subject:(higher education administration)

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 January 24, 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. 24 Jan 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 Jan 24]. 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 January 24, 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. 24 Jan 2021.

Vancouver:

Boone KB. Resident assistant workplace motivation| A Mid-Atlantic regional study. [Internet] [Thesis]. Frostburg State University; 2016. [cited 2021 Jan 24]. 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 January 24, 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. 24 Jan 2021.

Vancouver:

Van Lieu SM. Adjunct English Faculty and Their Engagement in Scholarship| A Narrative Inquiry. [Internet] [Thesis]. Grand Canyon University; 2017. [cited 2021 Jan 24]. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

5. 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 January 24, 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. 24 Jan 2021.

Vancouver:

Saeger KJ. The Development of Critical Thinking Skills in Undergraduate Students. [Internet] [Doctoral dissertation]. St. Cloud State University; 2014. [cited 2021 Jan 24]. 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

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

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 January 24, 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. 24 Jan 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 Jan 24]. 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

7. 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 January 24, 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. 24 Jan 2021.

Vancouver:

Barron, Thomas A. J. Competitive Strategies and Financial Performance of Small Colleges. [Internet] [Thesis]. Johnson & Wales University; 2017. [cited 2021 Jan 24]. 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

8. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

9. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

10. 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 January 24, 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. 24 Jan 2021.

Vancouver:

Pyram MJ. For-profit career college adjunct faculty and their affiliation needs and experiences. [Internet] [Thesis]. Keiser University; 2016. [cited 2021 Jan 24]. 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

11. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

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

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 January 24, 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. 24 Jan 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 Jan 24]. 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

University of Pittsburgh

13. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

14. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

15. 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 January 24, 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. 24 Jan 2021.

Vancouver:

Barbu DG(G. The Relationship Between Unemployment and College Enrollment and Success Outcomes. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2021 Jan 24]. 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 ;

University of Central Florida

16. 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

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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 January 24, 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. 24 Jan 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 Jan 24]. 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

17. 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 January 24, 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. 24 Jan 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 Jan 24]. 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

University of Toledo

18. Griffith, Sunday Dawn. Using the National Survey of Student Engagement as a Tool to Determine Influences of Overall Student Satisfaction with the College Experience and Help Define Student-Centeredness.

Degree: PhD, Higher Education, 2011, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321542752

► Many colleges and universities have a desire to become more student-centered, yet some struggle with establishing what student-centered means to them. Without a clear definition,… (more)

Subjects/Keywords: Higher Education; Higher Education Administration

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APA (6^th Edition):

Griffith, S. D. (2011). Using the National Survey of Student Engagement as a Tool to Determine Influences of Overall Student Satisfaction with the College Experience and Help Define Student-Centeredness. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321542752

Chicago Manual of Style (16^th Edition):

Griffith, Sunday Dawn. “Using the National Survey of Student Engagement as a Tool to Determine Influences of Overall Student Satisfaction with the College Experience and Help Define Student-Centeredness.” 2011. Doctoral Dissertation, University of Toledo. Accessed January 24, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321542752.

MLA Handbook (7^th Edition):

Griffith, Sunday Dawn. “Using the National Survey of Student Engagement as a Tool to Determine Influences of Overall Student Satisfaction with the College Experience and Help Define Student-Centeredness.” 2011. Web. 24 Jan 2021.

Vancouver:

Griffith SD. Using the National Survey of Student Engagement as a Tool to Determine Influences of Overall Student Satisfaction with the College Experience and Help Define Student-Centeredness. [Internet] [Doctoral dissertation]. University of Toledo; 2011. [cited 2021 Jan 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321542752.

Council of Science Editors:

Griffith SD. Using the National Survey of Student Engagement as a Tool to Determine Influences of Overall Student Satisfaction with the College Experience and Help Define Student-Centeredness. [Doctoral Dissertation]. University of Toledo; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321542752

The George Washington University

19. Blalock, James Gaddis, III. Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation.

Degree: 2018, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10785222

► To address the issues of affordability and student persistence through graduation, some institutions of higher education have embraced the Malcolm Baldrige National Quality Award… (more)

