<p> A single case study design was used to explore the affiliation need of career college adjuncts and their lived experiences and the influence that their working conditions have on their professional growth, motivation, commitment, sense of loyalty, and connectivity to the institutions they serve involving student achievement and retention. Constructivist theory was the theoretical framework selected for the study based on the concept that individuals construct knowledge and understand more effectively based on reflections of their personal experiences. The aim of the study was to develop a thorough knowledge of the psychological influence of the working conditions of adjuncts regarding their affiliation and connection with the institutions for which they teach. Additionally, the study included an exploration of the types of professional support programs or activities perceived by adjuncts to be beneficial for their needs for affiliation and teaching performance within their institutions. A qualitative method was used, with nine participants in a single case study, and one focus group. The findings showed that regardless of the lack of fellowship, interaction, and participation in professional development activities, adjuncts are still loyal to their students and motivated to teach and change lives. The participants acknowledged their need to be affiliated with their institutions, and strategies to increase their senses of loyalty, commitments, and motivations. </p>

<p>Mid-level leadership is key to a functioning university and it is important that mid-level leaders feel they have the tools and resources they need in order to succeed. To be successful in a new mid-level leadership position, entering supervisors must clearly communicate a strong sense of vision, values, and principles to their staff and establish positive relationships to encourage inclusivity, support, and effectiveness. The purpose of this study was to determine what higher education institutions can do to prepare staff for a successful transition into mid-level management and leadership roles successfully. This purpose was achieved by identifying successes and challenges that current mid-level leaders at higher education institutions have experienced while transitioning into their current or past roles, and examining how they were able to successfully employ their leadership and navigate pitfalls in their new mid-level leadership positions. </p><p> Data were collected from 15 mid-level leaders in higher education in the form of a 13-question, semi-structured interview format, which focused on their past recollections of transitioning into a mid-level leadership role. The key findings of the study yielded 54 themes that answered 4 research questions. In particular, being a supervisor and a colleague was the primary challenge associated with mid-level leadership. Additionally, study participants indicated that having a comprehensive training/onboarding program, specifically for mid-level leaders, would allow for a better chance of a successful mid-level transition into a new campus environment or department. As a result of the study findings, a framework of advice emerged for aspiring and current mid-level leaders transitioning into a new mid-level role and suggestions for effective initiatives that higher education institutions could employ was provided to assist in helping a new mid-level leader successfully transition into one&rsquo;s role. </p><p> <b>Keywords</b>: mid-level leadership; onboarding; transition; higher education </p>

<p>The nonprofit sector has historically faced a multitude of challenges that threaten sustainability. Such continues even today. Nonprofit organizations struggle to respond to changes imposed by external environmental influences. These changes revolve around accountability and resources. With all of this, the sector now faces yet another challenge of a significant executive leadership deficit. During the past ten years to the present, the sector has experienced a mass retirement of baby boomer executives. The nonprofit sector has warned of the leadership deficit. However, nonprofit organizations have failed to urgently respond to the developing leadership void. Nonprofit organizations tend to not address executive leadership needs of the organization until an occurrence of vacancy. While nonprofit organizations are encouraged to utilize successor planning, under utilizing is prevalent. This qualitative research explores nonprofit executive successor planning from a phenomenological approach. The research emphasizes perspectives of twelve nonprofit executives who experienced leadership transition during the years 2008&ndash;2012. The research approach is framed by theories of organizational management and human behavior. This research informs the issue of nonprofit successor planning utilization decisions in two areas. One area is the influence of incumbent executives in facilitating successor planning. A second area is consideration of ascribing resource value to the executive position. Such can encourage strategic assessment and planning for future leadership needs. Findings of the research indicate continued under utilization of successor planning characterized by the following: a reality of nonprofit executives facing operational distractions; governing boards avoiding the issue of leadership transition; and nonprofit organizations under utilizing strategic planning. </p>

<p> This quantitative study examined over 7,000 freshmen at a regional, Midwestern, 4-year, public higher education institution. The participants were separated as either having a freshman-year alcohol violation or not having a freshman-year alcohol violation and then analyzed. The results of the study found that there was not a significant difference in retention for those with a freshman-year alcohol violation compared to those without a freshman-year violation. However, when looking only at those participants with a freshman-year alcohol violation, a logistic regression analysis showed that high school GPA, minority racial status, amount of financial aid disbursed, not receiving loans, and not being Pell-eligible were all significant factors indicating a participant was more likely to return to school. However, this model only accounted for 18% of the variance in retention and future studies will need to include more variables to account for more variance in retention.</p>

<p> 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 mixed methods design was used to explore why some institutions simultaneously offer two tracks to the higher education doctorate (Ph.D. and Ed.D.) and the difference between programs at institutions where only one track to the doctorate was offered. Specifically, I aimed to identify the level of distinction between these two types of doctoral degrees. The differences were examined between the Ph.D. and the Ed.D. in higher education in terms of programs&rsquo; rationale, mission, admission requirements, curricula, and dissertations. The research study relies on the inputs-environment-outcomes model proposed by Astin (1993). In the first phase of this study qualitative data were collected from five doctoral programs in higher education that offered both Ph.D. and Ed.D. tracks to the doctorate in higher education. The results from the qualitative phase were used for the development of a questionnaire and a dissertation analysis form to be used in the second quantitative phase of the study.</p><p> The quantitative phase of the study consisted of a survey and a curriculum analysis of more with more than 2,600 courses from 125 doctoral programs in higher education. Fife&rsquo;s (1991) classification of higher education courses was used to categorize and compare the curriculum of Ph.D. and Ed.D. programs. Based on the results of this study, a profile of Ph.D. and Ed.D. programs in higher education was developed.</p>

