<p> Before 1998 a majority of English youth were supported to attend university. The government paid out "living grants" to students who enrolled in universities across the country. Some of the grants covered all living and school expenses outside tuition; others were not as generous. The subsequent story in England, however, is one of a society having been given a public good, like education, to then experience that security dwindling away in the form of new tuition and fees. This study analyzes the perceptions of former students who have been caught in the financial spiral and whether their own experience while at university and as recent alumni motivates their involvement with their university. Specific attention to the most recent tuition increases effective in 2012 and the changing nature of alumni relations services across three institutions illustrates how universities have reacted to their own awareness that students and young alumni may be expecting more from universities. A qualitative methodology including document analysis and interviews with three peer universities was conducted in efforts to study this phenomenon. Alumni engagement, however, is not a one-way street. Higher education institutions in England are aware of the notion of alumni as consumers and some are preparing proactively for addressing the needs and interests of their constituents. The quantity and quality of these interactions between the young alum and alma mater may be influenced by what is perceived today as a lifelong transaction. Success in building relationships with recent graduates faced with greater financial debt rests with the ability of the institution to provide relevance and value for students and young alumni alike.</p>

<p> Historically, Black colleges and universities (HBCUs) need a systematic planning process for coping with, responding to, preparing for, mitigating, and recovering from disasters. The increase in disasters makes the need for comprehensive emergency management at HBCUs paramount. The problem is that there is no evidence that a systematic planning process is being engaged by HBCUs in an effort to address disasters. The purpose of this case study was to explore the planning process used to develop and implement comprehensive emergency management, which provides a systematic process for dealing with disasters. Information that was collected revealed 7 themes relevant to this case study. Four of the 7 themes were predetermined--(a) get organized, (b) identify hazards, (c) develop a plan, and (d) implement the plan--and three additional themes emerged during in-depth analysis: (e) leadership commitment, (f) skill and knowledge, and (g) cooperation and collaboration. Recommendations for action, further studies, and future research concerns were provided from the results of this study that will be important to policy makers, practitioners, and the sustainability of HBCUs in the future.</p>

<p> Despite the fact that women have reached parity in entering and graduating from medical schools (AAMC, 2014), the percentage of women who advance to leadership positions is small. The purpose of this study was to explore the connection between self-efficacy and leadership development over a multi-year period among women in academic medicine following their participation in a specialized leadership development program. The purpose was addressed by analyzing secondary interview data from alumnae of the Hedwig van Ameringen Executive Leadership in Academic Medicine&reg; (ELAM) Program for Women, using a content analysis research design based on a constructivist paradigm of inquiry. The research problem addressed in this project was that the existing literature is deficient in studies that focus on the exploration of self-efficacy and how it influences the leadership development over time of women in academic medicine. Using Bandura's (1997) self-efficacy theory, this qualitative study was based on the thesis that Bandura's four sources of self-efficacy (performance accomplishments, vicarious experiences, verbal persuasions, and physiological states) are determinants of success over time for ELAM alumnae who achieve leadership positions in academic medicine. </p><p> This study had five major findings. First, this study supports each of Bandura's (1997) four sources of self-efficacy. Second, the most robust evidence of self-efficacy was found in the performance accomplishments self-efficacy source. Third, there was development of self-efficacy over time with the greatest growth within the self-efficacy source of performance accomplishments in the area of skill development relating to negotiation, delegation, budgeting and finance, communication, political savvy, and leadership enhancement, followed by vicarious experiences, and verbal persuasion. Physiological states had the least growth. Fourth, the research and subsequent analysis of findings extend Bandura's (1997) previous research domains to include the demographic of women in academic medicine which could have transferability to highly educated and successful women professionals working in leadership roles in male-dominated fields. Fifth, Bandura's (1997) self-efficacy sources may need to be expanded. This study fills a gap in the research and adds to the body of knowledge related to self-efficacy and leadership development. </p>

