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ENGLISH ABSTRACT: This study examines the impact of the extended degree program on the students admitted to these programs. The extended degree program offers students an alternative access route to higher education institutions. The program is aimed at students from former disadvantage school environments that have the potential to be successful in their studies. The literature review shows that the programs are successfully implemented over the world. The literature also indicates that if learners are longer exposed to a specific subject, they perform better in this subject. This statement is specifically investigated in this study because it is one of the extended degree program`s building blocks – give students more exposure to a specific subject and they have a better chance to achieve success in that subject. In answering the main research question “What impact does the extended degree program has on both the student and institution.”, both quantitative and qualitative data were collected. Quantitative data used in this study were the final marks and throughput rates of students. Qualitative data was obtained through interviews with students in the program. Although the findings of this study are context specific, it contributes to the growing knowledge and better understanding of the impact that the extended degree program has on the student and university. The two main findings of this work were: i) The academic performance of students in the extended degree program improved in relation to the performance of students in the mainstream. ii) The performance of students in the extended degree programs justifies the existence of the programs at the University of Stellenbosch. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die impak wat die verlengde graadprogram het op studente wat tot hierdie programme toegelaat word. Die verlengde graadprogram bied ʼn alternatiewe toegangsroete aan studente tot hoëronderwysinstellings. Die programme is gemik op leerders uit ʼn voorheen benadeelde skoolomgewing wat die potensiaal toon om suksesvol in hulle studies te wees. Die literatuurstudie toon dat die programme met sukses oor die wêreld geïmplementeer word. Die literatuur toon ook aan dat leerders wat langer aan ʼn spesifieke vak blootgestel word, beter in die vak presteer. Hierdie stelling is spesifiek in die studie ondersoek, want dit is een van die verlengde graadprogram se boustene – gee studente langer blootstelling aan ʼn spesifieke vak sodat hulle ʼn beter kans het om sukses in die vak te behaal. Om die hoofnavorsingsvraag “Watter impak het die verlengde graadprogram op beide die student en instansie.” te beantwoord, is beide kwantitatiewe- en kwalitatiewe data ingesamel. Kwantitatiewe data wat gebruik is in die studie is die prestasiepunte en deurvloeisyfers van studente. Kwalitatiewe data is verkry deur onderhoude te voer met studente in die verlengde graadprogram. Alhoewel die bevindinge van dié studie konteks spesifiek is, dra dit by tot die groeiende kennis en beter verstaan van die impak wat die verlengde graadprogram het op die student en die universiteit. Die twee belangrikste bevindinge van hierdie werk is: i) Die akademiese prestasie van studente in die verlengde graadprogram verbeter ten opsigte van studente in die hoofstroom. ii) Die prestasie van die studente in die verlengde graadprogramme regverdig die voortbestaan van die programme aan die Universiteit van Stellenbosch.

