. Findings. Eight relevant themes emerged through participants’ responses to questions about their leadership styles. These themes included trust, recognition of differences, pursuit of information, clear expectations, open communication, appreciation, hands-on leadership, and work-life balance. Situational leadership and servant leadership were the strongest leadership styles reflected amongst enrollment management leaders in this study. Conclusions. Trust emerged as the most common theme of this study. All 10 enrollment management leaders expressed a desire for a partnership approach in working environments. It was evident that staff should feel the freedom to work independently but understand that the leader is available to them if needed. Recognizing that leading with one approach would not fit all individuals and situations was another common theme. Most leaders indicated that they needed to mold to the requirements of the individual they are leading. Recommendations. The higher education market is changing as our population adjusts to increased tuition rates, birth rate declines, and an adjustment to what the college student looks like. It is important to be mindful that enrollment management personnel must market their colleges in creative and innovative ways. That innovation begins from the top of the enrollment management pyramid. Leadership impacts the way a college’s enrollment management team operates. Understanding leadership styles of these leaders is imperative to the success of an institution’s goals.

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Mendez, T. A. (2018). Enrollment Leaders| A Phenomenological Study of Leadership Styles of Enrollment Management Leaders. (Thesis). University of La Verne. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10933619

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

Chicago Manual of Style (16^th Edition):

Mendez, Tiffany Ann. “Enrollment Leaders| A Phenomenological Study of Leadership Styles of Enrollment Management Leaders.” 2018. Thesis, University of La Verne. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10933619.

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

MLA Handbook (7^th Edition):

Mendez, Tiffany Ann. “Enrollment Leaders| A Phenomenological Study of Leadership Styles of Enrollment Management Leaders.” 2018. Web. 06 Mar 2021.

Vancouver:

Mendez TA. Enrollment Leaders| A Phenomenological Study of Leadership Styles of Enrollment Management Leaders. [Internet] [Thesis]. University of La Verne; 2018. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10933619.

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

Council of Science Editors:

Mendez TA. Enrollment Leaders| A Phenomenological Study of Leadership Styles of Enrollment Management Leaders. [Thesis]. University of La Verne; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10933619

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

11. Pyram, Marie J. For-profit career college adjunct faculty and their affiliation needs and experiences.

Degree: 2016, Keiser University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10100067

► A single case study design was used to explore the affiliation need of career college adjuncts and their lived experiences and the influence that… (more)

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Pyram, M. J. (2016). For-profit career college adjunct faculty and their affiliation needs and experiences. (Thesis). Keiser University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10100067

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

Chicago Manual of Style (16^th Edition):

Pyram, Marie J. “For-profit career college adjunct faculty and their affiliation needs and experiences.” 2016. Thesis, Keiser University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10100067.

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

MLA Handbook (7^th Edition):

Pyram, Marie J. “For-profit career college adjunct faculty and their affiliation needs and experiences.” 2016. Web. 06 Mar 2021.

Vancouver:

Pyram MJ. For-profit career college adjunct faculty and their affiliation needs and experiences. [Internet] [Thesis]. Keiser University; 2016. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10100067.

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

Council of Science Editors:

Pyram MJ. For-profit career college adjunct faculty and their affiliation needs and experiences. [Thesis]. Keiser University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10100067

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

University of Pennsylvania

12. Kettler, Lauren Kathleen. External Global Forces that Affect Higher Education Internationalization Strategies and How Three U.S. Universities Adapt to Them.

Degree: 2018, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10829576

► When major transnational events occur, such as the 2015 economic crisis within Greece, the 2016 violent conflicts within Turkey, and the creation of political… (more)

▼ When major transnational events occur, such as the 2015 economic crisis within Greece, the 2016 violent conflicts within Turkey, and the creation of political policies such as the 2017 President Trump Executive Orders on visa and immigration, the effects ripple throughout the field of international higher education. How higher education institutions take into consideration such external forces, ultimately, can affect their internationalization efforts, strategies, and successes. This qualitative study explores what the external forces are that affect a university’s internationalization strategies, specifically in inbound and outbound mobility programs. It further examined in what way these forces are affecting their strategies and how universities adapt to these forces. Using data from the Open Doors: Reports on International Education Exchange and the Integrated Postsecondary Education Data System (IPEDS), three private universities were selected that demonstrate large internationalization, inbound and outbound mobility strategies: Boston University, Northeastern University, and the University of Southern California. Further, this study was grounded in Kim Cameron’s (1983, 1984) strategic choice and adaptation frameworks as a theoretical foundation, as the survival of the institution in today’s global age is dependent on how well the institution can adapt during times of change. The findings in this study reveal common themes across the three institutions, which resulted in seven external forces, or the Internationalization Forces. These forces have positive and negative effects on universities, which are demonstrated and plotted on a coordinate plane resulting in four distinct quadrants: Beneficial, Stressful, Harmful, and Creative. Finally, each case demonstrated that they are adapting their strategies across Cameron’s (1983, 1984) three domains: Defense, Offense, and Creation. Overall, the study underscores the impact that the external world has on higher education. Understanding the volatility of the Internationalization Forces can further assist higher education institutions in the facilitation of their internationalization strategies.

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Kettler, L. K. (2018). External Global Forces that Affect Higher Education Internationalization Strategies and How Three U.S. Universities Adapt to Them. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10829576

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

Chicago Manual of Style (16^th Edition):

Kettler, Lauren Kathleen. “External Global Forces that Affect Higher Education Internationalization Strategies and How Three U.S. Universities Adapt to Them.” 2018. Thesis, University of Pennsylvania. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10829576.

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

MLA Handbook (7^th Edition):

Kettler, Lauren Kathleen. “External Global Forces that Affect Higher Education Internationalization Strategies and How Three U.S. Universities Adapt to Them.” 2018. Web. 06 Mar 2021.

