Thesis (Ed.D.)--Teachers College, Columbia University, 1963. / Typescript; issued also on microfilm. Sponsor: Esther Lloyd-Jones. Dissertation Committee: Walter Sindlinger, W. Max Wise. Type C project. Includes bibliographical references (leaves 433-461) 650.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Abstracted in Dissertatioan abstracts, v.25 (1964) no. 6, p. 3394-5. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Drexel University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 103-111).

No description available.

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2002. / Thesis advisor(s): J. Eric Fredland, Erik Jansen. Includes bibliographical references (p. 101-102). Also available online.

Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.

This thesis is a rhetorical analysis of sexual harassment codes on college and university campuses. The situational model proposed by Lloyd Bitzer is used to examine representative artifacts from Rice University in Houston, Texas, and Oregon State University in Corvallis, Oregon, so as to determine whether they operate as "fitting" rhetorical responses to the situation generally and the exigence of sexual harassment specifically. The body of this analysis develops in eight stages: an introductory discussion of sexual harassment and research conducted thereon; examination of codes as ethical and situational constructs; explication of the rhetorical framework; the nature of the exigence as a historical and campus-specific imperfection; examination of the publics that create the rhetorical audience; the inartistic and artistic constraints operative within the rhetorical situation; an analysis of the two codes; and summary comments and recommendations. Within the last two sections the determinations are made that: 1) the codes do not currently function as a "fitting" response to the situation/exigence, and that 2) revisions can be made so as to promote a more pragmatic and "fitting" response to sexual harassment. / Graduation date: 1997

Thesis (Ed.D.)--University of Wyoming, 2009. / Title from PDF title page (viewed on Apr. 7, 2010). Includes bibliographical references (p. 116-123).

Despite an abundance of studies on the characteristics of college students described as campus disciplinary offenders, few studies have attempted to investigate the reasons why certain students end up as violators of campus social policies. The purpose of this study was to construct and test a causal model of college student disciplinary status. Containment Theory, Control Theory, and Involvement Theory served as the theoretical foundation of the study. Variables in the model were operationalized from the College Student Experiences Questionnaire. Data were collected from a sample of students classified as campus disciplinary offenders by the residence life office judicial system of a large land-grant university and from a sample of non-offenders at the same institution. The data were analyzed using path analysis procedures. Results indicated that there was only partial support for the linear causal model tested. Important findings were: (a) background variables directly affected disciplinary status, a finding consistent with previous research, (b) the model did not work differently for males and females, (c) students' satisfaction with their choice of college directly impacted on disciplinary status, (d) students' perceptions of the campus interpersonal environment and their personal vocational gains indirectly effected disciplinary status when mediated by the satisfaction with their college choice. In general, person-environment fit was proposed as the factor having an overall effect on disciplinary status. It was suggested that further testing of the model should occur and that a reciprocal causal model, rather than a linear model, might yield more information about the factors influencing disciplinary status for certain college students. / Ed. D.