Abstracts The study was designed to achieve three purposes : the first was to explore the categories of universities in China, Netherlands, Taiwan, Japan, United Kingdom and United States. Second one was to build an evaluation model of performance indicators of colleges & universities in terms of three functions : research, instruction and service¡Fand to figure out a model of factorial structure which could grasp the conditions of colleges & universities. Finally, to categorized each college & university in Taiwan accordingly. In order to achieve the above aims, the researcher adopted questionnaire survey as the major research method. Two questionnaire were filled out by three groups of samples - scholars majoring in higher education, the administrators in Section of Higher Education, Ministry of Education, and college deans in nine different academic fields. The total percentage of response was 49.59%. The following six findings have been concluded : 1.There are two reasons for the categorization of colleges & universities in most other foreign countries ¡V natural formation or man-made. Titles of each category was given accordingly. 2.The subjects of this study were in great agreement with what the most important evaluation indicators were, but a trivial discrepancy toward the indicators for service function existed. 3.The theoretical model of performance indicators for colleges & universities was in good fittness for actural data. It could help understand the performance of a higher education institution. 4.The background variables of colleges & universities was significant in influencing the categories, they beloged to, e.g. public or private, scale of institution or number of professors, history of the institution. 5.The researcher, through the method of hierarchical cluster analysis, combined the mean of raw scores and standard score to categorize colleges & universities in Taiwan. 6.According to the deans of colleges & universities, four categories were suggested for colleges & universities in Taiwan. Finally, ten suggestions were raised to the authority in charge of higher education institutions, general colleges & universities in Taiwan and future research. Keyword : functions of colleges & universities, categories of colleges & universities, evaluation indicators of colleges & universities

An ongoing concern within the young field of public relations is the profession's lack of acceptance. In general, the literature agrees that public relations practitioners should have a "seat at the table" within top management though many scholars and professionals feel this has not yet occurred, especially within higher education. This would tend to suggest that practitioners are not yet in the managerial role or not following the two-way models of public relations. However, public relations roles and models within education have not been researched as heavily, especially in institutions of higher education or Christian higher education.This study attempts to gauge the readiness of public relations practitioners within Christian higher education for a seat at the decision table, through the use of role theory and the application of Grunig's four public relations models. Twenty-seven senior public relations practitioners from member institutions of the Council for Christian Colleges and Universitiesformed the sample for this study. Q methodology was used to elicit practitioner perceptions of Grunig's four models of public relations. A survey was employed to determine which of Broom and Smith's four public relations roles they perform. Correlation was used to compare model perceptions with role performance.Two factors, the Cooperators and the Protectors, emerged from this study's Q sort, indicating general agreement with Grunig's two-way models of public relations. Additionally, the sample of senior CCCU public relations practitioners indicated performing tasks most related to the expert prescriber and communications technician roles. However, there was no significant relationship between the Q factors and role performance. / Department of Journalism

The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone office for academic advising. Faculty advisors were the primary group responsible for academic advising. The organizational model most utilized was the Faculty-Only Model. When asked if the respondent's institution achieved six ideal student developmental outcomes for advising programs, over 50% responded partially achieved for each of the six categories.If these institutions want to do more than partially achieve student developmental outcomes, they may need to reevaluate what they want their advising goals to accomplish and what type of organizational model is best for their institution. In order to combine the benefits of using both faculty and professional advisors, it would be beneficial for many of the CCCU institutions to gradually move toward a shared organizational advising model as time and institutional resources allow. / Department of Educational Leadership

The purpose of this research project was to establish consensus among experts regarding best practices of online undergraduate spiritual formation with a specific focus on the Council for Christian Colleges and Universities (CCCU). Prior to this project, there was no consensus regarding best practices of online spiritual formation at the undergraduate level. Even less research existed with regard to the practices used among CCCU member institutions. Therefore, this project sought to identify the best practices implemented by CCCU member institutions to provide effective spiritual formation in their online undergraduate programs. This project was a mixed methods exploratory sequential design utilizing the Delphi Method. Sixteen expert faculty and administrators teaching in or overseeing Christian ministry departments within CCCU member institutions were enlisted to participate as panelists in this study. Round 1 gathered answers to 16 open-ended questions that were developed based on the CCCU definition of spiritual formation. Round 2 utilized a four-point Likert type scale with panelists evaluating the importance of 78 thematic practices that emerged from round 1. Round 3 utilized a simple agree or disagree dichotomous scale evaluating the importance of the remaining practices to online undergraduate spiritual formation. After three rounds of a Delphi Study with experts in the field of online spiritual formation at the undergraduate level, thirty consensus best practices were identified. Chapter 1 outlines the purpose and driving questions of this project related to best practices of online undergraduate spiritual formation. Chapter 2 reviews the precedent literature regarding the theological and theoretical foundations for Christian education and spiritual formation, as well as reveals a gap in the literature related to undergraduate online spiritual formation among CCCU member institutions. Chapter 3 articulates the design of this project and the use of the Delphi Method. Chapter 4 reveals the findings from each of the three rounds in this Delphi Study. Finally, chapter 5 analyzes and evaluates the findings of this project, including the thirty consensus best practices that were identified and their contribution to precedent literature, educational practice, and advancement of online Christian education.