Vancouver:

Kettler LK. External Global Forces that Affect Higher Education Internationalization Strategies and How Three U.S. Universities Adapt to Them. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10829576.

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

Council of Science Editors:

Kettler LK. External Global Forces that Affect Higher Education Internationalization Strategies and How Three U.S. Universities Adapt to Them. [Thesis]. University of Pennsylvania; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10829576

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

West Virginia University

13. 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

URL: https://doi.org/10.33915/etd.223 ; https://researchrepository.wvu.edu/etd/223

► 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)

▼ 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 Appalachian College Association (ACA), based on standards for sound shared governance in higher education as outlined by the American Association of University Professors (AAUP). Numerous reports and studies have focused on shared governance practices, but no research exists on perceptions of climate based on standards outlined by the American Association of University Professors (AAUP), which published the seminal Statement on Government of Colleges and Universities in 1966. This study was conducted through the Appalachian College Association, a non-profit consortium of 36 independent, four-year liberal arts colleges and universities spread across the central Appalachian Mountains in Kentucky, North Carolina, Tennessee, West Virginia, and Virginia. A total of 12 different institutions from all five states in the ACA participated in the study. Participants included faculty, staff, and administrators who were identified by their presidents or vice presidents for academic affairs as most knowledgeable about the shared governance and decision-making process on their campus. The survey, developed under the auspices of the AAUP to gauge the climate for governance, was distributed via an online link e-mailed to 480 faculty, administrators, and staff during the Fall 2013 and Spring 2014 semesters. A total of 176 survey responses were received, representing a response rate of 36.66%. The 29-item anonymous survey included three optional demographic questions, allowing respondents to indicate gender, status as tenured or non-tenured faculty member, a cabinet-level administrator or lower-level administrator, a staff member, and years in higher education. The survey used a five-point ordinal Likert scale to indicate level of agreement – including "I don't know" – with 26 statements about each of the following seven shared governance standards: institutional climate, institutional communication, the board's role, the president's role, the faculty's role, joint decision making, and structural arrangements. Descriptive statistics were used to analyze and describe the survey results for each of four research questions. The results of this study indicated there were different perceptions between tenured and non-tenured faculty on a number of the seven standards relative to the climate for shared governance, and between cabinet-level administrators and lower-level administrators, with the latter representing the largest group of respondents (52) in the study. Staff members' responses indicated that they were least informed about shared governance on their campuses compared to faculty and administrators. While the majority of respondents indicated there was a climate of collegiality and respect on their campuses, survey results indicated a lack of knowledge about shared governance at some ACA schools. Recommendations for practice and for research were included. Advisors/Committee Members: Ernest R. Goeres, Susan A. Aloi, Dennis H. Stull.

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th 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://doi.org/10.33915/etd.223 ; 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 (16^th 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 March 06, 2021. https://doi.org/10.33915/etd.223 ; 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 (7^th 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. 06 Mar 2021.

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 2021 Mar 06]. Available from: https://doi.org/10.33915/etd.223 ; 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://doi.org/10.33915/etd.223 ; 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 International University

14. Williams, Nashira. Why Black Collegiate Women Volunteer: A Perspective on Meaning Making through Service with the Community.

Degree: PhD, Higher Education, 2019, Florida International University

URL: https://digitalcommons.fiu.edu/etd/3964 ; 10.25148/etd.FIDC007682 ; FIDC007682

► Studies explain that participating in community service enhances relationships, positively contributes to one’s purpose, and provides life satisfaction with a specific focus on retention… (more)

▼ Studies explain that participating in community service enhances relationships, positively contributes to one’s purpose, and provides life satisfaction with a specific focus on retention and degree attainment for those enrolled in college (Corporation for National and Community Service, 2007). The simultaneous increase of Black women attending colleges as universities increase outreach to drive community engagement does not align with the shift in the research of civic engagement that excludes the activity of young Black people and is counterintuitive to the historical underpinnings of political and educational transformations in the United States (e.g., Civil Rights Movement) (Hewins-Maroney, 2008). The purpose of this study is to gain a better understanding of why current Black undergraduate women volunteer in their communities and how they perceive these volunteer experiences reflect on understanding themselves as Black women. Qualitative inquiry was used to explore the similarities and differences of how Black women make meaning of their experiences and understand themselves. The 11 Black undergraduate women who participated revealed eight themes that contributed to their reason for serving their communities. Overwhelmingly, the participants felt a drive, usually before college, that motivated them to serve their communities to impact themselves and others in transformative ways. Their work in the community was not without hardships or barriers, but overcoming those barriers were also motivating to the participants to recognize their privilege and continue to serve. The university’s role is something the participants were critical about as they had little connection to the university related to volunteering except for the marketing of service opportunities but contributed that to their peers. As the institutionalization of service-learning and volunteerism in higher education has become a strategy to increase retention, the findings from the present study add to the limited research of volunteer engagement of diverse populations. The participants shared their criticism of volunteering within the university as well as the community broadly, and they confirm that intentional outreach and educational spaces should be dedicated to ensuring that the community work of students of all backgrounds is valued and that these students be given opportunities to engage in meaningful volunteer work. Advisors/Committee Members: Benjamin Baez, Valerie Patterson, Maria Lovett, Norma Goonen.

Subjects/Keywords: Higher education; Higher Education

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APA (6^th Edition):

Williams, N. (2019). Why Black Collegiate Women Volunteer: A Perspective on Meaning Making through Service with the Community. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3964 ; 10.25148/etd.FIDC007682 ; FIDC007682

Chicago Manual of Style (16^th Edition):

Williams, Nashira. “Why Black Collegiate Women Volunteer: A Perspective on Meaning Making through Service with the Community.” 2019. Doctoral Dissertation, Florida International University. Accessed March 06, 2021. https://digitalcommons.fiu.edu/etd/3964 ; 10.25148/etd.FIDC007682 ; FIDC007682.