▼ To address the issues of affordability and student persistence through graduation, some institutions of higher education have embraced the Malcolm Baldrige National Quality Award (MBNQA) program. The fact that several of these institutions have subsequently shown improvements in affordability and student retention suggests that other colleges and universities that have adopted the Baldrige framework or a Baldrige style approach to institutional management may also be making improvements in the same institutional outcomes. However, to date, little research has been conducted to measure whether these institutions are improving in affordability and retention. To help close this gap in research, the present study investigated to what extent participating in a Malcolm Baldrige National Quality Award (MBNQA) based program improves affordability and degree completion. The study’s four research questions asked whether an institution’s participation in a MBNQA-based program was associated with the institution’s first-year, full-time, degree/credential-seeking undergraduate students’ (a) net enrollment cost, (b) student debt, (c) the likelihood of degree completion, and (d) the institution’s educational expense per degree. Data for the period 2000 to 2013 were gathered for 870 colleges and universities accredited by the Higher Learning Commission. Of these institutions, 167 AQIP/Baldrige-participating institutions were compared by regression analysis to 703 non-participating institutions concerning several dependent variables related to student costs or student retention and graduation. After controlling for year, institutional characteristics, and student demographics, results indicated that an institution’s participation in a MBNQA based program was associated with lower in-state tuition and fees (-$187), decreased student first-year student retention (-1.1%), increased student persistence (.9%), and decreased 150% graduation rates (-2.1%) or students graduating on or before 3yrs for 2-year intuitions and 4yrs for 4-year institutions. However, MBNQA based program participation was not statistically significantly associated with out-of-state tuition and fees, percentage of students receiving loans, average student loan amount, and institutional expense per degree.

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

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APA (6^th Edition):

Blalock, James Gaddis, I. (2018). Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785222

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):

Blalock, James Gaddis, III. “Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation.” 2018. Thesis, The George Washington University. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10785222.

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

MLA Handbook (7^th Edition):

Blalock, James Gaddis, III. “Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation.” 2018. Web. 24 Jan 2021.

Vancouver:

Blalock, James Gaddis I. Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation. [Internet] [Thesis]. The George Washington University; 2018. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785222.

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

Council of Science Editors:

Blalock, James Gaddis I. Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation. [Thesis]. The George Washington University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785222

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

University of Pennsylvania

20. Aloyo, Victor, Jr. Navigating diversity| Integrating social justice imperatives in mission development and implementation strategies at theological institutions.

Degree: 2015, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3721008

► A qualitative case study methodology was used to determine what drives three Protestant stand-alone theological institutions attempting to become more diverse communities and what… (more)

▼ A qualitative case study methodology was used to determine what drives three Protestant stand-alone theological institutions attempting to become more diverse communities and what role their mission plays in seeking the change they desire. This study focused on Daryl G. Smith’s dimension of institutional vitality and viability with the hope that institutions can make changes that are sustainable beyond the life of individual programs and institutional leadership. The overarching research question that guided this study was: What are the benefits of promoting increased engagement with diversity through the curriculum, campus climate, and policies affecting students and staff in theological higher education? This study employed phone and in-person interviews with four administrative staff at The Association of Theological Schools (ATS), four second-year students, four faculty and four administrators from Peace Theological Seminary, Joy Theological Seminary and Unity Theological Seminary. The purpose of these interviews was to review the diversity and inclusion strategies implemented at these institutions. Utilizing Smith’s conceptual framework, the results identified that all three institutions share two particular diversity drivers: a biblical mandate and their mission. All three were making some level of progress in matters of diversity and inclusion in certain areas of its institutional life. None of the participants believed their respective institutions were coordinating and monitoring efforts effectively. These institutions appreciate and celebrate diversity of individuals and groups, as long as, at the institutional level or societal level, things remain neutral. One of the three institutions was identified as having the most potential to sustain their diversity efforts over a long period of time as a result of their geographical location and institutional history. This study also examined the intersection of diversity and social justice within the theological term of imago Dei (image of God) which emphasizes that all people are created in God’s image and are worthy of respect. The study also analyzed internal organizational structures, leadership behaviors and the initiatives that are bringing some form of transformation, particularly in regard to the centrality of diversity in the mission and planning processes. The final goal of the study was to identify how these institutions can make changes with social justice imperatives that are sustainable beyond the life of individual programs, institutional leadership, and reactive traditional patterns that emerge when the campus is disrupted by a diversity crisis. The study concluded with a review of multiple sustainable strategies that leadership can employ to overcome obstacles and create significant institutional achievement in the area of diversity and inclusive excellence.

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Aloyo, Victor, J. (2015). Navigating diversity| Integrating social justice imperatives in mission development and implementation strategies at theological institutions. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3721008

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):

Aloyo, Victor, Jr. “Navigating diversity| Integrating social justice imperatives in mission development and implementation strategies at theological institutions.” 2015. Thesis, University of Pennsylvania. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3721008.