This study examined the career paths of women administrators serving as chief academic officers in Christian colleges and universities which belong to the Council for Christian Colleges and Universities (CCCU). The CCCU is a professional association of evangelical Christian institutions dedicated to integrating faith and learning. The exploration included each administrator's demographic information; her early, adolescent, college, and graduate school experiences; early vocational experiences; the effect of marriage and motherhood on her career; critical factors she identified as important in achieving her current position; and the importance of spiritual convictions or Christian faith in career decision making. Sixteen of the eighteen identified women holding the rank of chief academic officer agreed to participate in the study. The typical woman administrator was 50, married, and the mother of one or more children. She most likely had received her education in the humanities, with the terminal degree of choice being a Ph.D. She had served at her current institution for more than five years, but in her current administrative position for less than five. As an adolescent she excelled in the humanities, less so in math and science, and was involved in many extracurricular activities, including music endeavors, leadership, and her local church. She had received the most encouragement from her mother, although both parents expected her to do her best in school. For post secondary education, she had benefited from a mentor, had excelled easily, and had taken no time off between her bachelor's and master's degrees or between her master's or doctoral degrees. Although she had aspired to teach and received most of her early vocational experience in the professoriate, she had not aspired to be an administrator. As an adult, she had married in her 20's and had children before the age of 30. She had an unusually supportive spouse and believed her marriage to be a key factor in her career success. Her family and professional roles were potentially conflicted and required her to "juggle" her responsibilities. She believed the influence of her mentors, faith influences, and chairing an academic department were critical experiences that had led to her position in administration. Regarding her spiritual convictions and disciplines, she adamantly believed both affect her daily work and personal life. CCCU women administrators are deeply committed to their Christian higher education callings, highly educated, persistent, spiritually minded, and devoted to their families.

Academic administrators at historically Black colleges and universities (HBCUs) are faced with multiple challenges regarding retention of students, funding, and maintaining status as an HBCU, yet little is understood about how and why leaders choose a particular career pathway. This lack of understanding creates opportunities for failure related to turnover in leadership, funding discrepancies, and lower rates of retention and persistence for students. Using Maslow's needs theory as the foundation, the purpose of this descriptive study was to better understand the career pathways of established executive level leaders atin HBCUs in order to determine attributes of success among leaders with the rank of provost and higher. Data were collected using open-ended surveys from 30 HBCU executives at the rank of provost or higher. These data were analyzed using descriptive statistics, inductive coding, and thematic analysis. Findings indicated that academic administrators tend to move between private and public institutions frequently, and over 20 percent began an academic career as a faculty member at an institution of higher education. The other key finding is that executives tend to plot a path to higher level, executive positions and this transition occurs over a period of several years and t and that those who maintain a focus on achieving executive status also participate in a variety of seminars and workshops to build peripheral skill in communication, financial management, and collaboration. The social change implications stemming from this study include recommendations to HBCUs to engage in leadership training opportunities for faculty and academic managers to encourage internal promotion of executive positions as a mechanism to preserve the unique organizational attributes of HBCUs.

This study described the career paths of presidents of institutions of higher education which constitute the Coalition for Christian Colleges and Universities (CCCU). This study identified the demographic characteristics of the CCCU presidents and compared the career paths of the CCCU presidents with a corresponding national profile of American college presidents.