MLA Handbook (7^th Edition):

Williams, Nashira. “Why Black Collegiate Women Volunteer: A Perspective on Meaning Making through Service with the Community.” 2019. Web. 06 Mar 2021.

Vancouver:

Williams N. Why Black Collegiate Women Volunteer: A Perspective on Meaning Making through Service with the Community. [Internet] [Doctoral dissertation]. Florida International University; 2019. [cited 2021 Mar 06]. Available from: https://digitalcommons.fiu.edu/etd/3964 ; 10.25148/etd.FIDC007682 ; FIDC007682.

Council of Science Editors:

Williams N. Why Black Collegiate Women Volunteer: A Perspective on Meaning Making through Service with the Community. [Doctoral Dissertation]. Florida International University; 2019. Available from: https://digitalcommons.fiu.edu/etd/3964 ; 10.25148/etd.FIDC007682 ; FIDC007682

University of Pittsburgh

15. Moersch, Elise S. An Inquiry in to Chinese Alumni Attitudes Toward Their University of Pittsburgh Experience.

Degree: 2019, University of Pittsburgh

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=13819973

► Over 300,000 Chinese students are studying in the U.S., making China the top country of international origin with 31.2 percent of all U.S. international… (more)

▼ Over 300,000 Chinese students are studying in the U.S., making China the top country of international origin with 31.2 percent of all U.S. international students (IIE, 2015). In addition, 2015 saw a 10 percent increase in international students in the U.S., a statistic that underscores the assumption that globally mobile students regard the U.S. as a destination of choice (IIE, 2015). In the fall of 2015, 1,758 Chinese students were studying at the University of Pittsburgh (Pitt) (University of Pittsburgh Fact Book, 2016). The number of Chinese alumni will increase as these matriculated students graduate from U.S. universities. However, Chinese alumni university philanthropy has lagged behind domestic and international alumni philanthropy (Zi, 2014). The need for private philanthropy is clear. Higher education in the United States is in a financial crisis. Decreased funding from state and federal governments combined with rising costs have led higher education institutions to enhance efforts to raise funds from private philanthropic sources (Pew Charitable Trust, 2015). In order to develop a philanthropic relationship between Chinese students and their U.S. host institutions, it is necessary to understand their student experience. Very little is known about this population by university departments that regularly interact with Chinese students, including the Office of International Services (OIS) at Pitt. OIS works closely with all international students during their tenure at university and is responsible for securing a student’s Optional Practical Training (OPT) following graduation. Institutional Advancement (IA), the fundraising arm of a university, also has a vested interest in better understanding Chinese students. This study employs a mixed-methods research design that employs a survey with Likert-style and open-ended responses. It asks Pitt’s Chinese alumni about their experiences as undergraduate or graduate students. The findings may help universities better serve Chinese students and develop strong alumni ties. The two key findings from this study found that predictors of Chinese students’ overall satisfaction and thus future engagement potential were (1) tied to students’ ability to gain work or career building skills through their classes, a university teaching experience, and/or internships, and (2) students’ satisfaction with their interaction with OIS is tied to the amount of time allocated to their appointments.

Subjects/Keywords: Higher education administration; Higher education

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APA (6^th Edition):

Moersch, E. S. (2019). An Inquiry in to Chinese Alumni Attitudes Toward Their University of Pittsburgh Experience. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=13819973

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

Chicago Manual of Style (16^th Edition):

Moersch, Elise S. “An Inquiry in to Chinese Alumni Attitudes Toward Their University of Pittsburgh Experience.” 2019. Thesis, University of Pittsburgh. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=13819973.

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

MLA Handbook (7^th Edition):

Moersch, Elise S. “An Inquiry in to Chinese Alumni Attitudes Toward Their University of Pittsburgh Experience.” 2019. Web. 06 Mar 2021.

Vancouver:

Moersch ES. An Inquiry in to Chinese Alumni Attitudes Toward Their University of Pittsburgh Experience. [Internet] [Thesis]. University of Pittsburgh; 2019. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13819973.

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

Council of Science Editors:

Moersch ES. An Inquiry in to Chinese Alumni Attitudes Toward Their University of Pittsburgh Experience. [Thesis]. University of Pittsburgh; 2019. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13819973

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

Florida State University

16. 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

URL: http://purl.flvc.org/fsu/fd/2018_Su_Kenton_fsu_0071E_14552 ;

►

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)

▼

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 successfully navigate the educational pipeline and complete a college degree (Batsche et al., 2012). The purpose of this study was to explore the transition experiences of foster care students from high school to a four-year university and to identify contributors to their adaption into the college environment. This study challenges previously held beliefs by focusing on the actual rather than perceived contributors to their success while in college. Data from this study came from demographic questionnaires and 60-90-minute interviews with 11 qualified study participants. The study participants provided multifaceted responses about their transition experiences to the university. Findings and themes which emerged from the study focused on the experiences of transferring from a state college, being homeless, and identifying helpful support resources during their transition process. Study participants discussed the need for utilizing campus resources, developing transition strategies, and the importance of networking and engagement. The study results also provided insight into practices not considered helpful by foster care students. The discussion and implication section provide suggested resources for foster care programs and university administrators who support this population. Future research recommendations focused on self-development and program effectiveness followed by concluding thoughts.

A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.

Spring Semester 2018.

April 25, 2018.

Kathy Guthrie, Professor Directing Dissertation; Winston Roberts, University Representative; Tamara Bertrand Jones, Committee Member; Robert Schwartz, Committee Member.

Advisors/Committee Members: Kathy L. Guthrie (professor directing dissertation), Winston Roberts (university representative), Robert A. Schwartz (committee member).

