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.

Student retention in higher education, specifically after the first year, has long been a focus of institutional strategies, especially among students with financial, academic, and social risk factors. The issue of retention was a priority for administration at the 4-year private Sea Port University, a historically black university in the southern United States, which is the focus of this case study. The university has shown a rapid decline in its retention rate since the period 2008 - 2012. The purpose of this study was to identify students' perceptions of factors in their Historically Black Colleges and Universities (HBCU) experience and the influence on retention. The theoretical framework was Chickering and Chickering and Reisser's psychosocial theory of development. Terenzini and Reason's college impact model was the conceptual framework. A qualitative research design using case study methodology was utilized. Semistructured interviews were conducted with 8 African American full-time students who had completed at least one year at Sea Port University. Data analysis included an inductive thematic analysis. The findings indicated students were positively influenced by culturally responsive factors in their HBCU experiences such as developing a sense of lineage in the organizational context, which were reflective of elements of the theoretical and conceptual frameworks. A white paper with suggestions for building organizational contexts was constructed as a project. The findings are central to the provision of an all-encompassing environment for the successful matriculation of African American students, thus influencing positive social change for the students at the institution, in the local area, and at other historically black colleges and universities throughout the nation.

Previous studies and official organizations have indicated that African Americans are underrepresented in the healthcare workforce and that patients belonging to minority groups feel they are treated slightly differently in healthcare settings. Limited research examines perceptions of the nursing profession among a variety of demographic groups, and exploratory investigations into the perceptions of nursing as a career by African Americans are limited. The purpose of this quantitative descriptive study was to explore perceptions of nursing as a career by African American students who attend an undergraduate program at a historically black college or university (HBCU) in an attempt to further explain the shortage of African American healthcare professionals. Gottfredson's theory was used as a framework for this study. Gottfredson's theory explains career choices and gives an explanation based on three social determinants, namely gender, interest, and prestige. Two hundred ninety-five African American college students were asked to complete a Career Values scale survey from the tool Measuring Attributes of Success in College Students to collect data from African American college students to assess their attitudes toward the nursing profession. Findings revealed that nursing was perceived favorably regarding job prospects and prestige, but negatively regarding working conditions and status. Independent samples t tests indicated a statistically significant mean difference in perceived nursing prestige and status between men and women, M = -.32, 95% CI [-.52, -.12], t (246) = -3.13, p = .002, d = -0.40. This study may contribute to positive social change through raising awareness regarding the need for additional African American nurses in the healthcare system.

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No description available.

As the 25th president of the National Association of Dramatic and Speech Arts, Inc. (NADSA), it was my goal to develop a plan of action for NADSA in the 21st century. Not only is my responsibility to continue the legacy established by others, but also it was my desire to develop ideas based on a thorough and exhaustive historical analysis of the organization, which laid the foundation for a self study of this sort to happen. The purpose of this study is to thoroughly investigate the history of the NADSA for two reasons: 1) to determine what is the driving force behind this organizational structure that has caused it to be the oldest surviving national educational theatre organization in the country; and 2) to evaluate why this association has not taken the rank of being the "premier" theatre association among theatre practitioners. It has been sixty-four years of struggling and surviving for the oldest Black educational theatre organization in America, and that is a magnitude of history of which to be proud. Founded upon the principle that Blacks needed to be educated in both speech and theatre, NADSA has provided a vehicle for almost sixty-five years. This organization established competitions, publications, symposiums, meetings, and opportunities for minorities who had interests in speech and/or theatre on a national level. It also provided opportunities for professional development and networking when Blacks were still thought of largely as "coons". NADSA acknowledged an art form for Blacks when many thought that pursuing theatre arts was simply a waste of time. What I found is simply that this great organization was built on a strong organizational structure and has a phenomenal legacy. The downfall of the organization, as with any organization I suppose, has been with the people who make momentous decisions, based oftentimes not on thinking in terms of what is best for the organization, but possibly, on what is best for their own political agendas. This research has revealed that the organization has survived because there was a need then and there is a need now for Historically Black Colleges and Universities (HBCUs) Speech and Theatre programs to meet and compete in the areas of speech and theatre. It is these largely because of these meetings that HBCU programs receive validity, very similar to that of athletics, which is the model that Edmonds', NADSA's founder, used to develop the structure for NADSA. Also, the research determined that NADSA has not taken the rank of being the "premier" theatre association in the country primarily because that status was never NADSA's goal. NADSA serves a clientele that supports underfunded Speech and Theatre programs primarily at HBCUs. And because it has stayed true to its mission, NADSA has survived the tests of time and maintained its history, mission, and legacy as the oldest surviving educational theatre association in America -- May Its Soul Go Marching On! / Ph. D.

