Doctor of Philosophy / Special Education, Counseling, and Student Affairs / Stephen L. Benton / This study examined some factors that are related to college students’ desire to take a course from a specific instructor. College students’ ratings of their instructor’s teaching methods, the course circumstances, and the course requirements were correlated with students’ desire to take the course from that instructor. Data came from archival data of 184,017 classes of faculty and students who responded to two instruments within the IDEA Student Ratings system: the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form, completed by students. Descriptive statistics, correlational statistics, multiple regression analyses were conducted to test the research hypotheses. Students had a stronger desire to take the course if the instructor practiced methods that stimulated interest, fostered collaboration, established rapport, encouraged involvement, and structured the classroom experience. Stimulating student interest and establishing rapport had the strongest effects on students’ desire to take the course. Students’ desire to take the course also increased if the instructor used a variety of methods to evaluate student progress, expected students to take their share of responsibility for learning, and used educational technology to promote learning. The findings from this study provide higher education institutions with information about which instructor and course characteristics correlate with students’ desire to take a course.

Master of Science / Department of Counseling and Educational Psychology / Brandonn S. Harris / Academic clustering is the occurrence of twenty-five percent or more of a single athletic team enrolled into a major (Fountain & Finley, 2009). Although clustering appears to have the possibility to occur among all college students, it seems to be more prevalent within intercollegiate athletics. There are several different factors that influence the prevalence of this experience. For the collegiate student-athlete, these factors include the National Collegiate Athletic Association, university athletic departments, individual differences among student-athletes, and characteristics associated with the university. While these are likely not the only contributors of academic clustering, they seem to be very prominent. Further, given that attention has been given to identifying the negative consequences of academic clustering in intercollegiate athletics, clustering also may result in positive implications. The purpose of this report is to provide information and increase the awareness towards academic clustering. Additionally, this report provides information as to the causes, but also offers recommendations that have the potential to lessen academic clustering within intercollegiate athletics.

Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / Since the events of 9/11, homeland security has emerged as an important and growing field of study. It is based upon information which is drawn from a diverse network of multiple disciplines that serve a variety of professions. Due to the embryonic nature of this field and the complicated nature of the mix of professions served, college and university administrators and faculty need to develop a better data-based sense about why students enroll, attend, and complete homeland security-related educational programs. As one might expect with a new field like homeland security studies, little research concerning student enrollment, persistence, and attendance patterns has been conducted to date. This study used the Dillman Tailored Design Mode of Internet Survey methodology to collect data (Dillman 2007; Dillman, Smith, & Christian, 2009). Data were collected from students attending homeland security-related graduate programs during the 2009 fall semester. Data concerning program delivery modes (online, face-to-face, and hybrid) and generational demographics (Baby Boomers, Generation X, Generation Y), were used as the basis to examine the elements of student enrollment, persistence, and completion patterns in this study. In order to accomplish data reduction and decrease error, an Exploratory Factor Analysis (EFA) was conducted to sort loaded factors from the 30 item survey instrument. Eight factors were obtained all with over |.7| load values including four having positive values and four having negative values. These eight factors were used as dependent variables to conduct a MANOVA with generational demographic and program delivery mode as independent variables in order to determine if any significance existed. Significance was discovered between one of the four factors and the two independent variables with low to medium effect size based upon partial eta squared. The intersection of the two dependent variables of generational demographic and program delivery mode was not found to be significant. Further MANOVA with the four negative load factors of EFA were found to be significant in regards to program delivery mode and the intersection of program delivery mode and generational demographic. The significance found was with low to medium effect size based upon partial eta squared.

Master of Science / Counseling and Student Development / Christy D. Craft / An honor system is a governing body within an education system that “includes one or more of the following elements: a written pledge in which students affirm that their work will be or has been done honestly; the majority of the judiciary that hears alleged violations of academic dishonesty is compromised of students, or the chair of this group is a student; unproctored examinations; and a clause that places some degree of obligation on students to report incidents of cheating they learn about or observe” (McCabe, Trevino, & Butterfield, 2001). Institutions from high schools to major universities are establishing such systems as a way to preserve the integrity of their diplomas and degrees. Research has shown that “up to 70% of college students cheat at some point prior to graduation” (Whitley, 1998). What is more alarming is the number of these students are using technology in an attempt to get ahead. In this report, I intend to show how technology affects different aspects of honor systems. First I will briefly discuss the history of honor systems and how the changes in technology have affected them. I will define common terms and ideas associated with today’s honor systems, and then discuss how sanctioning has evolved. Next, I will explore the role changing technology plays in honor pledge/code violations. Specifically, I will address how honor systems are addressing the growing problem of technology being used in cases of academic dishonesty, unfortunate uses of new technology in the classroom, and how on-line learning is impacting the work of honor systems. Lastly, through conversations with people working in honor system offices nationwide, I will highlight the roles and impact that technology is playing on their campuses.