abstract: This dissertation focuses on traditional arts at the Institute of American Indian Arts (IAIA) as a form of place-based education by asking the question, what is the role of traditional arts at IAIA? Through a qualitative study students, faculty, staff, and alumni were interviewed to gain their perspectives on education, traditional arts, and the role of traditional arts at IAIA. Through analysis of these interviews, it was found that participants viewed traditional arts as a form of place-based education and that these practices should play an important role at IAIA. This study also looks at critical geography and place-based practice as a form of anti-colonial praxis and an exercise of tribal sovereignty. Colonization restructures and transforms relationships with place. Neo-colonialism actively seeks to disconnect people from their relationship with the environment in which they live. A decline in relationship with places represents a direct threat to tribal sovereignty. This study calls on Indigenous people, and especially those who are Pueblo people, to actively reestablish relationships with their places so that inherent sovereignty can be preserved for future generations. This study also looks at the academic organization of IAIA and proposes a restructuring of the Academic Dean and Chief Academic Officer (AD&CAO) position to address issues of transition, efficiency, and innovation. The extensive responsibilities of this position cause several serious concerns. The policy paper proposes that the academic programs be divided thematically into 2 schools that will allow greater flexibility and adaptive practices to emerge out of the academic division at IAIA. The combination of restructuring the academic division at IAIA, my theoretical argument promoting place-based praxis as anti-colonial practice, and my research into the application of place-based programming at IAIA all support my overall goal of supporting Pueblo communities through my own work. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2018

Continuing dental education is a necessity for the dental professional. In dentistry, a profession described as a life-long learning endeavor, dental professionals are challenged with keeping up-to-date with the ever-changing scientific and technological advances of their profession. Continuing dental education plays an important role in providing dental practitioners with the opportunity to keep abreast of the latest advances in the dental industry. University-based continuing dental education programs, that provide the professional development needed by dental professionals to maintain and upgrade their skills and knowledge-base, have grown from their early origins as a primary service to dental school alumni members, to playing a pivotal role in regulating and professionalizing the dental industry as well as contributing to the financial well-being of their dental schools and universities. As educational funding continues to shrink while the cost of educating competent dental practitioners continues to rise, continuing dental education has developed revenue generating opportunities for their dental schools. This study was designed to analyze the current financial and revenue generating practices of continuing dental education units within both public and private dental schools, with a goal of providing a conceptual framework to develop a standardized financial model for determining the profitability of programs. Employing a cross-sectional survey method approach, this study obtained quantitative and qualitative data through the use of an electronic survey that was sent to both private and public dental school members of the Association for Continuing Dental Education (ACDE). The results of the findings of this study summarized data into several categories and compared the data between public versus private dental schools including the CDE unit's size, programs, revenue generation, program and unit expenses, corporate funding, net income, institutional overhead fees, gifts-in-kind, surplus revenue, and other factors considered when calculating profitability of CDE programs. These findings helped to create a framework for the development of a financial model, the Comprehensive Program Budget that may be used to more accurately project program profitability, thereby insuring that CDE units are self-sufficient and positive contributors to the financial well-being of their institutions.

Transformational leaders have tendencies that include: 1) projecting confidence and optimism about goals and followers' ability, 2) providing a clear vision, 3) encouraging creativity through empowerment and rewarding experimentation, 4) setting high expectations and creating a supportive environment, and 5) establishing personal relationships with followers. Transactional leadership as a process in which leaders and followers decide on goals and how to achieve them through a mutual exchange. The leader provides followers with resources, rewards, and punishment in order to achieve motivation, productivity, and effective task accomplishment. Laissez-faire leadership is the process of letting followers work without direction or guidance from the leader. The laissez-faire leader avoids providing direction and support, shows a lack of active involvement in follower activity, and abdicates responsibilities by maintaining a line of separation between the leader and the followers. The primary purpose of this study was to investigate the assumption that a combination of transformational and transactional leadership factors is more predictive of greater followers' job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either leadership style alone. The study investigated perceptions of the degree to which transformational leadership, transactional leadership, and laissez-faire leadership were practiced by presidents of member colleges and universities in the Council for Christian Colleges and Universities (CCCU). In addition, the study considered whether some combination of transformational and transactional behaviors is more predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either transformational or transactional leadership alone. The independent variables in the study included the transformational, transactional, and laissez-faire leadership behaviors of the college and university presidents and the dependent variables were job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. This study points to specific behaviors that are predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. By combining the behaviors identified as transformational, transactional, and laissez-faire leadership behaviors, this study determines specifically which behaviors are predictive of the three dependent variables. By combining the transformational leadership behaviors of Attributed Charisma and Individual Consideration with the transactional leadership behavior of Contingent Reward, leaders may develop leadership styles that are more satisfying, motivating, and effective for followers than solely using the transformational model of leadership. Followers indicate that they are more satisfied and motivated by leaders who possess great energy, high levels of self-confidence, strong beliefs and ideals, are assertive, have the ability to make followers feel more confident, who create greater personal confidence within their followers, and who use positive reward systems to affirm desired behavior. This information provides empirical data to support the concept that a combination of charisma, personal consideration, and a reward system may increase follower's job satisfaction, motivation toward extra effort, and perceptions of leaders' effectiveness better than transformational leadership behaviors alone.