Historically Black Colleges and Universities are institutions that contribute to the higher education of people of African descent. The archives of enslaved and freed people describe their systematic approach to education, highlighting the ways that Black communities in America engaged in teaching and learning. Despite enslavement and forced labor, legalized segregation, race-based economic disenfranchisement, and rampant anti-Black violence, people of African descent curated spaces for learning in their literary societies, fraternal organizations, religious institutions, and schools. Rooted in the Africana ways of knowing that came with them from Africa to the western hemisphere, people of African descent used education to resist the prevailing ideologies of antebellum America. HBCUs emerged as collaborations between existing, Black-led educational efforts, investment from non-Black donors and organizations, and financial support from government entities. Historical records describe the complicated relationship between Black-led educational initiatives and the American infrastructure; the timeline of Black education is saturated with systemic and state-supported racism. Thus, HBCUs served as unique institutional spaces in the landscape of 19th-Century America. This qualitative study uses interviews and open-ended survey responses to investigate how HBCU alumni interpret the pedagogical practices they experienced at predominantly Black institutions. It examines historical documents to uncover the relationship between the Africana intellectual genealogy accumulated in communities of African descent—before the formulation of HBCUs—and the subsequent founding of these institutions. Through a comprehensive exploration of the academic journeys of HBCU alumni of African descent, this study articulates and defines academic success within the context of predominantly Black institutions. Following an Unbroken Genealogy Approach, this investigation uses the Africana Studies Conceptual Categories as a framework to explore academic success at Historically Black Colleges and Universities. The findings suggest that students of African descent who matriculate at HBCUs benefit from the intellectual genealogy of these institutions. The accumulated ways of knowing that impact teaching and learning at HBCUs contribute to an evolving intellectual genealogy that precedes the formation of these institutions. This research establishes the need for detailed historical examinations of every HBCU to explore their earliest foundations, chart their intellectual genealogy through previous and contemporary faculty, investigate the academic experiences of their alumni and current students, and establish how the institutional ways of knowing contribute to the collective narrative of people of African descent. / Policy, Organizational and Leadership Studies

Doctor of Education / Department of Educational Leadership / Trudy Salsberry / Institutional advancement is a constant challenge for leaders at institutions of higher education. The continued threat to historically black college and universities (HBCU) survival, due to the lack of resources they need to operate and compete, is at the forefront of concerns for many HBCU presidents and supporters. Research suggests that to have success in acquiring more resources, universities will need to work with their alumni associations and foundations. The purpose of this qualitative, multi-case study was to contribute to the limited research on the relationships among HBCU leaders responsible for growing resources. Numerous aspects contribute to increasing alumni giving and this study will contribute to that knowledge. The discussion of inter-organizational relationships and how the processes of cooperation, coordination, and collaboration transpire should be a part of the dialogue. Exploration of these relationships and processes can highlight possible solutions and deficiencies in the success of institutional advancement. Sites for this study were purposefully selected to examine these inter-organizational relationships. Data included in-depth interviews and related documents and artifacts. Thirty patterns and three themes emerged from the data analysis. The three themes include an understanding that (a) “working together” enacts cooperation, coordination, and collaboration; (b) human capital and organizational structures affect coordination and the ability to reach goals; and (c) the goal for increased resource capacity focuses the efforts of cooperation, coordination, and collaboration. This study extends the discussion to looking at inter-organizational relationships as another perspective to enhance resources. This investigation also introduces dialogue about alumni association and foundation volunteerism as an important component in developing effective solutions. The understandings portrayed in the identified themes will help university officials, practitioners, advancement volunteers, and supporters of higher education enhance their institutional advancement strategies and help set forth norms for productive behaviors.