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The purpose of the study was to compile, measure, and then compare the judgments of four groups--undergraduate students, graduate students, faculty, and administrators--on the goals of Ball State University. This work investigated the groups' judgments, as to what the University's goals "are" presently (perceived goals) and also what the University's goals "should be" (preferred goals). In order to examine these judgments, three related hypotheses were constructed. These hypotheses were designed to test for the amount. of agreement on goals between these four groups. The method used in proving the hypotheses was a statistical technique, analysis of variance, which computed the differences between squares of means.The null forms of the hypotheses are stated below:Hypothesis I. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive the priority given to 20 goals by the University presently. (Is scores)Hypothesis II. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive what goals the University ought to emphasize. (Should Be scores)Hypothesis III. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive what priority now is given to certain goals and what they think ought to be given. (Should Be-Is Discrepancy)The study's population of 60 undergraduate students, 33 graduate students, 40 faculty, and 14 administrators was randomly selected. The groups responded to the Institutional Goals Inventory (IGI), a questionnaire prepared by the Educational Testing Service.The data were obtained from a sample of 147 questionnaires. The IGI had 90 goal statements. Each of these goal statements was rated on a 5 point scale from 1 to 5, five being of extremely high importance and 1 of no importance or not applicable. Ten goal statements were ungrouped; the remaining 80 were grouped in 20 goal areas comprising 4 goal statements each. Then, means of the responses in each goal area were computed for each of the 4 responding groups, "Is" and "Should Be" means were derived from the entire population, Next, the "Is" means were subtracted from the "Should Be" means, providing discrepancy scores.An F-ratio of 2.68 was used as the point for significant difference between the "Is" means, the "Should Be" means, and for the difference between these two means for each of the 4 responding groups. The F -ratio was computed at the .05 level using these factors; (1) the difference between and within the means of the four groups, (2) sum of squares, (3) a degree of freedom of 3/143, and (4) mean squares. The statistical analysis was done by the computer.Null Hypothesis I, II, and III were supported or rejected separately for each of the study's 20 goal areas. These 20 goals were broken into two categories; Output and Process goals. Output goalswere the substantive objectives, such as intellectual development, vocational preparation, or public service programs. Process goals were the objectives that related for the most part to educational process and campus climate.The research did not provide a clear-cut answer to Hypothesis I. In 11 cases Hypothesis I held true; in 9 cases it did not. In 6 out of 13 output goals the hypothesis proved correct and in 3 out of 7 process goals the same results obtained.There were significant differences among the groups' perception of the importance to the University of the selected goals. The administrators judged all of the 20 goals to be more important to the University than the remaining 3 groups did. The faculty judged 4 out of 20 goals to be more important to the University than did the undergraduate and graduate students. The graduate students judged 3 out of 20 goals to be more important to the University than did the undergraduates. The undergraduate students judged 17 out of the 20 goals to be more important to the University than the faculty. The administrators and the undergraduate students perceived the University as assigning more importance to goal areas than did faculty or graduate students.The research did not provide a clear-cut answer to Hypothesis II. In 11 cases Hypothesis II held true; in 9 cases it did not. In .5-out of 13 output goals the hypothesis proved incorrect and in out of the 7 process goals the same result obtained.There were significant differences among the groups' judgments concerning what importance "Should Be" assigned to selected goals. The graduate students judged 12 out of the 20 "Should Be" goal areas to be more important than the remaining 3 groups. The administrators judged 7 out of the 20 "Should Be" goals areas to be more important than the 2 remaining groups. The undergraduate students judged 1 out of the 20 "Should Be" goal areas to be more important than did the other 3 groups. The faculty judged none of the 20 "Should Be" goal areas to be more important than the other 3 groups.The research most nearly supported Hypothesis III. In 14 cases Hypothesis III held true; in 6 cases it did not. In 3 out of the process goals the hypothesis proved incorrect and in 3 out of the 7 process goals the same result obtained.There were significant discrepancies among the groups' judgments as to the current importance of goals at Ball State University, compared to what they judged "Should Be" their importance. In all 20 goal areas there was always a gap between a lower "Is" score, reflecting perceptions of the present situation, and a higher "Should Be" score, reflecting hopes for another situation. This meant the discrepancy was always a positive one. The graduate students' scores revealed the greatest amount of discrepancy in 14 of 20 goal areas between what they thought the University's goals were and what they wished them to be. The faculty and undergraduate students were basically in agreement about the size of the discrepancy between what they believed the goals to be and what they thought the goals should be, with only 3 out of 20 goal areas higher in discrepancy than the other groups. The administrators had no discrepancy factor higher than any of the other groups. The graduate students saw the University as different from what they wished it to be by a considerable margin, while the administrators perceived the priorities of the University to be much closer to what their own would be.

The purpose of the study was to determine how, and to what extent, operation under a Management-by-Objectives (MBO) system has affected administrative units and individual participants in public two-year community colleges.The research was planned to answer the following questions:1. How often were goal-setting meetings and progress evaluation meetings held?2. What were the effects of a Management-by-Objectives system on formal contacts-between subordinates and superiors as perceived by public community college administrators?3. What were the effects of goal-setting conferences between subordinates and superiors as perceived by public community college administrators?4. How does the Management-by-Objectives program effect participation of community college administrators in decision-making?5. What were the effects of MBO on communication within the organization?6. How did the Management-by-Objectives program affect individual and organizational performance?7. What factors might be responsible for both the negative and positive attitudes toward a Management-by-Objectives system as perceived by public community college administrators?8. What was the scope and intensity of management training needed to implement a Management-byObjectives program as perceived by public community college administrators?9. Which variables (on the questionnaire given) were found" to be statistically significant predictors of administrative attitudes toward a Management-by-Objectives program?Administrators from a total of 32 public two-year community colleges that were operating under a Management-by-Objectives system indicated a willingness to participate in the study. Chief administrators of the 32 colleges aggregately supplied the names of 283 administrators to be surveyed through confidential questionnaires. The instruments were coded to identify the various administrative units: code one represented the Administrative Affairs Unit; code two the Community Services Unit; code three the Instructional Affairs Unit; code four the Student Services Unit, code five the Research and Development Unit, and code six represented Community College Presidents. A total of 200 instruments (71 percent) were returned.Tables were formulated to summarize responses to individual items according to the administrative units. Total responses, percent of totals, and average response for each administrative unit were reported in each table. An average response figure was calculated in order to provide a measure of the relative strength of responses in each administrative unit.Statistical processing of the data consisted of the Pearson product-moment coefficient of correlation to determine whether relationships existed between selected variables. Also, a stepwise multiple-regression analysis employing the attitude of the administrator toward the MBO system as a dependent variable was utilized to identify which, if any, among the 25 independent variables selected served as significant predictors of administrative attitudes toward an MBO program. In both statistical processes an .05 level was established as significant.Major findings permitted the following conclusions to be drawn:1. Attitudes of community college administrators toward the MBO program were favorable.2. Negative reactions toward the MBO program were perceived to be-generated by increased time pressures, increased paperwork, and difficulty in setting educational objectives.3. The variables identified which serve as significant predictors of administrator attitudes toward the MBO program were:a. Effective as a means for planning and organizing work for which an administrator is accountable.b. Effective as a means for evaluating work performance.c. Effective in improving satisfaction with being more a part of decisions.d. Effective in improving the attitudes of the superior toward the Management-by-Objectives program as perceived by subordinates.