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

MLA Handbook (7^th Edition):

Aloyo, Victor, Jr. “Navigating diversity| Integrating social justice imperatives in mission development and implementation strategies at theological institutions.” 2015. Web. 24 Jan 2021.

Vancouver:

Aloyo, Victor J. Navigating diversity| Integrating social justice imperatives in mission development and implementation strategies at theological institutions. [Internet] [Thesis]. University of Pennsylvania; 2015. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3721008.

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

Council of Science Editors:

Aloyo, Victor J. Navigating diversity| Integrating social justice imperatives in mission development and implementation strategies at theological institutions. [Thesis]. University of Pennsylvania; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3721008

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

21. Santarosa, Michael C. An exploration of moral potency among registrars and admission directors at U.S. colleges and universities.

Degree: 2016, Indiana Wesleyan University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3742930

► Many organizational leaders know the right course of action to take when facing moral dilemmas and yet fail to take the appropriate moral action.… (more)

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Santarosa, M. C. (2016). An exploration of moral potency among registrars and admission directors at U.S. colleges and universities. (Thesis). Indiana Wesleyan University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3742930

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):

Santarosa, Michael C. “An exploration of moral potency among registrars and admission directors at U.S. colleges and universities.” 2016. Thesis, Indiana Wesleyan University. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3742930.

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

MLA Handbook (7^th Edition):

Santarosa, Michael C. “An exploration of moral potency among registrars and admission directors at U.S. colleges and universities.” 2016. Web. 24 Jan 2021.

Vancouver:

Santarosa MC. An exploration of moral potency among registrars and admission directors at U.S. colleges and universities. [Internet] [Thesis]. Indiana Wesleyan University; 2016. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742930.

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

Council of Science Editors:

Santarosa MC. An exploration of moral potency among registrars and admission directors at U.S. colleges and universities. [Thesis]. Indiana Wesleyan University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742930

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

University of Pennsylvania

22. McGadney, C. Andrew. Crisis management at small liberal arts colleges| Perspectives on presidential decision making.

Degree: 2016, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3746347

► Moments of crisis, whether on the busy streets of major metropolitan cities or at small, intimate liberal arts campuses across the country, require adept… (more)

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

McGadney, C. A. (2016). Crisis management at small liberal arts colleges| Perspectives on presidential decision making. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3746347

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):

McGadney, C Andrew. “Crisis management at small liberal arts colleges| Perspectives on presidential decision making.” 2016. Thesis, University of Pennsylvania. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3746347.

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

MLA Handbook (7^th Edition):

McGadney, C Andrew. “Crisis management at small liberal arts colleges| Perspectives on presidential decision making.” 2016. Web. 24 Jan 2021.

Vancouver:

McGadney CA. Crisis management at small liberal arts colleges| Perspectives on presidential decision making. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746347.

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

Council of Science Editors:

McGadney CA. Crisis management at small liberal arts colleges| Perspectives on presidential decision making. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746347

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

23. Germeroth, Vanessa R. Human Resources Administrator Perceptions of Procedural and Distributive Justice in Performance Appraisals as Predictors of Satisfaction Among Academic Support Staff.

Degree: 2015, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3734047

► The roles provided by academic support staff workers are critical for institutions, yet the workgroup is often overlooked or underrepresented in scholarly research. Performance… (more)

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Germeroth, V. R. (2015). Human Resources Administrator Perceptions of Procedural and Distributive Justice in Performance Appraisals as Predictors of Satisfaction Among Academic Support Staff. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734047

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):

Germeroth, Vanessa R. “Human Resources Administrator Perceptions of Procedural and Distributive Justice in Performance Appraisals as Predictors of Satisfaction Among Academic Support Staff.” 2015. Thesis, Lindenwood University. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3734047.

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

MLA Handbook (7^th Edition):

Germeroth, Vanessa R. “Human Resources Administrator Perceptions of Procedural and Distributive Justice in Performance Appraisals as Predictors of Satisfaction Among Academic Support Staff.” 2015. Web. 24 Jan 2021.

Vancouver:

Germeroth VR. Human Resources Administrator Perceptions of Procedural and Distributive Justice in Performance Appraisals as Predictors of Satisfaction Among Academic Support Staff. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734047.