<p> The purpose of this study was to report a more inclusive postsecondary graduation rate figure, improve the ability of postsecondary institutions to predict the likelihood that a student will graduate, and to help address challenges presented by the United States President and by the Kentucky General Assembly. The more inclusive graduation rate calculation is in contrast to the prevailing National Center for Education Statistics' (NCES) Graduation Rate Survey (GRS) calculation. The calculations used in this study incorporated data from the National Student Clearinghouse's (NSC) StudentTracker systems. The research population used in this study consisted of students who initially enrolled at the University of Louisville (UofL) in academic years 2000-01, 2001-02, or 2002-03. Using a more inclusive graduation rate calculation that counted a student as having graduated from any postsecondary institution, not just the institution where they initially enrolled yielded a graduation rate that was 10 percent higher for the research population than was reported under the prevailing methodology. The study created a Graduation Likelihood Model (GLM) to predict the likelihood that a first-time, full-time bachelor-degree-seeking student will graduate within six academic years. Eight independent variables were examined through chi-square and logistic regression (logit). The eight variables examined were gender, race/ethnicity, ACT, High School Grade Point Average (HSGPA), public high school (HS) vs. private HS, HS distance from campus, state/federal-grant/scholarship financial aid, and federal loan financial aid. In addition to running chi-square and logit on each variable, the procedures were run on the variables after they were included in four distinct categories: demographic, academic, pre-postsecondary academic and financial aid. The chi-square results showed that with the exception of HSGPA there was an association, albeit small, between the variables and successful graduation. All variables including HSGPA are to be used in the GLM, which can be used by postsecondary institutions to predict, at the time a student applies to the institutions, the likelihood that a student will graduate within six academic years. The GLM and the new calculation of graduation rates relate to initiatives set out by both the state of Kentucky and current US President Barack Obama. The new calculation provides a better way of assessing student achievement. At the time of initial enrollment, the GLM can be used to identify students, who may need additional assistance to obtain their degrees. .</p>

<p> Strategic enrollment management is a process where desired enrollment outcomes are achieved through the orchestration of several core functions of an institution including marketing, recruitment, admissions, pricing and aid, retention programs, academic support services and program development. The problem is that small private colleges may face significant demographic and economic challenges that could negatively affect future enrollment levels. The purpose of this qualitative study was to explore how three small private institutions in the Midwest increased full-time undergraduate enrollment by more than 100% within a 10-year period. Those colleges were Aurora University, Benedictine University, and Notre Dame College. The enrollment growth strategies utilized at each institution were examined in an attempt to combine various strategies to develop a model for enrollment growth that might be used by other small, private colleges and universities. The institutions in this study implemented several parallel strategic initiatives including those that focused on athletics, campus building investments, financial aid, academic programs, admissions recruiting, and pricing that yielded significant enrollment gains over a ten-year period. This research project achieved its purpose as the results of the study led to the development of a model of enrollment growth strategies that may be utilized by other small private institutions to explore future potential enrollment growth strategies. Recommendations for additional research include a) enrollment growth strategies at other small private institutions in different areas of the United States, b) enrollment growth strategies at larger institutions, and c) institutions that experience enrollment growth within a future ten-year period.</p>

<p>This study investigated the faculty perception of the use of a student evaluation of faculty instrument. The areas considered were use of the current Student Evaluation of Faculty (SEF) instrument to measure teaching effectiveness; use of the current instrument for annual faculty review; faculty involvement in developing the instrument; utilizing the instrument to improve teaching; and demographics of faculty gender, college/school in which they teach, and the numbers of years of higher education experience. </p><p> Participants included 734 full-time instructional faculty members at Mississippi State University who taught during the fall 2012 semester and utilized the current SEF instrument. From the 734 faculty invited to participate in the study, 205 responded. The study was conducted in the fall 2013 semester. Over 71% of the participating faculty indicated a negative perception toward the current SEF instrument as an effective tool for their use in evaluating teaching effectiveness. However, 60% of the participants agree the instrument serves as an effective tool for their use to improve teaching. The faculty also indicated they would like to be able to compare their SEF results to others teaching comparable courses. Participants were asked to rate each question taken from the current SEF instrument, indicating its level of usefulness in their ability to utilize the results to improve teaching. Of the 11 questions, only 2 were found to be least useful to the faculty. One of those was related to the tests they give being fair and the other related to the student learned a great deal in the class. Almost 81% of the participants indicated that faculty involvement in the development of the current student evaluation of faculty instrument increased the usefulness in measuring teaching effectiveness. </p><p> Conclusions based on the findings indicated a need to continue revising the evaluation process and instrument to include a multidimensional process. This multidimensional process should provide separate instruments to be used for annual faculty review and for improving teaching. These revisions should be carried out with faculty involvement to ensure acceptance of the processes and maintain positive perceptions. </p><p> Keywords: student evaluation of faculty, multidimensional evaluation process, teaching effectiveness </p>