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

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APA (6^th 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 (16^th 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 March 06, 2021. http://purl.flvc.org/fsu/fd/2018_Su_Kenton_fsu_0071E_14552 ;.

MLA Handbook (7^th Edition):

Kenton, David Hopeton. “The Forgotten Topic: A Study on the Transition College Experiences of Former Foster Youth.” 2018. Web. 06 Mar 2021.

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 2021 Mar 06]. 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 ;

Florida State University

17. Barbu, Diana G. (Diana Giorgiana). The Relationship Between Unemployment and College Enrollment and Success Outcomes.

Degree: PhD, Educational Leadership and Policy Studies, 2015, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9288 ;

►

The purpose of this longitudinal study is to explore the relationship between the national unemployment rate and college enrollment and success outcomes (retention, and completion),… (more)

▼

The purpose of this longitudinal study is to explore the relationship between the national unemployment rate and college enrollment and success outcomes (retention, and completion), controlling for student characteristics (gender, race/ethnicity, and socio-economic status), as well as state and national economic and institutional factors. The study finds that college enrollment and success outcomes at public 4-year institutions of higher education (IHEs) are impacted in a statistically significant manner by variations in the national unemployment rate. A positive relationship was found between the national unemployment rate and undergraduate enrollment, full-time retention, and college completions. However, the impact differed for students with different characteristics (gender, race/ethnicity, and socioeconomic status). Enrollment in public 4-year IHEs of both males and females was found to increase by 1.2 percent and 1.9 percent, respectively, when the national unemployment rate increased by one percent. Blacks and Whites were found to increase enrollment in public 4-year IHEs by 1 percent and 1.4 percent, respectively, or decrease (American Indian, Asian, and Hispanics) enrollments when the national unemployment rates increased. Finally, enrollments of students from the lowest SES quintiles (Q1, Q2) were found to decrease by more than five percent while the ones from the mid to highest quintiles (Q3-Q5) were found to increase by more than 1 percent when the unemployment rates increased.

A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Spring Semester, 2015.

December 3, 2014.

completions, enrollment, retention, unemployment

David A. Tandberg, Professor Directing Dissertation; Jinfeng Zhang, University Representative; Brad Cox, Committee Member; Toby Park, Committee Member.

Advisors/Committee Members: David A. Tandberg (professor directing dissertation), Jinfeng Zhang (university representative), Bradley Cox (committee member), Toby J. Park (committee member).

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

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

APA (6^th Edition):

Barbu, D. G. (. G. (2015). The Relationship Between Unemployment and College Enrollment and Success Outcomes. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9288 ;

Chicago Manual of Style (16^th Edition):

Barbu, Diana G (Diana Giorgiana). “The Relationship Between Unemployment and College Enrollment and Success Outcomes.” 2015. Doctoral Dissertation, Florida State University. Accessed March 06, 2021. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9288 ;.

MLA Handbook (7^th Edition):

Barbu, Diana G (Diana Giorgiana). “The Relationship Between Unemployment and College Enrollment and Success Outcomes.” 2015. Web. 06 Mar 2021.

Vancouver:

Barbu DG(G. The Relationship Between Unemployment and College Enrollment and Success Outcomes. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2021 Mar 06]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9288 ;.

Council of Science Editors:

Barbu DG(G. The Relationship Between Unemployment and College Enrollment and Success Outcomes. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9288 ;

18. Brooks, La Shon Fluker. The relationship between participation in the emerging scholars program and academic performance at Mississippi valley state university.

Degree: EdD in Education, Education, 2019, University of Mississippi

URL: https://egrove.olemiss.edu/etd/1741

► ABSTRACT Developmental education is an important component of student success especially in postsecondary education because of the number of underprepared students. This document examines the… (more)

Subjects/Keywords: Higher education; Higher Education

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APA (6^th Edition):

Brooks, L. S. F. (2019). The relationship between participation in the emerging scholars program and academic performance at Mississippi valley state university. (Thesis). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/1741

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

Chicago Manual of Style (16^th Edition):

Brooks, La Shon Fluker. “The relationship between participation in the emerging scholars program and academic performance at Mississippi valley state university.” 2019. Thesis, University of Mississippi. Accessed March 06, 2021. https://egrove.olemiss.edu/etd/1741.

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

MLA Handbook (7^th Edition):

Brooks, La Shon Fluker. “The relationship between participation in the emerging scholars program and academic performance at Mississippi valley state university.” 2019. Web. 06 Mar 2021.

Vancouver:

Brooks LSF. The relationship between participation in the emerging scholars program and academic performance at Mississippi valley state university. [Internet] [Thesis]. University of Mississippi; 2019. [cited 2021 Mar 06]. Available from: https://egrove.olemiss.edu/etd/1741.

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

Council of Science Editors:

Brooks LSF. The relationship between participation in the emerging scholars program and academic performance at Mississippi valley state university. [Thesis]. University of Mississippi; 2019. Available from: https://egrove.olemiss.edu/etd/1741

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

University of Central Florida

19. Hodge, Lynell. Vicarious Trauma, Emotional Intelligence, and The Impact On Job Satisfaction In Residence Life Staff.

Degree: 2016, University of Central Florida

URL: https://stars.library.ucf.edu/etd/5176

► "There are wounds that never show on the body that are deeper and more hurtful than anything that bleeds." -Laurell K. Hamilton, Due to the… (more)

Subjects/Keywords: Higher Education; Higher Education Administration

Record Details Similar Records Cite « Share

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APA (6^th Edition):

Hodge, L. (2016). Vicarious Trauma, Emotional Intelligence, and The Impact On Job Satisfaction In Residence Life Staff. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5176

Chicago Manual of Style (16^th Edition):

Hodge, Lynell. “Vicarious Trauma, Emotional Intelligence, and The Impact On Job Satisfaction In Residence Life Staff.” 2016. Doctoral Dissertation, University of Central Florida. Accessed March 06, 2021. https://stars.library.ucf.edu/etd/5176.