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

Council of Science Editors:

Germeroth VR. Human Resources Administrator Perceptions of Procedural and Distributive Justice in Performance Appraisals as Predictors of Satisfaction Among Academic Support Staff. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734047

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

University of Pennsylvania

24. Nychis Ott, Panetha Theodosia. Agencies, third-party vendors, and the grooming of the college applicant in China.

Degree: 2017, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10247364

► This dissertation is an examination of the implications of the sudden increase in the use of agents in admission practices. For a variety of… (more)

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Nychis Ott, P. T. (2017). Agencies, third-party vendors, and the grooming of the college applicant in China. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10247364

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):

Nychis Ott, Panetha Theodosia. “Agencies, third-party vendors, and the grooming of the college applicant in China.” 2017. Thesis, University of Pennsylvania. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10247364.

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

MLA Handbook (7^th Edition):

Nychis Ott, Panetha Theodosia. “Agencies, third-party vendors, and the grooming of the college applicant in China.” 2017. Web. 24 Jan 2021.

Vancouver:

Nychis Ott PT. Agencies, third-party vendors, and the grooming of the college applicant in China. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10247364.

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

Council of Science Editors:

Nychis Ott PT. Agencies, third-party vendors, and the grooming of the college applicant in China. [Thesis]. University of Pennsylvania; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10247364

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

25. Botti, Alison M. Perceptions of Commitment Development for Revenue-Generating Black Male Student-Athletes Attending HBCUs| A Descriptive, Multiple-Case Study.

Degree: 2016, Northcentral University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10113709

► The academic success of Division I student-athletes remains a critical issue for National Collegiate Athletic Association (NCAA) institutions, since institutions who fall below the… (more)

▼ The academic success of Division I student-athletes remains a critical issue for National Collegiate Athletic Association (NCAA) institutions, since institutions who fall below the minimum academic progress rate are being sanctioned. The two groups or “cells” continually not meeting these requirements are black male student-athletes (BMSAs) participating in revenue-generating sports and athletes attending historically black colleges and universities (HBCUs). Researchers synthesized student academic success and Division I student theories to create a conceptual model of academic success for Division I student-athletes. Former research indicates that commitments, both precollege and during college, delimited to institutional, goal, and sport affect academic research and are in need of further research. Using the model as a conceptual framework, a descriptive, multiple-case study was conducted. Nine purposefully selected BMSAs at a HBCU were interviewed to gain their perspectives of the three types of commitments before attending and after interacting with academic and social systems. Secondly, they gave their perspectives on any influences of their commitments. Data were collected using semi-structured, open-ended interview protocols, a background survey, and grade transcripts. Transcripts were coded and a cross-case and within case analysis conducted. When it comes to how BMSAs develop their precollege commitments, the following themes emerged: family, the school, academics, the team, and self. In regard to their precollege commitments, the themes were the following: expectations of the institution, expectations as a student, and expectations as an athlete. The participants had no commitment changes after interacting with the academic and social systems for a semester; however, built relationships, impact of academic advisors, intrinsic motivation, and realistic identity were themes regarding how their commitments are being maintained. In the future, researchers should conduct more studies that focus on the aspects of commitments and commitment development among BMSAs at HBCUs.

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Botti, A. M. (2016). Perceptions of Commitment Development for Revenue-Generating Black Male Student-Athletes Attending HBCUs| A Descriptive, Multiple-Case Study. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10113709

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):

Botti, Alison M. “Perceptions of Commitment Development for Revenue-Generating Black Male Student-Athletes Attending HBCUs| A Descriptive, Multiple-Case Study.” 2016. Thesis, Northcentral University. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10113709.

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

MLA Handbook (7^th Edition):

Botti, Alison M. “Perceptions of Commitment Development for Revenue-Generating Black Male Student-Athletes Attending HBCUs| A Descriptive, Multiple-Case Study.” 2016. Web. 24 Jan 2021.

Vancouver:

Botti AM. Perceptions of Commitment Development for Revenue-Generating Black Male Student-Athletes Attending HBCUs| A Descriptive, Multiple-Case Study. [Internet] [Thesis]. Northcentral University; 2016. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10113709.

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

Council of Science Editors:

Botti AM. Perceptions of Commitment Development for Revenue-Generating Black Male Student-Athletes Attending HBCUs| A Descriptive, Multiple-Case Study. [Thesis]. Northcentral University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10113709

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

The George Washington University

26. Beecher, Bradley Klein. Internationalization Through the International Branch Campus| Identifying Opportunities and Risks.

