The student ambassador program is designed as a solution for meeting the needs and demands of a changing population of incoming and current students.

The purpose of the study was to determine if there were significant differences in the perceived importance and responsibility of student development goals between chief academic officers (CAOs) and chief student affairs officers (CSAOs). The population for this study consisted of CAOs and CSAOs at liberal arts institutions located in 15 southern states.

The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

This study examined the way in which the top 100 "most wired" colleges and universities provide online student services. Named by a national publication in May 1998, these colleges and universities were chosen because of their technological infrastructure, courses offered online, public computers on campus, and online student services, among other aspects.

The cost of education at institutions of higher education is very high and is exacerbated by the failure rate among first-year students, in particular. Their inability to cope with academic demands is largely due to their lack of preparation as a result of poor schooling in previously disadvantaged secondary schools. In the light of this, this study was undertaken to determine the academic needs of and strategies for remedial academic support to first-year dental therapy students at Medunsa. A literature review provided a theoretical foundation and highlighted various factors which impede effective study. An empirical investigation used a combination of qualitative and quantitative approaches to explore the needs of first-year dental therapy students at Medunsa. The results corroborated the issues addressed by the literature as constraints to students' success. Diverse strategies for providing academic remedial support for first-year students were discussed based on the literature review and empirical investigation. / Educational Studies / M.Ed. (Psychology of Education)

The cost of education at institutions of higher education is very high and is exacerbated by the failure rate among first-year students, in particular. Their inability to cope with academic demands is largely due to their lack of preparation as a result of poor schooling in previously disadvantaged secondary schools. In the light of this, this study was undertaken to determine the academic needs of and strategies for remedial academic support to first-year dental therapy students at Medunsa. A literature review provided a theoretical foundation and highlighted various factors which impede effective study. An empirical investigation used a combination of qualitative and quantitative approaches to explore the needs of first-year dental therapy students at Medunsa. The results corroborated the issues addressed by the literature as constraints to students' success. Diverse strategies for providing academic remedial support for first-year students were discussed based on the literature review and empirical investigation. / Educational Studies / M.Ed. (Psychology of Education)

The purpose of this study was threefold: (a) to describe the impact the SLS courses had on the retention and success rates of students who were taking developmental English courses at FSCJ-Kent Campus, (b) to explain how students taking developmental English felt the SLS courses impacted them, and (c) to find out what elements of the SLS program were most and least valued by students. In order to understand how the SLS program impacted students in the developmental English program at FSCJ-Kent Campus, I conducted a mixed methods case study using FSCJ–Kent Campus as the research site. The case study included a quantitative stage, during which I examined archival data from fall 2008 to summer 2010 to determine the impact of the SLS program on student success and retention, and a qualitative stage, during which I conducted a survey and two focus groups to get an understanding of participants’ perspectives. The evidence that the SLS program affected the success and retention rates of students in the developmental English classes at FSCJ-Kent Campus was not conclusive. However, students reported that the program was extremely beneficial to them and provided insight into why they thought the program contributed to their success. The study was significant because I was able to get a deeper understanding of students’ perspectives and provide a framework for understanding those perspectives. I concluded that the SLS program was a mechanism to transition and integrate students into the institution. This study may affect the way leaders in educational institutions approach developmental English, the SLS program, and all other developmental programs.