Made available in DSpace on 2016-04-27T14:32:27Z (GMT). No. of bitstreams: 1 tese.pdf: 1028917 bytes, checksum: a4c94d7e19672dcf9a66b09499d42369 (MD5) Previous issue date: 2005-06-02 / The aim of this essay was to study the conditions of the training process of individuals for lecturing at colleges and universities in Brazil. Our starting point was learning about the lack of legislation and adequate courses which meet the requirements for lecturing in such degree. By and large, the selection of lecturers is grounded on technical competence or specific knowledge in their working areas, based on the belief that knowing the subject contents is all one needs to teach it. Due to the broadness of the topic, we have chosen to carry an exploratory study of a given teacher training institution, looking at the courses offered and their contents, as well as the methodology utilized. We have decided to include an ethnographic qualitative survey to be completed by those attending the afore mentioned courses. For that purpose, they will also be interviewed and asked for reports on the benefits such courses have brought to their professional growth. Our studies focused on reading Brazilian and foreign authors, such as Paulo Freire, Mario Sérgio Cortella, Marcos T. Masetto, Ana Maria Saul, Mere Abramowicz, Pedro Demo, Joseph Lowman, Philippe Perrenoud, Maurice Tardif, César Coll, Edgar Morin, Neil Postman and many others, who wrote about the topic of this essay. As a result, we realized that the chosen institution had only sowed the seed of awareness and commotion for the necessity of inclusion of specific papers about education and its applications in the curricula for training lecturers. That would involve skills in pedagogy, didactics, the philosophy of teaching, teaching techniques and above all, the contents of teaching and learning processes. As we came to the end of this essay, we realized that we truly commenced a new journey towards novel expertise. Following the trek, we found countless knowledge treasures which led us to new and successive discoveries. In fact, we noticed that in order to become better teachers, we need to become better human beings and better learners in the first place. / O objetivo deste trabalho foi o estudo sobre as condições da formação de professores para o nível superior de ensino no Brasil, a partir da constatação da inexistência de legislação e cursos adequados que atendam aos requisitos para o ensino naquele nível. De maneira geral, a seleção de professores é feita com base na competência técnica ou conhecimento específico da área de atuação, pela crença de que, para ensinar, é suficiente conhecer o conteúdo particular da disciplina. Dada a abrangência do tema, optamos por realizar um estudo exploratório de uma instituição de formação de professores, examinando os cursos oferecidos, seus conteúdos e a metodologia utilizada. Decidimos incluir no trabalho uma pesquisa qualitativa etnográfica junto aos professores que freqüentaram os cursos oferecidos pela instituição, entrevistando-os e colhendo suas declarações sobre os benefícios dos cursos para sua formação profissional. Nossos estudos voltaram-se para a leitura de autores brasileiros e estrangeiros que trataram do tema, tais como: Paulo Freire, Mario Sérgio Cortella, Marcos T. Masetto, Ana Maria Saul, Mere Abramowicz, Pedro Demo, Joseph Lowman, Philippe Perrenoud, Maurice Tardif, César Coll, Edgar Morin, Neil Postman e muitos outros. Como resultado, constatamos que a instituição analisada, lançou apenas as sementes para a conscientização e sensibilização da necessidade de incluir disciplinas especificas sobre a educação e suas práticas, em currículos destinados à formação de professores para o nível superior, tais como conhecimentos sobre pedagogia, didática, filosofia de ensino, técnicas de ensino e, principalmente, os conteúdos dos processos de ensino e aprendizagem. Ao finalizarmos este trabalho, descobrimos adicionalmente que iniciamos uma nova caminhada rumo a novos saberes. Na trilha, encontramos inúmeros tesouros de conhecimentos que nos levaram a novas e sucessivas descobertas. De fato, percebemos que para nos tornarmos melhores professores, precisamos, antes de tudo, tornamo-nos melhores seres humanos e melhores aprendizes. .

