The last ten years have brought many changes into European Higher Education. One of these changes is student mobility. To facilitate mobility, we need comparable higher education systems and study programs. Many declarations from academics and governments call for 'transparency', 'accountability' and 'systems of quality assurance'. These demands have influenced transitions in Slovenia. The National Higher Education System experie.nced substantial changes after the Higher Education Act was approved in 1993. The Act enabled the establisrunent of 'private' and 'free-standing' higher education institutions. Within the described framework, this study on a self-evaluation 'model' and organisational development was undertaken. This case study of a newly established college of higher education is centred round the processes of institutional self-evaluation. The study is mainly qualitative in its nature and grounded in action research. This methodological approach bridges the gap between theory and practice, which is an issue in social sciences. Action research extended over a four-year period - four cycles, representing four academic years - from 1996/97 to 1999/2000. A variety of methods were used to gather data. Among many themes that emerged in the research process, I chose those of 'quality' and 'academic community' to focus my theoretical discussion on. These two topics were particularly important for the newly established institution that wanted to be involved in the' European flow' of higher education. This thesis is my personal journey, where researcher and manager roles are intimately interlinked, as well as a journey of organisational growth and (partially) an account of organisational development through self-evaluation. It is not a story of people, it is about social processes, the construction of meaning and practice critically reflected through the 'eyes' of the researcher. It is about flux of identities within myself and organisation's processes, and also about findings - the tensions between 'ecology of practice' and 'economy of performance'. These tensions resulted in a 'non-model' where the balance between 'trust and respect among people' and 'the measurement of results' cannot be resolved.

Latino males have one of the lowest college attainment rates among traditional college-aged students. Using a qualitative method, this study examined the experiences of Latino males at a South Central Texas Community College and a North Texas Community College. The proposed study utilized a qualitative design methodology, and a conceptual framework of Critical Theory as a lens to analyze the collected data. The study included, 1) Latino male student focus groups, 2) one-on-one administrator, faculty and staff interviews, 3) document analysis. The study answered two primary questions focusing on factors that influenced Latino males to attend and persist in community colleges. These firsthand accounts provided useful information for staff and community colleges interested in increasing the number of minority and Latino males in higher education. The study also attempts to advance discussion around the reality of the disappearing of Latino males in higher education. Using critical theory, this proposed research study explored relationships of factors that may involve inequities and power, and as Willis (2007), explains, a desirable aspect of critical research is to help those without power to acquire it. As such, data analysis is at the center of this study to understand factors associated to Latino male attendance and persistence at their community colleges. / text

<p> The demand for individuals holding a college degree is expected to increase by 16% by the year 2018 with approximately 66% of all jobs requiring some form of post-high school training (Kelly &amp; Strawn, 2011). Also increasing in numbers is the number of nontraditional college students seeking a degree. Nontraditional students returning to school often have outside barriers that can challenge degree attainment, placing them at risk for dropping out. Using Schlossberg&rsquo;s (1989) theories of mattering and marginality as a guide and through a qualitative approach to research, data were collected from a private, Midwestern, single-purpose college to explore what nontraditional students perceived as either mattering or marginal during their educational experience. During the open-ended interview format, nontraditional students and faculty were asked questions focusing on their perception of the educational experience inclusive of what they felt contributed or did not contribute to their experience. A total of 12 nontraditional students and three faculty members within a cohort program participated with three themes rising from the data: connectivity, tenacity, and sacrifice. The findings were consistent and validated Schlossberg&rsquo;s (1989) theories of mattering and marginality with students and faculty expressing an insightful and very distinct connection with each other during the program resulting in increased motivation and fortitude to stay the course.</p>

<p>Service-learning, with a longstanding history in American higher education (Burkhardt &amp; Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system&mdash;Carnegie Community Engagement Classification&mdash;for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton &amp; Crosby, 2011; Hurtado &amp; DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, &amp; Korn, 2007). Community engagement &ldquo;is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening&mdash;rhetoric versus reality&rdquo; (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types&mdash;a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders. </p>

<p> Teacher attrition is a growing problem within the education system in the United States. A study that tracked the experiences of graduates of a particular program was designed to gauge the program&rsquo;s success. There were three research questions. The first asked, What are the first year teaching experiences of Midwestern University educator preparation program graduates? The second question was in two parts and asked, What do graduates of Midwestern University educator preparation program perceive as the strengths and weaknesses of their ability to carry out their duties as a first-year teacher? How does this change from August to May? The third question asked, How do the responses of graduates to the first two questions vary by type of school where they are employed, level and area of certification, and MAT or BA? To answer these questions, six graduates of Midwestern University&rsquo;s Educator Preparation Program were followed during their first year of teaching. </p><p> The participants were interviewed throughout their first year of teaching. The data was presented in case studies. These participants taught in urban, suburban, and rural schools that were either public or private. Some of the participants had earned a BA degree, some a MAT degree, and some were still completing their MAT degree. Three of the teachers were at the secondary level and two were at the elementary level. The data from these interviews helped clarify emerging themes from their experiences. </p><p> This study showed the relevance of student teaching assignments. The graduates whose student teaching assignments had more varied ability levels and grade levels had an easier time transitioning into a first year teacher. Other experiences demonstrated how a cooperating teacher affected the success of the student teacher and the ability to transition into a full time teacher. Many of the participants developed their own style of classroom management as they progressed through their first year of teaching. Some participants struggled with IEPs and had to learn from their co-workers the correct way to implement them. Overall though, substitute teaching experience was found to be the most beneficial tool in preparing university students to become classroom teachers.</p>