<p> Minimal research has been conducted relative to the sources of work motivation for resident assistants (RAs) over the last decade. As more challenges and responsibilities are added to the expectations of the RA position, determining what current factors motivate students to apply for the RA position is essential. By identifying and better understanding the motivational factors of students who accept the RA role, housing professionals may focus their energies more appropriately in order to staff the position with highly qualified individuals.</p><p> The literature review traces the evolution of the RA position and cites relevant research on motivation. The study included 231 respondents from 46 different institutions in the Mid-Atlantic region. The research found that helping behaviors was the most prominent factor for seeking the RA position. The desire to meet financial obligations was also a significant consideration. RA cohesiveness also was a factor of prominence. There were no significant differences in motivational factors when looking at demographic characteristics (gender, race/ethnicity) or work characteristics (type of residential community, semesters in the RA position, class standing of population RA was serving, number of students the RA served on floor/wing, and type of institution) In addition, there were no work or demographic characteristics that could predict high levels of motivation for current RAs. This finding can allow housing professionals to focus more clearly on one recruitment strategy.</p>

<p> 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 assessing instructor response times (RTs), student satisfaction, and final course grades at an online two-year postsecondary institution. A sample (N=54) of online students in Spanish classes participated in the study by responding to 14 items in an online questionnaire. The findings from the study revealed no statistically significant difference between the RT and student final course grades. However, the linear regression test to investigate the correlation between RT and student satisfaction was statistically significant. The results indicated that while assignment RTs delivered by online instructors were essential to students&rsquo; satisfaction, the RTs did not vitally influence students&rsquo; final grades. Implications and recommendations for higher education institution administrators to reduce high online attrition are included. Suggested future research involves qualitative correlational study to observe the relationship between RTs, final grades, and satisfaction such as interviews for more in-depth understanding on types of strategies to develop to reduce online attrition.</p>

<p> The purpose of this study is to examine how out-of-state tuition and fees affects international undergraduate enrollment at U.S. four-year institutions. This study adopts the student demand theory as the theoretical framework to guide the quantitative design of the research. The data source was the Delta Cost Project version of IPEDS. The dependent variable of this study was the total number of international undergraduate enrollment at a four-year institution. The key independent variable was the out-of-state tuition and fees charged by an institution. Additionally, three vectors of variables for measuring the quality of institutional inputs, process, and outputs respectively were added as controls. Analytically, fixed effects regression was conducted to both a full sample data range from 1991 to 2010 and a shorter sample focused on the specific period of 2005-2010. The results of this study suggest international undergraduate students are generally inelastic to the changes of tuition and fees during the last two decades (1991- 2010), but tend to become less inelastic in recent years (2005-2010). However, this general inelastic relationship between international undergraduate enrollment and tuition and fees can vary significantly across different institution types. The findings of this study have important implications to student demand theory, institutional policy-making and future research.</p>

<p> Cyberbullying is a growing phenomenon, causing concern among students, parents, and professionals in the educational community. Although no federal law specifically addresses cyber-harassment in higher education, institutions have a legal obligation to address all claims of harassment, regardless of the location or platform in which the harassing behavior occurs. Recent court cases are setting precedents for obligatory institutional response and potential penalties for lack thereof; conversely, institutions are left to their own devices to employ and develop policy statements and sanctions that prohibit or discourage cyber-harassment behaviors. As the legal and political environment regarding bullying and cyberbullying behaviors continues to evolve, universities are challenged to administer policies and procedures that address misconduct that occurs in physical and virtual environments.</p><p> Qualitative by design, this study examines the perspectives, insights, and understandings of those individuals responsible for developing and operationalizing policies in the areas of cyber-harassment. Accordingly, participants in this research study provided key insights regarding strategies, best practices, and challenges experienced by policy administrators when developing and implementing cyber-harassment, prevention and mitigation policies and programs. Participants&rsquo; perspectives provided an insightful understanding of the complexities of interpreting legislation and the implications associated with higher education policy.</p>

<p> Regional accreditation&rsquo;s major component, the institutional self-study, is a significant learning opportunity for universities that are often too large and complex for any one individual to have a complete picture of its present or future. The self-study is a resource-intensive endeavor with great investigative utility beyond satisfying the requirements of the accrediting body, and yet the systems put in place to conduct it are often discarded and rebuilt from scratch every decennial review. Senge&rsquo;s Learning Organization model for understanding and fnbuilding organizational learning potential, especially its focus on double-loop learning, suggests that using a self-study as a jumping-off point (as opposed to a hurdle) could provide immediate and long-term benefits to an institution. </p><p> The purpose of this study was to investigate the individual and organizational effects of the preparation of a regional accreditation-related self-study at two large research universities. Qualitative case study methods were used for within- and cross-case analysis. Findings centered on how a hierarchical flow of information and a completion-oriented mindset can constrict learning to the scope of the assigned tasks and reduce the potential for continuation of the learning started by the process. This results in a dilemma: either universities should simply satisfy the requirements put forward by accreditors with minimum expenditure of resources, or purposefully approach the self-study as a starting point for an ongoing and self-sustaining change process.</p>