Abstract in English, Sesotho and French / Technical and Vocational Education and Training (TVET) colleges in South Africa face several challenges including low throughput rate. Low throughput rates have a strong bearing on the success of the TVET sector and its ability to respond to the needs of the country, such as skills shortages. The aim of the study was to investigate the implications of the National Certificate Vocational (NCV) students’ academic support on the throughput rate at the selected TVET college. Qualitative research methodology has been used to help the researcher to explore and gather rich information on the college throughput rate and provision of academic support. The study utilised a case study design. Participants were student support services and academic staff at the selected TVET college. The collection of participants in this research was using a purposive sampling technique. The researcher recorded and transcribed semi-structured interviews. The analysis of the data is based on thematic data. The themes used were derived from the research objectives and further broken down into categories and sub-categories. The study found that there are various factors that influence the students’ academic performance and the throughput rate such as students’ family background, academic difficulties, poor class attendance, poor infrastructure, lack of professional development opportunities, lack of career guidance, lack of academic support and shortage of Student Support Services (SSS) staff. The study also found that students are not making use of the student support services because of lack of information about the SSS unit at the college. Without proper students’ academic support programmes, students are likely not to succeed academically. Various challenges that hinder the effective utilisation of the academic support services include lack of qualified personnel, being understaffed, low prioritisation of academic support programmes by college management and limited access time. The college needs to develop ties with key stakeholders such as other TVET colleges and the Department of Basic Education to provide a forum for sharing crucial academic support information. The researcher suggests that more trained and qualified personnel should be hired to support students’ academic support. Administration of admission tests for students should be enhanced, and the test results should be available round the clock. College management should demonstrate dedication to the well-being of students by prioritising and acknowledging academic support as vital to the academic performance of students. / Likoleche tsa thuto ea mahlale le koetliso (TVET) Afrika Boroa li tobana le liphephetso tse 'maloa ho kenyeletsa le tekanyetso e tlase. Litefiso tse tlase tse kenang li na le katleho e kholo katlehong ea lekala la TVET le bokhoni ba eona ba ho arabela litlhoko tsa naha tse kang khaello ea litsebo. Morero oa thuto e ne e le ho etsa lipatlisiso mabapi le litlamorao tsa tšehetso ea thuto ea baithuti ba NCV ka sekhahla sa thuto e fumanehang kolecheng ea TVET. Tlhahlobo e matla ea lingoliloeng e ile ea etsoa ho lekola phepelo ea lits'ebeletso tsa tšehetso ea thuto le sekhahla sa koleche e tsoang. Mokhoa oa ho etsa lipatlisiso tse nepahetseng o ile oa sebelisoa ho lumella mofuputsi ho fumana leseli le fumanehang ka sekhahla sa koleche le tlhahiso ea tšehetso ea thuto. Boithuto bo sebelisitse moralo oa thuto ea linyeoe. Barupeluoa e ne e le litšebeletso tsa tšehetso ea baithuti le basebetsi ba TVET koleche e khethueng. Mokhoa o nang le sepheo oa ho etsa sampole o sebelisitsoe ho khetha barupeluoa thutong ena. Lipuisano tse hlophisitsoeng hantle li ile tsa tlalehoa tsa ba tsa hatisoa. Ho ile ha sebelisoa tlhahlobo ea tlhaiso-leseling ho hlahlobisisa lintlha. Litema tse sebelisitsoeng li nkiloe ho sepheo sa lipatlisiso 'me li arotsoe hape ka mekhahlelo le likarolo tse ka tlase. Boithuto bo fumanoeng ho na le lintlha tse fapaneng tse amang ts'ebetso ea barutoana le maemo a thuto a fetoloang joaloka maemo a lelapa a baithuti, mathata a thuto, ho se be teng hantle ha sehlopha, tikoloho e mpe, ho haella ha menyetla ea nts'etsopele ea mosebetsi, ho hloka tataiso ea mosebetsi le khaello ea basebetsi ba SSS. Boithuto bo boetse bo fumane hore baithuti ha ba sebelise litšebeletso tsa tšehetso ea baithuti ka