Made available in DSpace on 2016-04-25T18:39:39Z (GMT). No. of bitstreams: 1 Dissertacao Versao Final Valter Gomes.pdf: 3352205 bytes, checksum: 0d5a344e2475b699ef65e36dd797eb8e (MD5) Previous issue date: 2005-09-15 / nenhum / ABSTRACT GOMES, Válter. Contribution to Publicise Actions of Social Responsibility: Case Study of UNIARAXÁ. 2005, 204 p. (Master Degree in Accountancy and Finance) Post-Graduation Program in Accountancy and Finance at the Economics and Administration Faculty FEA of the Pontifícia Universidade Católica de São Paulo PUC / SP. São Paulo. This paper aims at contributing to the advance of the analysis and discussions regarding the relevance of publishing social responsible actions by institutions. It analyses stakeholders perceptions on which social responsible actions should be carried out, mainly , by colleges and universities, as well as the way in which they should be published. Based on a deeper understanding of the subject and the analysis of the Social Result Balance of twelve different Brazilian universities, the main social responsible actions which are likely to be accomplished by such institutions, were highlighted and, a survey was developed and applied together with the stakeholders at the Centro Universitário do Planalto de Araxá. The collected data was analyzed according to different groups as follows: students, professors, administrators, management staff, suppliers, contractors, and members of the community. Gender, educational background, age and family income of the interviewees, were also taken into account. A methodology for the elaboration of the social result balance of the universities was proposed as well as a new model to be applied by these institutions. The main conclusions showed: the great importance of social responsibility of the institutions; the need of a compromise regarding the economic interests, production and transmission of knowledge with those of people who relate to such institutions; the importance that should be given to human resources; the understanding that investments made in the preservation, the protection and the recuperation of the environment make institutions more competitive; the relevance of social programs to society in general; the importance of publishing social responsible actions, through a clear, well-planed Social Result Balance which bear accessible language, relevant, consistent and coherent information and, most importantly, guaranteeing the necessary honesty to the credibility of the document. / RESUMO GOMES, Válter. Contribuição à Divulgação de Ações de Responsabilidade Social: Estudo de Caso do UNIARAXÁ. 2005, 204 p. (Mestrado em Ciências Contábeis e Financeiras) Programa de Estudos Pós-Graduados em Ciências Contábeis e Financeiras da Faculdade de Economia e Administração FEA da Pontifícia Universidade Católica de São Paulo PUC/SP. São Paulo. Este trabalho tem por objetivo contribuir para o avanço das análises e discussões em torno da relevância da publicação de ações de responsabilidade social pelas entidades. Analisa a percepção dos stakeholders sobre quais atividades de responsabilidade social devem ser realizadas, prioritariamente, por uma instituição de ensino superior, e como devem ser publicadas. Com base no aprofundamento da literatura sobre o tema e na análise dos balanços sociais de doze instituições de ensino superior brasileiras, foram levantadas as principais ações de responsabilidade social possíveis de serem realizadas por tais entidades, e foi criado e aplicado um questionário de pesquisa junto aos stakeholders do Centro Universitário do Planalto de Araxá - UNIARAXÁ. Os dados foram analisados de acordo com diferentes grupos: alunos, professores, gestores, funcionários administrativos, fornecedores, prestadores de serviços e representantes da comunidade, tendo sido também considerados sexo, escolaridade, faixa etária e renda familiar dos entrevistados. Foi proposta uma metodologia para elaboração dos balanços sociais das instituições de ensino superior; foi proposto também um modelo a ser aplicado por tais entidades. As principais conclusões explicitaram: a grande importância da responsabilidade social das entidades; a necessidade de conciliação de interesses econômicos, de produção e de transmissão do conhecimento com os de todas as pessoas que se inter-relacionam com as entidades; a importância que as entidades devem dispensar a seus recursos humanos; a conclusão de que investimento em preservação, proteção e recuperação do meio ambiente é fator de competitividade; a relevância dos programas de benefícios e contribuições à sociedade em geral; a importância da publicação das ações de responsabilidade social, através de Balanços Sociais bem elaborados, transparentes, com linguagem acessível, informações relevantes, consistentes e coerentes, e, principalmente, sendo prioritariamente garantida a probidade necessária à credibilidade do documento.