MLA Handbook (7^th Edition):

Hodge, Lynell. “Vicarious Trauma, Emotional Intelligence, and The Impact On Job Satisfaction In Residence Life Staff.” 2016. Web. 06 Mar 2021.

Vancouver:

Hodge L. Vicarious Trauma, Emotional Intelligence, and The Impact On Job Satisfaction In Residence Life Staff. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2021 Mar 06]. Available from: https://stars.library.ucf.edu/etd/5176.

Council of Science Editors:

Hodge L. Vicarious Trauma, Emotional Intelligence, and The Impact On Job Satisfaction In Residence Life Staff. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/5176

University of Central Florida

20. Armstrong, Asquith. Male College Presidents With Children: Recollections on Perceptions of Work-life Balance.

Degree: 2016, University of Central Florida

URL: https://stars.library.ucf.edu/etd/5175

► This qualitative research study explored the recollections of work-life balance and fatherhood through the reported experiences and reflections of select college presidents. The researcher used… (more)

Subjects/Keywords: Higher Education; Higher Education Administration

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APA (6^th Edition):

Armstrong, A. (2016). Male College Presidents With Children: Recollections on Perceptions of Work-life Balance. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5175

Chicago Manual of Style (16^th Edition):

Armstrong, Asquith. “Male College Presidents With Children: Recollections on Perceptions of Work-life Balance.” 2016. Doctoral Dissertation, University of Central Florida. Accessed March 06, 2021. https://stars.library.ucf.edu/etd/5175.

MLA Handbook (7^th Edition):

Armstrong, Asquith. “Male College Presidents With Children: Recollections on Perceptions of Work-life Balance.” 2016. Web. 06 Mar 2021.

Vancouver:

Armstrong A. Male College Presidents With Children: Recollections on Perceptions of Work-life Balance. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2021 Mar 06]. Available from: https://stars.library.ucf.edu/etd/5175.

Council of Science Editors:

Armstrong A. Male College Presidents With Children: Recollections on Perceptions of Work-life Balance. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/5175

Florida International University

21. Castro, Michelle M. Student Affairs Professionals in Higher Education Insitutions who Participate in Study Tours: A Qualitative Study.

Degree: PhD, Higher Education, 2019, Florida International University

URL: https://digitalcommons.fiu.edu/etd/4292 ; FIDC008870

► As colleges and universities are internationalizing their curriculum, there is a growing need for student affairs professionals to also become aware of and be… (more)

▼ As colleges and universities are internationalizing their curriculum, there is a growing need for student affairs professionals to also become aware of and be familiar with internationalization and to become players in the global society. The present study focused on 12 participants who are currently student affairs professionals. The research focused on gaining an understanding and awareness of the role that international study tour experiences have on the professional and personal development of student affairs professionals. A qualitative research design was used for the study. Kolb’s Experiential Learning theory was used as the conceptual framework to explain the participants' experiences during their international study tour. Four different four-year public institutions served as the international study tour host institutions of the participants for this study - Bowling Green State University, Central Michigan University, Florida State University, and Miami University. For this study 12 participants were interviewed via semi-structured interviews using online technology of gotomeeting.com. All interviews were transcribed and analyzed. Findings indicated that the international study tour experiences are supported by Kolb’s Experiential Learning theory as participants in the study expressed that the entire experience of a tour is active learning. The study supports existing literature that international study tours further the personal and professional development of those student affairs professionals who participate. The following themes emerged from this study: transformational experiences; global awareness; intercultural communication; career paths; and, self-growth. Another research finding is that student affairs professionals who participant in a study tour express an expanded self-confidence that helps them to articulate what they learned and experienced. Several participants expressed that, as a result of their study tour experience, they had a sense of personal growth in various aspects of their lives. Recommendations include increasing the number of student affairs professionals attending international study tours, encouraging student affairs professionals to share the information learned from their visits, and exhorting participants to implement programs and ideas they gathered from their tours. Advisors/Committee Members: Benjamin Baez, Norma Goonen, Rebekah Schulze, Hilary Landorf.

Subjects/Keywords: higher education; Higher Education

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

APA (6^th Edition):

Castro, M. M. (2019). Student Affairs Professionals in Higher Education Insitutions who Participate in Study Tours: A Qualitative Study. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/4292 ; FIDC008870

Chicago Manual of Style (16^th Edition):

Castro, Michelle M. “Student Affairs Professionals in Higher Education Insitutions who Participate in Study Tours: A Qualitative Study.” 2019. Doctoral Dissertation, Florida International University. Accessed March 06, 2021. https://digitalcommons.fiu.edu/etd/4292 ; FIDC008870.

MLA Handbook (7^th Edition):

Castro, Michelle M. “Student Affairs Professionals in Higher Education Insitutions who Participate in Study Tours: A Qualitative Study.” 2019. Web. 06 Mar 2021.

Vancouver:

Castro MM. Student Affairs Professionals in Higher Education Insitutions who Participate in Study Tours: A Qualitative Study. [Internet] [Doctoral dissertation]. Florida International University; 2019. [cited 2021 Mar 06]. Available from: https://digitalcommons.fiu.edu/etd/4292 ; FIDC008870.

Council of Science Editors:

Castro MM. Student Affairs Professionals in Higher Education Insitutions who Participate in Study Tours: A Qualitative Study. [Doctoral Dissertation]. Florida International University; 2019. Available from: https://digitalcommons.fiu.edu/etd/4292 ; FIDC008870

The University of Arizona

22. Youngbull, Natalie Rose. The (Un)Success of American Indian Gates Millennium Scholars Within Institutions of Higher Education.