<p> A correlational inferential study of diverse urban community colleges found student engagement and persistence to be influenced by student body racial and ethnic demographics. An omnibus methodology was devised to quantify persistence of students with multifarious goals, allowing existing data about the student outcomes to be examined over the long term, inclusive of full-time and part-time students and those who stop out and return. This study adds to the understanding of peer groups as viewed in college impact models and recommends practices to improve student success.</p><p> Among the major findings of the study, student body diversity was found to promote student persistence. Student race or ethnicity was also found to affect persistence contingent upon student body racial and ethnic composition. Asian student persistence did not appear to be affected by the racial and ethnic composition of the colleges they attended. White students experienced a positive effect on persistence at colleges with no predominant population. Hispanic students experienced the greatest negative effect on persistence among all groups when they attended predominantly Hispanic colleges. Black students experienced less negative effects than Hispanics at institutions with predominant populations of Black or Hispanic students than they did when attending colleges with no predominant population.</p><p> Student academic preparation and access to financial aid were confirmed as consistent predictors of student persistence. The larger effects of background characteristics and preparation on persistence recommend a greater emphasis on active engagement with students to increase college effects on student persistence.</p><p> Racial and ethnic student body demographics did not affect student engagement patterns as strongly as they affected persistence. Higher percentages of Black or Hispanic students in college predicted modest increases in engagement while the percentage of Asian students did not predict engagement. Small differences between the ways in which Asian, Black, Hispanic, and White students engaged were also identified.</p><p> The evidence of effects on student outcomes at predominantly minority community colleges necessitates greater understanding of social normative systems to update theoretical models developed for predominantly White four-year institutions. The findings recommend developing educational practices that are sensitive to specific student populations, while also recommending better understanding of within-group differences.</p>

<p> The purpose of this quantitative research study was to determine if student background variables ([age, race, gender, and socioeconomic status, (SES)] are predictors of student persistence semester-to-semester (2009-2010). The sample population included 298 students, consisting of first-time, first-semester, full and part-time students working toward achieving a degree or credential at a rural community college in northeastern North Carolina. Community colleges enroll almost half of the nation's college learners, fewer than half of the learners who begin at community colleges earn a degree or credential within six years of initial enrollment. The semester-to-semester persistence rate from the sample in the study was 75%, much higher than national averages. Although student persistence has been researched extensively in the past decades, only recently has persistence research been conducted on the most diverse populations in two-year institutions where attrition is the highest. The lack of persistence leads to loss of college revenue, fewer graduates entering the workforce, and fewer students achieving their personal goals. Using associated research and archived records this study analyzed the effect of age, race, gender, and SES on persistence. Logistic regression, including descriptive statistics, was used, and determined varying relationships between independent variables and the dependent variable, persistence. No significant relationships were found between persistence and age, race, and SES. While some literature and empirical research with these variables previously found significant relationships, the current study did not and this may be due to; few studies conducted at rural community colleges, the use of rural sample size, and the reliance on financial aid by students. The strongest relationship was found between the independent variable and gender. The sample population consisted of 48% male and 51.7% female. The results showed that the level of the relationship between gender and persistence was p=.005, which was less than the alpha level of .05. Also, literature reviewed for the study showed that students' SES is significantly linked to persistence once the variables of gender and race are controlled. Future research could incorporate a qualitative analysis to provide useful information regarding these same independent variables in the context of the individual student.</p>

<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.</p><p>

<p> Low graduation rates are a significant issue for colleges. The majority of higher education institutions in the United States offer learning communities (LCs), which have been found to be effective for improving course success and persisting to the next semester. However, there is a gap in the literature regarding the effectiveness of LCs with different types of populations and different types of LCs. The purpose of this meta-analysis was to identify the most effective types of LCs. Research questions addressed the effects of different types of LCs on different student success outcomes for community colleges. The study was based on Tinto's interactionist model of student departure and Astin's model of student involvement. Studies examining the relationship between student success and participation in college LCs provided the data for the meta-analysis. A random effects model was used to generate the average effect size for 39 studies and 50 individual effect sizes. The results showed that LCs are most effective with community college students when they include additional support strategies, counseling is available to students, one of the linked courses is an academic skills course, at least one of the linked course is developmental, and the focus is on increasing course success or student engagement. The implications for positive social change suggest that LC programs implement two linked courses, include an academic skills course, focus on developmental courses, and provide access to a counselor and additional student support strategies. In addition, LC programs are most effective when the goals of the program are student engagement and course success.</p>