<p> The purpose of this quantitative study was to identify the personal characteristics that predicted the study outcome of students in higher education. Study outcome was defined as a student&rsquo;s grade point average and re-enrolling for the following semester. Multiple regression analysis was used to evaluate whether a student&rsquo;s former education, personality characteristics, orientation on learning, and study approach influenced study outcome. Of these 11 explanatory variables analyzed against study outcome, many were found to have a direct impact on study outcome. The results of this study provided insight into the predictive ability of personal characteristics and former education on study outcome. Implications of the value of using these personal characteristics in program development, advising, and instructional delivery were explored. Significant findings from this research provide the ability to identify probable obstacles to academic success from the beginning of a student&rsquo;s educational path. These findings could be used to implement proactive programming in higher education to improve student retention.</p>

<p> While there was an abundant amount of research supporting the need for and benefits of a workplace health program (WHP), little empirical research existed regarding WHPs in a university setting (Watts, 1992). Compared to other WHP settings, the university setting is unique in that the employee population consists of both faculty and staff, with various work schedules, job responsibilities, and demographics. Universities also provide a unique setting for WHPs due to their access to various internal resources, such as employees with expert knowledge, campus food services, on-site facilities, and students studying health and wellness disciplines (RAND Corporation, 2013). As reported by the National Institute of Health Care Management (NIHCM, 2011), there was a need for more research to build a stronger evidence base for establishment of WHPs, and to identify program components that work best in different types of workplace environments, such as the university setting. The purpose of this study was to conduct an analysis of a Liberal Arts University WHP, to assess employees&rsquo; feedback regarding their program participation, or lack thereof, and whether a difference existed between full-time faculty and full-time staff attitudes, awareness, and satisfaction with the WHP (Centers for Disease Control and Prevention, 2012b; Hanks et al., 2013). The primary investigator (PI) collected both quantitative and qualitative data through the utilization of an anonymous web-based survey and four focus groups. </p><p> Quantitative data analysis revealed, that differences did exist, some of which were statistically significant, between the university&rsquo;s full-time faculty and staff attitudes and awareness. Furthermore, the quantitative data revealed minimal differences in regards to faculty and staff satisfaction with the WHP. Qualitative data presented three emerging themes: administration/supervisor support, defining the purpose of the WHP, and effective communication and marketing. Differences in faculty and staff attitudes towards and awareness of the WHP indicated a need for more effective communication and increased leadership support of the WHP. WHP practitioners may benefit from future research that scientifically investigates how to create or increase WHP participation and engagement. Such assessments are vital to the ongoing evaluation of WHPs, and are a crucial component to chronic disease management efforts in the U.S. (Sorensen &amp; Barbeau, 2004).</p>

This thesis attempts to integrate the concepts of EVA and the Balanced Scorecard into a new performance measurement model for a public university in Thailand: Thammasat University. Interviews were conducted of university stakeholders and questionnaires were distributed to academic staff. Results from the case study research suggest that there are currently problems in the existing performance measurement system of the university. As a result, EVA and the Balanced Scorecard are promoted as frameworks to be implemented by the university. A new model is then built qualitatively, based on the results from the case study research. After the new model is built, it is compared to the other models currently applied in the other universities. The model is generally accepted and can be implemented into Thai public universities successfully and results from the survey of staff in all public universities in Thailand suggest that the bottom-up approach is preferable for the implementation of the model. The model created in this thesis is original in its design and its application. After extensive literature reviews, no evidence of the integration of the Balanced Scorecard and EVA to be used in universities was found. It is also unique in the way that this model is originally created to fit the reflection of Thai culture in the university context. Its creation is also based on input from stakeholders, a practice rarely reported in the literature.