Degree: 2017, The University of Arizona

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10252462

► There remains limited research on the gap between the participation and persistence to graduation rates for American Indian students in higher education. It is… (more)

▼ There remains limited research on the gap between the participation and persistence to graduation rates for American Indian students in higher education. It is pertinent to explore the experiences of these students who did not persist to graduation to be able to gain a better understanding of the factors involved in this gap. The primary purpose of this qualitative study was to gain a greater understanding of why twenty American Indian college students who were high-achieving and received the Gates Millennium scholarship (AIGMS) did not persist to graduation. To achieve this greater understanding from an Indigenous perspective, it was important to utilize existing theoretical frameworks developed by Native scholars that employed critical, culturally sensitive lenses for the analysis. Through the lenses of Tribal Critical Race Theory, Cultural Models of Education and the Family Education Model, the research questions were developed with a critical focus on the institutional influence of the participants’ experiences. This study employed a phenomenological qualitative approach guided by an Indigenous research paradigm. The findings of this research inquiry were broken down into five main sections. The first section discussed the pre-collegiate experiences of AIGMS. This set of findings emerged throughout the interviews as participants shared their experiences in college, they often referred back to influential moments with their families and tribal communities leading up to college. The second section highlighted the conditions that impeded AIGMS’ success in institutions of higher education. What emerged as the major factors of AIGMS’ non persistence within higher education was GMSP’s inflexible deferment policy and missing structures on campus to represent participants’ Native and Gates scholar identities, such as space for AIGMS to practice their cultural spirituality and direct support on campus for being a Gates scholar. The third section reveals the push-pull factors influential to AIGMS’ experiences on campus and back home in their tribal communities. The main push factor from the institution was the lack of support they felt from key institutional agents, such as from a multicultural center director, financial aid officer or academic advisor. The fourth section describes the impact of the campus racial climate on AIGMS’ experiences on their respective campuses. Some AIGMS assumed that being awarded this prestigious scholarship would be acknowledged either through their faculty or staff on campus. Instead they described examples of exclusion, lack of belonging, marginalization, isolation and invisibility on campus. The final section described the experiences of AIGMS who returned to higher education, including those who have found success in tribal colleges as well as those who have since completed their degrees without funding from GSMP. This finding is of particular importance because it demonstrates that the loss of financial aid affected the type of…

Subjects/Keywords: Higher education

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APA (6^th Edition):

Youngbull, N. R. (2017). The (Un)Success of American Indian Gates Millennium Scholars Within Institutions of Higher Education. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10252462

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

Chicago Manual of Style (16^th Edition):

Youngbull, Natalie Rose. “The (Un)Success of American Indian Gates Millennium Scholars Within Institutions of Higher Education.” 2017. Thesis, The University of Arizona. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10252462.

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

MLA Handbook (7^th Edition):

Youngbull, Natalie Rose. “The (Un)Success of American Indian Gates Millennium Scholars Within Institutions of Higher Education.” 2017. Web. 06 Mar 2021.

Vancouver:

Youngbull NR. The (Un)Success of American Indian Gates Millennium Scholars Within Institutions of Higher Education. [Internet] [Thesis]. The University of Arizona; 2017. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252462.

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

Council of Science Editors:

Youngbull NR. The (Un)Success of American Indian Gates Millennium Scholars Within Institutions of Higher Education. [Thesis]. The University of Arizona; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252462

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

University of Pennsylvania

23. Riordan, Kevin M. "Self matters"| Self-concept and higher education| An exploration of student self-concept and motivations within a community college.

Degree: 2015, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3721063

► This study investigates the different levels of confidence, motivation, and self-concept of several student populations at one community college. The existing literature on the… (more)

Subjects/Keywords: Higher education

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APA (6^th Edition):

Riordan, K. M. (2015). "Self matters"| Self-concept and higher education| An exploration of student self-concept and motivations within a community college. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3721063

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

Chicago Manual of Style (16^th Edition):

Riordan, Kevin M. “"Self matters"| Self-concept and higher education| An exploration of student self-concept and motivations within a community college.” 2015. Thesis, University of Pennsylvania. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3721063.

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

MLA Handbook (7^th Edition):

Riordan, Kevin M. “"Self matters"| Self-concept and higher education| An exploration of student self-concept and motivations within a community college.” 2015. Web. 06 Mar 2021.

Vancouver:

Riordan KM. "Self matters"| Self-concept and higher education| An exploration of student self-concept and motivations within a community college. [Internet] [Thesis]. University of Pennsylvania; 2015. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3721063.

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

Council of Science Editors:

Riordan KM. "Self matters"| Self-concept and higher education| An exploration of student self-concept and motivations within a community college. [Thesis]. University of Pennsylvania; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3721063

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

Colorado State University

24. Johnson, Jennifer J. The effects of alternative spring break on the color-blind racial attitudes of undergraduate college students.

Degree: 2016, Colorado State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3746115

► Many Americans cite the election of Barack Obama in 2008, the country’s first non-White President, as proof of the arrival of the United States… (more)

