Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4086. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2506. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 36-02, Section: A, page: 0676. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 38-04, Section: A, page: 1840. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-12, Section: A, page: 7099. / Thesis (Ph.D.)--The Florida State University, 1977.

Professor Marco Impagliazzo, historian and International President of the Community of Sant'Egidio, with Cardinal Sean O'Malley, Archbishop of Boston, spoke on the vital presence of the poor in the present and future life of the church, in particular, the Community of Sant'Egidio, an international Catholic lay movement dedicated to prayer and friendship with the poor. / Presenter: Marco Impagliazzo, Professor, University of Perugia; International President, Community of Sant'Egidio. Respondent: Cardinal Sean O'Malley, Archbishop of Boston / Gasson Hall 100

<p> The purpose of this explorative case study was to understand how the skill building, academic, and life learning experiences align and demonstrate an entrepreneurial mindset and individual entrepreneurial orientation. The study used a purposive sample of six self-selected students at Southwest Suburban Community College, part of a large community college district, in a major metropolitan area in the southwest United States. An action research approach provided an iterative process for the researcher to reflect and review the research process to ensure the participants&rsquo; stories demonstrated their lived experiences. </p><p> The study used two conceptual frameworks, Effectuation Theory and Individual Entrepreneurial Orientation, to provide different lenses of entrepreneurial orientation and mindset to frame the findings. The study&rsquo;s research question explored how skill building, academic, and life learning experiences of a purposive sample of self-selected community college students align with and demonstrate an entrepreneurial mindset and individual entrepreneurial orientation. </p><p> Two assertions emerged from the qualitative data analysis. The assertion of Willing Vulnerability and Purposeful Intentionality demonstrated the participants&rsquo; stories aligned with propositions inherent to the entrepreneurial mindset and individual entrepreneurial orientation found in the scholarship. Moreover, the assertions and the researcher&rsquo;s own meaning making during the action research process suggest several actions can be taken. These actions include curriculum development, faculty pedagogy, and institutional polices and can be employed by the researcher, colleagues, and leaders when developing and facilitating an entrepreneurial culture where students lived experiences are integrated and validated as emerging entrepreneurial mindset and orientation.</p><p>

Photocopy of typescript. / Digitized by Kansas Correctional Industries

This thesis argues that a thorough understanding of Methodism must attend to the lived experience of Methodist people, expressed within Methodist church communities. I use narrative research methods to show the nature of local Methodist identity. This research was conducted using group interviews with participants from three Methodist churches in West Yorkshire. In analysis of these interviews, a 'narrative of place' is revealed: this is how participants talk about the experience of their church's 'space' and make sense of their belonging. It communicates a shared sense of identity in each context. Through the narrative of place, I identify the shared experience of 'lived Methodism' that reflects my participants' belonging within a Methodist church and within that tradition. In 1932, three independent Methodist church groups, each with their own practical and theological emphases, united to form The Methodist Church of Great Britain. The contemporary Methodist Church claims and cherishes its place as a 'wide' church, accepts a diversity of practice. Therefore, attempting to define Methodist identity can be problematic. This thesis argues that Methodist identity is not merely given to the church by the Methodist Connexion, or as a function of meeting in a Methodist building, instead it is appropriated and lived locally. A series of two group interviews in three Methodist communities generates the data recorded in the form of transcripts. Using a narrative research methodology to interrogate this data, I expose the narrative of place and its three core emphases, these show how lived Methodism is revealed in my work. Initially, place and community demonstrates how community is formed locally. Using Pierre Bourdieu's theory of habitus, I argue that the language of place and community functions in setting the boundaries of that particular group in both conscious and unconscious ways. The community thus governs its practice and ecclesial identity. Secondly, place and memory is outlined. In the three church narratives, memory is used to claim validity for the current expression of the community, and to articulate the values the community wishes to highlight. These two areas highlight how the local churches own and understand their identity, leading finally to an analysis of place and tradition. This demonstrates an understanding of what it means to be a Methodist church. There exists a local tradition focussed on 'being the church here and now', which is fed by a received tradition mediated by those who are part of a broader Methodist narrative. The interface of these two modes of tradition creates a contextual Methodist tradition in each setting. I argue that it is here that a rich understanding of Methodism exists. Methodism is not a gift offered to a community, but a lived reality, claimed and valued by those who tell its story. The local narrative of place allows the lived experience of Methodism, in local church communities, to be heard and understood.

In the United States, community colleges serve nearly half of the 18 million students enrolled in postsecondary education. However, it has only been the last decade or so where these public, two-year institutions have claimed substantial attention from the research community. This dissertation consists of three essays that focus on aspects of the community college student pathway and feature analyses relevant to research, college, and state stakeholders. The first essay evaluates the effectiveness of structured transfer pathways for Associate in Arts and Associate in Science degrees in North Carolina (called pre-major programs). It asks how these programs impact student behavior and the postsecondary outcomes of earning a community college credential, transferring to a four-year institution, and earning a baccalaureate degree compared to students enrolled in conventional, less structured associate degree programs. The paper employs an instrumental variables technique that exploits exogenous variation in student exposure to the pre-major program opportunity. Among first-time in college students, reduced-form estimates suggest that pre-major programs have a negative intent-to-treat effect on earning the intended community college credential among students enrolled in institutions that offer pre-majors. However, the program offer does not appear to have an effect on four-year credential outcomes. A plausible explanation for the findings is not that structured programs are ineffective, but rather, there likely is a failure in the policies between two-year and four-year colleges that govern the transfer of credits. Alternatively, the programs may simply be too ``light touch" to result in detectable impacts. The second essay examines the relationship between community college enrollment patterns and two successful student outcomes -- credential completion and transfer to a four-year institution. It also introduces a new way to visualize the various attendance patterns of community college students. Patterns of enrollment intensity (full- or part-time status) and continuity (enrolling in consecutive terms or skipping one or more terms) are graphed and then clustered according to their salient features. Using data on cohorts of first-time community college students at five colleges in a single state, the study finds that over an 18-semester period, ten patterns of attendance account for nearly half the students, with the two most common patterns characterized by enrolling in one semester full time or one semester part time. Among the remaining students who persisted, there is astounding variation in their patterns of enrollment. Clustering reveals two relationships: the first is a positive association between enrollment continuity and earning a community college credential and the second is a positive association between enrollment intensity and the likelihood of transfer. The third essay discusses an economic model for community college pathways. In a departure from cost models that use cross-sectional data to relate college expenditures to student outcomes, this paper takes a longitudinal cohort approach to estimate pathway costs. It suggests a model for estimating costs, revenues, and efficiency metrics for cohorts of students progressing through a community college. The framework is then used to simulate how economic metrics change as intermediate student and institutional goals are accomplished, with a special emphasis on informing colleges engaging in reform processes. It is argued that goals with the greatest efficiency (such as increasing completion rates for students who have earned 30 credits but have not earned a credential) should be preferred when budget consciousness is prioritized. Efficiency is a central theme running through the essays. In the first essay, structured transfer pathways are not found to be more efficient (in terms of student progression) than unstructured pathways, likely due to policy weaknesses. The second essay highlights the scattered enrollment patterns generated by community college students, many of which are not efficient pathways for completing college. The third essay explicitly measures the expenditures and outputs to understand efficiency quantitatively and to see how college reforms may improve efficiency.