Doctor of Philosophy / Department of Special Education / Christy D. Craft / This phenomenological study sought to address the overarching research questions: What are the costs and benefits of participation in Division I college sports? How does participation in Division I college sports prepare student-athletes for life after college? A qualitative methodology was selected to provide richer data than that which could be collected via surveys. The researcher interviewed 15 former student-athletes, each of whom participated in either football or men’s basketball at one Division I institution. According to the study participants, having a strong support system, including a career networking system and gaining positive attributes were the benefits of the experience. The heavy time commitment, the perceptions of others outside of athletics, and health challenges were all cited as costs of the experience. For the most part, participants of the study believed their college experience prepared them for life after college by providing career networking opportunities as well as attributes that are valuable in their work and personal lives. Four recommendations for practice were revealed from this study. First, athletic department personnel, campus administrators, and student service unit across campus, should help student-athletes understand and market attributes they are gaining in their roles as athletes and students. Second, campus professionals can help these young adults deal with the negative perceptions and treatment they receive from others on campus. In addition, campus administrators should act to minimize negative stereotypes by speaking out against them and emphasizing the positive examples that are sure to exist on campus. Finally, these professional can learn more about the long-term mental and physical health concerns associated with participation in high-stress, physical college sports and educate participants on preventing or minimizing the potential health consequences of their participation.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Fred O. Bradley / This study investigated the impact of an extended orientation program, Wildcat Warm-up, on academic performance and retention. The study sought to quantify differences between students who participated in the program and those who did not attend in terms of grade point average and retention to sophomore year. Participants in the study were all domestic, full-time, freshmen undergraduate students enrolled at the institution in the fall semester (2004 to 2007). This study sought to provide descriptive and predictability data by comparing two groups of students. One group consisted of participants in Wildcat Warm-up while the second was a comparison group matched on ACT composite score, residency status, and gender. Institutional data were analyzed, including student self-report record information, institutionally generated grade reports from the end of each semester, and enrollment information. The participant group and comparison group were analyzed using descriptive statistics. The first two research questions provided a preliminary analysis of the overall impact of the extended orientation on the two measures identified for the study: freshman grade point averages and retention. The first research question and hypothesis were explored with a two-group independent samples Chi-square test with a dichotomous response variable. The second research question and hypothesis were explored with an analysis of variance (one-way ANOVA) for both first and second semester grade point averages. The third research question and remaining hypotheses were explored through a logistic regression analysis using the forward stepwise method. This study found there was a relationship between retention to sophomore year and Wildcat Warm-up participation and slight significant differences between first semester grade point averages for the two groups. In both cases, the strength of the association was small, but significant. The logistic regression analysis allowed for the creation of odds ratios for the predictor variables of the study where it was discovered when all other variables remain constant, the odds of a Wildcat Warm-up participant being retained from freshman to sophomore year were 31% higher than for a non-participant. While statistical significance was found, practical significance considerations did not allow much, if any of the variance, to be attributed to Wildcat Warm-up participation.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Fred O. Bradley / The purpose of this phenomenological study was to examine the impact of student support services on the engagement and satisfaction of undergraduate non-traditional students at Kansas State University. For the purposes of this study, student support services were defined as non-academic departments or offices providing support services to students. The research questions were: (1) How do the experiences of non-traditional students, when utilizing the services of university student support staff, impact their engagement and satisfaction? (2) How do non-traditional students regard their experiences with student support services at Kansas State University? (3) What types of programming do student support services at Kansas State University provide for non-traditional students? (4) What level of involvement with student support service functions do non-traditional students find as enhancing their learning experience? Following the completion of in-depth interviews of 20 non-traditional students, five student support staff members and observation of five student support staff offices, the researcher identified the emergence of six themes related to the engagement and satisfaction of non-traditional students: (1) commitment - student’s perceptions of efforts to engage and satisfy them through a commitment of university resources, (2) expectations - demonstration of investment in the students and validation of their presence on campus by communicating clear expectations, (3) support - provision and utilization of support services that promote student success (4) involvement - perceptions of the relationship between student and support staff and opportunities for academic and social integration, (5) learning - efforts to enhance the learning experiences of non-traditional students, (6) feedback – gathering of suggestions for change and improvement to the non-traditional student experience. These themes captured the experiences of non-traditional students while utilizing student support services. Students who develop or experience a positive connection with a student support staff member or faculty member reported that those experiences leave them feeling engaged in the life of the university and satisfied with their student role. Non-traditional students were confused about what student support services were available and how to utilize them. When students seek the help of support staff, the student often left feeling as though the staff do not understand their needs. Student support service offices did not differentiate between programs specifically for non-traditional and traditionally-aged students. Students could identify student support service staff as connectors as playing the role of; academic advisor, admissions representative, financial aid advisor, housing staff member, faculty member or others who take the opportunity to engage with the student.