▼ Many Americans cite the election of Barack Obama in 2008, the country’s first non-White President, as proof of the arrival of the United States as a post-racial nation (Harlow, 2008). Despite this, according to an Associated Press Poll in 2012, racist attitudes in the United States have worsened since 2008 among American adults age 18 and older. Recent events, such as the killing of Black teenager Michael Brown in Fergusson, Missouri by a White police officer in August 2014, the death of Eric Garner, a Black man, at the hands of a White New York City police officer in July 2014, and the subsequent demonstrations and riots following grand jury decisions not to indict the officers reinforce the notion that racial issues are alive and well in the United States today. Service-learning experiences, including alternative spring break, are an especially relevant venue for exploring race and racial attitudes as students often engage in service across racial differences and study systems of oppression. The purpose of this mixed-method, explanatory sequential study was to describe the effect of alternative spring break on color-blind racial attitudes of undergraduate students at four institutions of higher education in the United States. The overarching research questions of the project are as follows: (a) What is the effect of alternative spring break participation on undergraduate students’ color-blind racial attitudes as measured by the Color-Blind Racial Attitudes Scale (CoBRAS)?; (b) What factors influence the color-blind racial attitudes of undergraduate students participating in alternative spring break as measured by CoBRAS?; (c) iii How do alternative spring break program coordinators interpret CoBRAS scores of students from their institution? The Color-Blind Racial Attitudes Survey (CoBRAS) was utilized as the instrument to measure color-blind racial attitudes. Students participating in alternative spring break were given the instrument prior to spring break and after spring break. Additionally, alternative spring break coordinators had the opportunity to interpret the results from their institution. Students who participated in alternative spring break showed statistically significant lower total CoBRAS scores, as well as statistically significant lower CoBRAS scores on all three CoBRAS constructs (Unawareness of Racial Privilege; Unawareness of Institutional Discrimination; Unawareness of Blatant Racial issues). Lower CoBRAS scores indicate a reduction in color-blind racial attitudes. Factors that influenced lower scores on the instrument included host institution, issue focus of trip (people vs. animal/environment vs. mix of people/animal/environment), and gender of student participant. Through their interpretation of the quantitative results, program coordinators at the four participating institutions suggested that a) training, b) diversity of participants and leaders, c) community partners, d) developmental level/skill of trip leaders, and e) current events could have…

Subjects/Keywords: Higher education

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

APA (6^th Edition):

Johnson, J. J. (2016). The effects of alternative spring break on the color-blind racial attitudes of undergraduate college students. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3746115

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

Chicago Manual of Style (16^th Edition):

Johnson, Jennifer J. “The effects of alternative spring break on the color-blind racial attitudes of undergraduate college students.” 2016. Thesis, Colorado State University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3746115.

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

MLA Handbook (7^th Edition):

Johnson, Jennifer J. “The effects of alternative spring break on the color-blind racial attitudes of undergraduate college students.” 2016. Web. 06 Mar 2021.

Vancouver:

Johnson JJ. The effects of alternative spring break on the color-blind racial attitudes of undergraduate college students. [Internet] [Thesis]. Colorado State University; 2016. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746115.

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

Council of Science Editors:

Johnson JJ. The effects of alternative spring break on the color-blind racial attitudes of undergraduate college students. [Thesis]. Colorado State University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746115

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

25. Jimenez, Eileen Graciela. Los sue?os no se compran (dreams can't be bought)| Latina/o degree aspirations and community cultural wealth.

Degree: 2017, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10240288

► This quantitative study examined the degree aspirations of first year, first time, Latina/o college students, using Tara Yosso’s (2005) Community Cultural Wealth Model as… (more)

Subjects/Keywords: Higher education

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APA (6^th Edition):

Jimenez, E. G. (2017). Los sue?os no se compran (dreams can't be bought)| Latina/o degree aspirations and community cultural wealth. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10240288

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

Chicago Manual of Style (16^th Edition):

Jimenez, Eileen Graciela. “Los sue?os no se compran (dreams can't be bought)| Latina/o degree aspirations and community cultural wealth.” 2017. Thesis, California State University, Long Beach. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10240288.

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

MLA Handbook (7^th Edition):

Jimenez, Eileen Graciela. “Los sue?os no se compran (dreams can't be bought)| Latina/o degree aspirations and community cultural wealth.” 2017. Web. 06 Mar 2021.

Vancouver:

Jimenez EG. Los sue?os no se compran (dreams can't be bought)| Latina/o degree aspirations and community cultural wealth. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240288.

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

Council of Science Editors:

Jimenez EG. Los sue?os no se compran (dreams can't be bought)| Latina/o degree aspirations and community cultural wealth. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240288

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

Iowa State University

26. Breslow, Bridgit Renee. Exploration of experiences influencing the academic achievement of university students with learning disabilities in persistence to graduation.

Degree: 2007, Iowa State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1446135

► The purpose of this phenomenological study was to investigate and better understand the aspects and experiences associated with academic success for students with learning… (more)

▼ The purpose of this phenomenological study was to investigate and better understand the aspects and experiences associated with academic success for students with learning disabilities (SLD) in college. The information gathered was reflective of the experiences of juniors and seniors who were positively academically persisting toward graduation in the near future. Three in-depth interviews were conducted with students who self-identified as having at least one type of documented learning disability, and who were receiving accommodations for said learning disabilities at Iowa State University. The participants included four students: two male students and two female students, all Caucasian, although race was not a deciding factor in who was chosen as a participant. The participants were all traditionally-aged college students; two were transfer students from a community college to a four-year institution. Five themes emerged from the data. The role of family in providing support: All four participants had families that offered unwavering support to their students from an early age through admittance to college. Support ranged from involvement to activities at school to developing compensatory strategies to overcome challenges of the learning disability in school work. Self-awareness in relation to the learning disabilities: Participants in the study were able to become successful throughout college by not only learning where areas of weakness existed, but also where areas of strengths could be maximized in order to reach full academic potential. The sources of motivation for persistence toward graduation: Sources of motivation were internal and strengthened by support of family. The challenges of life with a learning disability in college: For all participants, the biggest challenge in college associated with the learning disability was the additional amount of time needed to complete assignments. Moreover, each participant experienced having a negative interaction with an unhelpful faculty member at some point during his or her college career. Higher education institutions must be aware of their role in the success of SLD in college. They need to recognize the challenges that are typical for SLD, as well as ways that faculty and staff on campus can be empowered to support SLD. Because this is a growing subpopulation on college campuses across the country, increased attention is needed to support awareness of the needs of this group by all on campus.