lebaka la tlhaiso-leseling e mabapi le yuniti ea SSS eo koleche e e hlokang. Ntle le mananeo a ts'ehetso ea thuto ea baithuti, baithuti ba ka nna ba se atlehe sekolong. Liphephetso tse fapaneng li sitisa ts'ebeliso e ntle ea lits'ebeletso tsa tšehetso ea borutehi ho kenyelletsa, ho haella ha basebetsi ba tšoanelehang, ho se sebetse, ho etelletsa pele merero ea tšehetso ea borutehi ke batsamaisi ba koleche le nako e lekanyelitsoeng ea ho fihlella. Ho na le tlhoko ea koleche ea ho theha likhokahano le bankakarolo ba bohlokoa joalo ka likoleche tsa TVET tse ling, Lefapha la Thuto ea Motheo ho ba le sethala sa ho arolelana leseli la bohlokoa ka tšehetso ea thuto. Mofuputsi ke mohopolo oa hore basebetsi ba tšoanelehang le ba ngolisitsoeng haholo ba lokela ho hiroa ho matlafatsa phepelo ea tšehetso ea thuto ho baithuti. Tsamaiso ea liteko tsa kamohelo ea baithuti e lokela ho ntlafatsoa, 'me liphetho tsa liteko li lokela ho fumaneha ho potoloha le nako. Tsamaiso ea koleche e lokela ho bonts'a boitlamo boiketlong ba baithuti ka ho etelletsa pele le ho amohela tšehetso ea thuto ea baithuti e le karolo ea bohlokoa katlehong ea thuto ea baithuti. / Les collèges d'enseignement et de formation techniques et professionnels (EFTP) en Afrique du Sud sont confrontés à plusieurs défis, dont un faible débit. Les faibles taux de production ont une forte incidence sur le succès du secteur de l'EFTP et sa capacité à répondre aux besoins du pays tels que les pénuries de compétences. Le but de l'étude était d'étudier les implications du soutien académique des étudiants NCV sur le taux de débit au la selection TVET collège. Un examen approfondi de la documentation a été effectué pour explorer la prestation de services de soutien scolaire et le taux de rendement des collèges. Une méthodologie de recherche qualitative a été utilisée pour permettre au chercheur d'explorer et d'obtenir de riches informations sur le taux de rendement des collèges et la fourniture d'un soutien académique. L'étude a utilisé un plan d'étude de cas. Les participants étaient des services de soutien aux étudiants et du personnel universitaire du collège la selection TVET. Une technique d'échantillonnage raisonné a été utilisée pour sélectionner les participants à cette étude. Des entretiens semi-structurés ont été enregistrés et transcrits. Une analyse thématique des données a été utilisée pour analyser les données. Les thèmes utilisés étaient dérivés des objectifs de la recherche et ceux-ci étaient ensuite divisés en catégories et sous-catégories. L'étude a révélé qu'il existe divers facteurs qui influent sur le rendement scolaire des élèves et le taux de rendement, tels que les antécédents familiaux des élèves, les difficultés scolaires, la faible fréquentation des classes, les mauvaises infrastructures, le manque de possibilités de développement professionnel, le manque d'orientation professionnelle, le manque de soutien scolaire. et la pénurie de personnel SSS. L'étude a également révélé que les étudiants n'utilisent pas les services de soutien aux étudiants en raison du manque d'informations sur l'unité SSS que le collège. Sans programmes de soutien scolaire appropriés, les étudiants ne réussiront probablement pas sur le plan scolaire. Divers défis entravent l'utilisation efficace des services de soutien scolaire, notamment le manque de personnel qualifié, le manque de personnel, la faible hiérarchisation des programmes de soutien scolaire par la direction du collège et le temps d'accès limité. Il est nécessaire que le collège établisse des liens avec les principales parties prenantes telles que les autres collèges de l'EFTP, le Département de l'éducation de base afin d'avoir une plateforme pour partager des informations vitales sur le soutien académique. Le chercheur est d'avis qu'un personnel plus qualifié et plus inscrit devrait être embauché pour renforcer la prestation d'un soutien scolaire aux étudiants. L’administration des tests d’admission des étudiants devrait être améliorée et les résultats des tests devraient être accessibles 24 heures sur 24. La direction du collège devrait montrer son engagement envers le bien-être des étudiants en priorisant et en reconnaissant le soutien scolaire des étudiants comme étant essentiel à la réussite scolaire des étudiants. / Educational Leadership and Management / M. Ed. (Education Management)