Master of Science / Counseling and Student Developement / Christy D. Craft / Students have many opportunities to familiarize themselves with their college after committing to a school. Institutions offer summer orientation and enrollment sessions, and many also offer extended orientation sessions that may include spending time in the residence halls or outdoor camps and activities. Upon arrival to campus, first year students are given a great deal of information about campus resources, culture and traditions. They may also have welcome week activities, first year seminar classes, learning communities, specialized housing accommodations,and a wealth of other opportunities to connect to the university. The purpose of this report is to explore both the unique challenges facing first year students and the varying support structures in place for them. To explore this topic, the unique needs facing first-year, residential students as it relates to student development and transition theories will be outlined. Focusing on institutional concerns, persistence will also be explored as a theoretical framework. Finally, to make this report relevant to Kansas State University, the first year programming efforts at twelve institutions will be synthesized and analyzed as a foundation for comparison. A proposal for potential programs at K-State will be presented.

Master of Science / Counseling and Student Development / Christy D. Craft / Throughout my undergraduate and graduate work at Kansas State University, I have been fascinated with students’ faith development. Sharon Parks’ Theory of Faith Development for the College Years (Parks, 2000) outlines four stages of faith during the four to five years of college. As students enter into college, most start with a faith that is bound by authority and is dependent on others to function in a socially acceptable way. Healthy development continues until students enter a mature adult faith—one in which they have gained interdependence between their personal faith and the faith of others. They are open to those who are different and welcome diversity. With this in mind, how a campus ministry approaches a student may be vastly different depending on their stage of development. My report focuses on comparing and contrasting Sharon Parks’ Theory of Faith Development (Parks, 2000) and Susan Komives Stages of Leadership Identity Development (Komives, Owen, Longerbeam, Mainella & Osteen, 2005) in order to better understand the ability at which students can lead depending on their faith development. I concentrated on college age students who attend a non-denominational Christian campus ministry group. After completing my review of the similarities and differences of the two theories, I engaged in conversations with those involved in the ministries about each theory and how they are applicable to their faith leadership position within their organization. Having been heavily involved in a campus ministry, both as a participant and an observer, I have gained great knowledge about the ministries and how students get involved. Adding my classroom experience learning about faith development and leadership development, I feel that researching and presenting information about leadership and faith development to campus leaders would be beneficial. Educating campus leaders about student leadership development and faith development will better help equip them to reach students at the students’ level.

This thesis traces the development of the New Zealand education reforms which began in the late 1980s from their ideological and theoretical foundations, especially those of human capital theory, through policy development and implementation. Polytechnic business programmes are used as a case study to illustrate the impact of the reforms and of one of the principal mechanisms by which the reforms were expected to be implemented-the National Framework. Evidence is provided that leads to policy questions regarding the implementation of the Framework under the aegis of the New Zealand Qualifications Authority. These concerns include competency based learning and administration and delivery complexities. The links between the reform intentions and the actuality of implementation are also examined. The assumption that the education reforms are expected to have significant impact on the country's economic performance is examined and factors which impact on workplace organisation and productivity and which may constrain the effects of improved worker education and training are discussed. The instrument of ‘the market’ as a means of achieving both efficiencies and effectiveness in tertiary education is also reviewed. There appears to be an absence of a common understanding of the nature, composition and behaviour of education markets. Indicative evidence is also provided regarding the complexity of student investment decisions with regard to tertiary education decisions. This study provides evidence to support human capital theory as a force influencing the decision to undertaken tertiary education, but as part of a much more complex model of the tertiary education decision making process than it would appear that policy makers have considered. Evidence is presented that leads to questions regarding the assumption that industry will take ownership of the reform processes. Evidence is presented of industry indifference and inertia to the reforms. Recommendations for the re-examination of developments to date are made, together with research programmes to provide a sound empirical base for future policy making. Without a structured critical review of the reform intentions versus the emerging actuality, there is a danger that the reforms may, in part at least, prove to be both inefficient and ineffectual. / Subscription resource available via Digital Dissertations only.