Subjects/Keywords: Education; Higher

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APA (6^th Edition):

Breslow, B. R. (2007). Exploration of experiences influencing the academic achievement of university students with learning disabilities in persistence to graduation. (Thesis). Iowa State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1446135

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

Chicago Manual of Style (16^th Edition):

Breslow, Bridgit Renee. “Exploration of experiences influencing the academic achievement of university students with learning disabilities in persistence to graduation.” 2007. Thesis, Iowa State University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1446135.

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

MLA Handbook (7^th Edition):

Breslow, Bridgit Renee. “Exploration of experiences influencing the academic achievement of university students with learning disabilities in persistence to graduation.” 2007. Web. 06 Mar 2021.

Vancouver:

Breslow BR. Exploration of experiences influencing the academic achievement of university students with learning disabilities in persistence to graduation. [Internet] [Thesis]. Iowa State University; 2007. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1446135.

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

Council of Science Editors:

Breslow BR. Exploration of experiences influencing the academic achievement of university students with learning disabilities in persistence to graduation. [Thesis]. Iowa State University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1446135

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

Loyola University Chicago

27. Matta, Candace Brzoska. Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator.

Degree: 2011, Loyola University Chicago

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1484187

► Increasing undergraduate study abroad participation is a popular response embraced by both higher education institutions and the U.S. government to internationalize college campuses and… (more)

Subjects/Keywords: Education; Higher

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APA (6^th Edition):

Matta, C. B. (2011). Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1484187

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

Chicago Manual of Style (16^th Edition):

Matta, Candace Brzoska. “Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator.” 2011. Thesis, Loyola University Chicago. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1484187.

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

MLA Handbook (7^th Edition):

Matta, Candace Brzoska. “Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator.” 2011. Web. 06 Mar 2021.

Vancouver:

Matta CB. Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1484187.

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

Council of Science Editors:

Matta CB. Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator. [Thesis]. Loyola University Chicago; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1484187

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

Oklahoma State University

28. Martin, Allison J. Graduation rates of first year students in different on campus housing styles.

Degree: 2012, Oklahoma State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1506723

► Scope and Method of Study. The purpose of this study was to identify differences in graduation rate depending on what type of on-campus housing… (more)

Subjects/Keywords: Education; Higher

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APA (6^th Edition):

Martin, A. J. (2012). Graduation rates of first year students in different on campus housing styles. (Thesis). Oklahoma State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1506723

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

Chicago Manual of Style (16^th Edition):

Martin, Allison J. “Graduation rates of first year students in different on campus housing styles.” 2012. Thesis, Oklahoma State University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1506723.

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

MLA Handbook (7^th Edition):

Martin, Allison J. “Graduation rates of first year students in different on campus housing styles.” 2012. Web. 06 Mar 2021.

Vancouver:

Martin AJ. Graduation rates of first year students in different on campus housing styles. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1506723.

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

Council of Science Editors:

Martin AJ. Graduation rates of first year students in different on campus housing styles. [Thesis]. Oklahoma State University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1506723

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

University of South Carolina

29. Kilgo, Cindy A. The estimated effects of service learning and undergraduate research on students' intercultural effectiveness.

Degree: 2012, University of South Carolina

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1510365

► Service learning and undergraduate research were both named "high-impact educational practices" by the Association of American Colleges and Universities (AAC&U) for suggested positive benefits… (more)

Subjects/Keywords: Education; Higher

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APA (6^th Edition):

Kilgo, C. A. (2012). The estimated effects of service learning and undergraduate research on students' intercultural effectiveness. (Thesis). University of South Carolina. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1510365

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

Chicago Manual of Style (16^th Edition):

Kilgo, Cindy A. “The estimated effects of service learning and undergraduate research on students' intercultural effectiveness.” 2012. Thesis, University of South Carolina. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1510365.

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

MLA Handbook (7^th Edition):

Kilgo, Cindy A. “The estimated effects of service learning and undergraduate research on students' intercultural effectiveness.” 2012. Web. 06 Mar 2021.

Vancouver:

Kilgo CA. The estimated effects of service learning and undergraduate research on students' intercultural effectiveness. [Internet] [Thesis]. University of South Carolina; 2012. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1510365.

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

Council of Science Editors:

Kilgo CA. The estimated effects of service learning and undergraduate research on students' intercultural effectiveness. [Thesis]. University of South Carolina; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1510365

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

University of South Carolina

30. Buonocore, Vincent F. A., Jr. Conceptualizing diversity| Undergraduate student involvement in multicultural student organizations and their perceptions of diversity.

Degree: 2012, University of South Carolina

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1512026

► In an increasingly globalized world, students graduating from college are expected to be able to communicate and work with people who are different from… (more)

Subjects/Keywords: Education; Higher

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APA (6^th Edition):

Buonocore, Vincent F. A., J. (2012). Conceptualizing diversity| Undergraduate student involvement in multicultural student organizations and their perceptions of diversity. (Thesis). University of South Carolina. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1512026

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

Chicago Manual of Style (16^th Edition):

Buonocore, Vincent F. A., Jr. “Conceptualizing diversity| Undergraduate student involvement in multicultural student organizations and their perceptions of diversity.” 2012. Thesis, University of South Carolina. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1512026.

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

MLA Handbook (7^th Edition):

Buonocore, Vincent F. A., Jr. “Conceptualizing diversity| Undergraduate student involvement in multicultural student organizations and their perceptions of diversity.” 2012. Web. 06 Mar 2021.

Vancouver:

Buonocore, Vincent F. A. J. Conceptualizing diversity| Undergraduate student involvement in multicultural student organizations and their perceptions of diversity. [Internet] [Thesis]. University of South Carolina; 2012. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1512026.

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

Council of Science Editors:

Buonocore, Vincent F. A. J. Conceptualizing diversity| Undergraduate student involvement in multicultural student organizations and their perceptions of diversity. [Thesis]. University of South Carolina; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1512026

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

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Open Access Theses and Dissertations