This research is motivated by a paradigm shift in Initial Science Teacher Education in Pakistan, which places emphasis on the use of inquiry-based pedagogy as a key method for improving student-teachers’ understanding of science. In the light of this key role for inquiry-based pedagogy, this study explores the perceptions of teacher-educators and student-teachers who are participating in an initial teacher education (ITE) program in a university in Pakistan. The main aims of the study are to explore (a) their perceptions about the components for inquiry-based pedagogy which are required to be undertaken properly in the classroom; (b) their perceptions of the role and importance of inquiry-based pedagogy and (c) their perceptions of the barriers that impede the practice of inquiry-based approaches. The study uses a methodological triangulation to gather data from science teacher-educators and student-teachers, employing four research tools: a teacher-educators’ questionnaire, a student-teachers’ questionnaire, semi-structured interviews with 20 science teacher-educators, and two focus groups with small groups of science student-teachers. Though, the researcher’s role as an insider helped in collecting robust and extensive data due to a personal familiarity with the native setting, it also brought challenges in conducting the teacher-educators’ interviews. The analysis of data from both teacher-educators and student-teachers converged on the overarching themes of the role of inquiry-based pedagogy in ITE, the relationship between inquiry and science literacy and the barriers impeding the practice of inquiry-based pedagogy. Overall, it became clear that the conceptualization of inquiry-based learning with teacher-educators and student-teachers was rather limited. Nonetheless, the results of this study indicate that most teacher-educators were positive about the role and importance of inquiry-based pedagogy in ITE. The majority of teacher-educators appreciated their role as a facilitator of the learning process using inquiry and reported that they had developed an appreciation of the benefits of teaching science using inquiry-based pedagogy. Furthermore, teacher-educators strongly indicated an intention to use inquiry-based science teaching strategies in ITE in science though they tended to rely on questions as their main activity rather than using a range of inquiry-based instructional strategies. Moreover, the majority of teacher-educators reported that continued practice in teaching science courses and/or teaching method courses had contributed to their developing a fair understanding of inquiry-based pedagogy in science. The teacher-educators and student-teachers appreciated that inquiry-based pedagogy should be used in ITE because it helps in developing learning. The teacher-educators responded positively regarding the role of inquiry in developing science literacy and in enhancing the procedural understanding of student-teachers in science. Though most of the findings were supported by student-teachers’ responses from student-teachers’ questionnaires and focus groups, a gap was noted between the teacher-educators’ perceptions of the use of inquiry-base pedagogies and the student-teachers’ perceptions of their actual experiences in the science classroom in the responses given in the student-teachers’ focus groups. The results indicate that a majority of teacher-educators and students reported several serious barriers to using inquiry-based pedagogy. These were exam-based assessment, text-based curriculum in science courses, insufficient time, a lack of resources and a lack of university support. Furthermore, the majority of teacher-educators reported that the curriculum allows only limited exposure to inquiry when teacher-educators are burdened with a large teaching load as well as a shortage of time, limited resources and big classes. The teacher-educators commented that assessment allows them little autonomy in assessing student-teachers’ levels of science learning. Consequently, teacher-educators’ lack of motivation regarding the process of inquiry-based strategies was reported, which resulted in the reduced use of inquiry-based strategies. Thus, teacher-educators’ lack of motivation, difficulties in managing inquiry-based lessons and student-teachers’ low levels of confidence in using inquiry were all reported as more minor barriers which could be removed with a continued practice of inquiry-based approaches. Student-teachers’ perceptions from their questionnaires’ and focus groups’ data support the teacher-educators’ perceptions of the role and importance of inquiry-based pedagogy. Moreover, the majority of teacher-educators responded that student-teachers should be encouraged to develop an understanding of the process of inquiry. The emergent themes were discussed in the light of the existing literature in order to highlight similarities, as well as distinctive features in a Pakistani context. Finally, recommendations concerning the importance of inquiry-based pedagogy in science in ITE, the arrangement of resources, teacher-educators’ professional development, and preparation for student-teachers are presented for the attention of teacher-educators, the University administration, and Higher Education Authorities.

This study focuses on the political perspective of the process and context of strategic leadership, in three top international Business Schools, IMD, INSEAD and London Business School. It remedies three inadequacies in the current literature. These are: first, the scarcity of empirical studies on strategic leadership with a processual perspective, despite the interest demonstrated in theoretical studies on leadership in the last decades, second, the lack of links between the leadership and strategy fields; third, scholars' call for studies on leadership from a political perspective. Longitudinal and comparative case studies were conducted with the purpose of describing the Strategic Leadership Process (SLP) in each and across the three Business Schools, over the period 1990-2004, through strategic agenda-building and -executing, in relation to a specific strategic initiative: Becoming a top international Business School. Findings show firstly, that among the three key actors (Board, Dean and Faculty), the Dean is the main key actor in the SLP because of his critical role of building and executing the School's strategic agenda. Secondly, for the Dean to succeed, it is crucial to deliver an inclusive approach with regard to the other key actors' (Board and Faculty) interests and priorities. Thirdly, Performance represents a precondition for the Dean to be credible and receive support from Faculty and Board. Fourthly, for an effective direction-setting, the Dean's capacity to scan and understand the external voice, signals and trends and raise them to the School's strategic agenda is fundamental. Fifthly, the ability to articulate and communicate vision through coalition-building combined with adequate delegation, represent critical competences to raise and execute breakthrough initiatives for the School.