Degree: 2016, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10142596

► Deciding whether or not to open an international branch campus requires that senior leaders at higher education institutions have an understanding of the benefits… (more)

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Beecher, B. K. (2016). Internationalization Through the International Branch Campus| Identifying Opportunities and Risks. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10142596

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):

Beecher, Bradley Klein. “Internationalization Through the International Branch Campus| Identifying Opportunities and Risks.” 2016. Thesis, The George Washington University. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10142596.

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

MLA Handbook (7^th Edition):

Beecher, Bradley Klein. “Internationalization Through the International Branch Campus| Identifying Opportunities and Risks.” 2016. Web. 24 Jan 2021.

Vancouver:

Beecher BK. Internationalization Through the International Branch Campus| Identifying Opportunities and Risks. [Internet] [Thesis]. The George Washington University; 2016. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10142596.

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

Council of Science Editors:

Beecher BK. Internationalization Through the International Branch Campus| Identifying Opportunities and Risks. [Thesis]. The George Washington University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10142596

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

Temple University

27. Randolph, Laura. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.

Degree: 2017, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,442767

►

Educational Leadership

Ed.D.

As college and university continue to recruit and enroll more diverse student populations and maintain institutional priorities of diversity and inclusion, it… (more)

▼

Educational Leadership

Ed.D.

As college and university continue to recruit and enroll more diverse student populations and maintain institutional priorities of diversity and inclusion, it is imperative we understand the distinct experiences of our minority populations. This research will specifically focus on the experiences of Black undergraduate females. To ensure the success of our Black females students, it is imperative we understand their need for a sense of belonging on a predominantly White campus in order to achieve higher-level opportunities of classroom and campus success. Sense of belonging is defined as the ability to connect, feel validated, accepted, and matter. This understanding is key to Black undergraduate females’ ability to successfully integrate academically and socially in their college environment. Existing research provides insight into the Black male experience, not limited to the challenges Black males face, as well as variables needed to enable Black males’ educational success. However, there is a general lack of awareness and attention to the nuanced experiences of our Black female students on predominantly White campuses. What challenges do Black females face and what factors can enable their educational success? This missed opportunity of understanding of their experiences limits faculty, staff, and administrators from creating an environment where Black females can succeed both inside and outside the classroom. This research gives voice to the experiences of this seemingly silent minority and challenges campus environments to address their operating norm of campus rituals and culture. The purpose of this qualitative study is to examine the experiences of nine Black undergraduate females at one predominantly White urban institution located in the North East. Through the use semi-structured interviews, this study seeks to understand in what ways Black female students’ understanding of self, relationship development, and engagement with their campus environment aids in the creation of their sense of belonging to their institution. Findings from this study demonstrate key components of belonging are rooted in understanding of self, and self in relation to others; the impact of participating in institutional programs; and the ability to navigate rules of engagement, both in the classroom and social environments. Participants demonstrate varying levels of belonging but provide key insight for higher education administrators to reflect upon their institutional programs, services, and opportunities to provide intentional space and place of support and ultimately find a place where they matter; their place of belonging.

Temple University – Theses

Advisors/Committee Members: Davis, James Earl;, Schifter, Catherine, Witham, Keith, Brooks, Wanda M.;.

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Randolph, L. (2017). Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,442767

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):

Randolph, Laura. “Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.” 2017. Thesis, Temple University. Accessed January 24, 2021. http://digital.library.temple.edu/u?/p245801coll10,442767.

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

MLA Handbook (7^th Edition):

Randolph, Laura. “Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.” 2017. Web. 24 Jan 2021.

Vancouver:

Randolph L. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. [Internet] [Thesis]. Temple University; 2017. [cited 2021 Jan 24]. Available from: http://digital.library.temple.edu/u?/p245801coll10,442767.

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

Council of Science Editors:

Randolph L. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,442767

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

The George Washington University

28. Raynor, Samantha L. A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion.

Degree: 2017, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10620224

► Investigating the validity and applicability of student success theories for minority students uncovers the nuance and context of student experiences. This study examines the… (more)

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Raynor, S. L. (2017). A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10620224

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):

Raynor, Samantha L. “A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion.” 2017. Thesis, The George Washington University. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10620224.

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

MLA Handbook (7^th Edition):

Raynor, Samantha L. “A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion.” 2017. Web. 24 Jan 2021.

Vancouver:

Raynor SL. A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion. [Internet] [Thesis]. The George Washington University; 2017. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10620224.

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

Council of Science Editors:

Raynor SL. A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion. [Thesis]. The George Washington University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10620224

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

University of Pennsylvania

29. Joseph, Joshua M. Divergent strategy| How higher education institutions under distress develop and pursue solutions for their financial challenges.

Degree: 2016, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10158536

► This study seeks to relate to two problem statements. First, higher education literature is largely missing a conversation about strategy. Second, while some universities… (more)

▼ This study seeks to relate to two problem statements. First, higher education literature is largely missing a conversation about strategy. Second, while some universities succeed at remediating their troubles and adapting to new situations; others fail. This study, then, explores the role of strategy in developing successful solutions for financially distressed institutions of higher education. A review of current literature on strategy in general supports the research, and aided in the formulation of the four research questions. The goal of the research was to understand specifically the strategies chosen to move the universities forward; what actions and behaviors they take in forming strategies as well as in their implementation; the role of leadership in facilitating those solutions together with their teams; how the leaders communicate their ideas—both to their teams and their institutional communities; and the ways that history, mission, and culture interact with strategy to lead to successful outcomes. Conducted as a comparative case study of three institutions of higher education, this study seeks to better understand how strategy evolves during financially challenging times on university campuses. Colleges and universities seem to be able to successfully employ divergent strategies through innovative programs, opening new markets and/or building novel business models. Thus, the institutions were selected based on their success in accomplishing one of these three criteria. Three small to mid-size, private, non-profit institutions of higher education comprised the focus of the case studies. The findings emerged out of site visits to the campuses, personal interviews and review of historical documents. While the histories, missions, cultures and leaders differed at each site, several common themes surfaced and the study revealed some important revelations and implications for both the literature and leaders in practice today. For instance, the findings demonstrated the significance of an aggressive approach to growing enrollment through various diversification mechanisms, as well as focusing decision-making on student needs, support and success. Ultimately, strategy matters for higher education success stories, and the universities herein studied provide models which can likely be emulated.

Subjects/Keywords: Higher education administration

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APA (6^th Edition):

Joseph, J. M. (2016). Divergent strategy| How higher education institutions under distress develop and pursue solutions for their financial challenges. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10158536

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):

Joseph, Joshua M. “Divergent strategy| How higher education institutions under distress develop and pursue solutions for their financial challenges.” 2016. Thesis, University of Pennsylvania. Accessed January 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10158536.

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

MLA Handbook (7^th Edition):

Joseph, Joshua M. “Divergent strategy| How higher education institutions under distress develop and pursue solutions for their financial challenges.” 2016. Web. 24 Jan 2021.

Vancouver:

Joseph JM. Divergent strategy| How higher education institutions under distress develop and pursue solutions for their financial challenges. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Jan 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10158536.

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

Council of Science Editors:

Joseph JM. Divergent strategy| How higher education institutions under distress develop and pursue solutions for their financial challenges. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10158536

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

Loyola University Chicago

30. Wren, Julie Diane. Improving Causal Claims in Observational Research: An Investigation of Propensity Score Methods in Applied Educational Research.

Degree: PhD, Education, 2016, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_diss/2603

► This study used existing institutional data from a large, urban, public, very high research university to compare sixteen matching schemes, built from three separate… (more)

Subjects/Keywords: Higher Education Administration

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

APA (6^th Edition):

Wren, J. D. (2016). Improving Causal Claims in Observational Research: An Investigation of Propensity Score Methods in Applied Educational Research. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2603

Chicago Manual of Style (16^th Edition):

Wren, Julie Diane. “Improving Causal Claims in Observational Research: An Investigation of Propensity Score Methods in Applied Educational Research.” 2016. Doctoral Dissertation, Loyola University Chicago. Accessed January 24, 2021. https://ecommons.luc.edu/luc_diss/2603.

MLA Handbook (7^th Edition):

Wren, Julie Diane. “Improving Causal Claims in Observational Research: An Investigation of Propensity Score Methods in Applied Educational Research.” 2016. Web. 24 Jan 2021.

Vancouver:

Wren JD. Improving Causal Claims in Observational Research: An Investigation of Propensity Score Methods in Applied Educational Research. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2021 Jan 24]. Available from: https://ecommons.luc.edu/luc_diss/2603.

Council of Science Editors:

Wren JD. Improving Causal Claims in Observational Research: An Investigation of Propensity Score Methods in Applied Educational Research. [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2603

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Open Access Theses and Dissertations