The problem of this study was to describe a conceptual design for general education with interdisciplinary qualities leading to student self-understanding and continuous self-development. This study emerged out of the need to gain some insight into the causes of decline and/or abandonment of general education programs during periods of social disorganization, and to determine whether a relationship.exists between mounting social problems and the more intense kinds of problems experienced by college-age youth during these periods.

As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape policy solutions from within and without government—try to break through the barriers of incremental politics. As important as this role is to the influencing and structuring of higher educational policy, it has not yet been explored. This study fills this gap in the extant literature by cataloging the characteristics and skills that enable higher education policy entrepreneurs at the state and national levels to persevere and accomplish sustainable and innovative higher education reforms over time. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Succession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results revealed that HEIs are not currently using succession planning strategies for the HECEP role. Further, although the study revealed that professional development opportunities for HECEPs exist, only 50% of institutional study participants were aware of, and participated. Finally, based on the credentials of individuals currently in HECEP roles and data obtained from this study (including data from an expert judge linked to the professional development program analyzed as part of this study), the researcher provides a job specification template for determining if institutions have a pipeline of individuals who could be prepared to assume the HECEP role in the future. This study, although limited in scope as it relates to succession planning, provides insight into the attitudes and perceptions of specific higher education professionals toward the professional development of employees, and more specifically, the HECEP role. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Human capital investment is of prime interest for many countries at varying stages of development. Knowing both the determinants and the impact of schooling is central for well- designed policy. This dissertation addresses both respects by examining the determinants of secondary school enrollment in Indonesia, and the impact of higher education in South Korea. In Chapter 1, I begin from the observation that many countries spend substantial resources inducing individuals to attend school. Despite this, high dropout rates are common, particularly when students transition between education levels. To explain this pattern, previous research has focused on supply side factors, such as decreased number of school slots or longer commute times. In contrast, this paper explores a demand side reason for high dropout rates between schooling levels: a nonlinear increase in wage returns from completing the final grade of an education level - a sheepskin effect. I investigate whether schooling decisions in Indonesia are consistent with perceived sheepskin effects. Using four types of income shocks that range from idiosyncratic to systemic (unemployment, crop loss, drought, and financial crises), I test if negative shocks affect enrollment differentially across different grade levels. As in the previous literature, negative shocks reduce children's enrollment probabilities on average. However, consistent with perceived sheepskin effects, this impact is strongly mitigated for students who enter the final grades of junior or senior high school. Moreover, even poor households exhibit this behavior indicating that even the poor are able to continue investments in education when they perceive returns to be sufficiently high. The remainder of the dissertation begins from the observation that in low income countries, most gains in education attainment have come from expansions at the primary or secondary level. In contrast, middle and higher income countries have seen rapid increases in higher education enrollments. The pace of growth varies considerably, with historically low attainment countries such as South Korea, Belgium and France experienced more than a 40% point increase in the percentage of population with some tertiary education. Despite the salience of these trends, there is limited credible empirical evidence on their impact due to the difficulty in finding a credible exogenous variation. To address this question, chapters 2 and 3 utilize an unusual policy change in South Korea; the 1980 education reform, which mandated an increase in the freshman enrollment quota by 30 percent nationwide. Chapter 2 (joint work with Wooram Park) estimates the impact of higher education on labor market outcomes and saving behavior of the household. We use the discrete change in the opportunity to obtain higher education across adjacent cohorts to implement a regression discontinuity design. We find that college education has a substantial positive effect on labor income, employment probability as well as on household savings. We also find that college education reduces the probability of job loss during the 1997 Asian Financial Crisis. Chapter 3 (joint work with Jisun Baek and Wooram Park) estimates the causal effect of higher education on health related outcomes. Also using a regression discontinuity design, we confirm that the cohorts that are more likely to be affected by the policy have a higher fraction of individuals with college education. However, we do not find evidence of positive health returns to higher education. In particular, we find that the cohorts with higher proportion of college graduates are not less likely to experience disease or report poor health status. Moreover, we find that higher education has limited effects on health behaviors such as smoking and drinking.

The Community College of the Air Force (CCAF) was created in 1972 by the Air Force to serve Air Force enlisted personnel with educational opportunity. No study exists identifying and assessing the mission of this college. Various mission sources iterate the different goals of CCAF. These sources and other indicators are used to identify and assess fulfillment of the CCAF mission. The purpose of this study is to clearly identify the CCAF mission and determine to what extent the mission has been fulfilled. The literature review presents background on education in America and the U.S. military and the American community college movement plus a summary of the works on CCAF to set the stage for the mission identification and assessment process. The research questions were what is the mission of the Community College of the Air Force and to what extent has the mission been fulfilled? Case study methodology was used to both identify and assess the mission. Study findings indicate the mission needs further clarification, but by the measures used the various missions identified have been fulfilled. The study concluded that enlisted members of the United States Air Force are improving their competence through the associate degree opportunity, that CCAF is recognized by peer institutions, and that this innovative approach to postsecondary education offers thousands of American service members educational opportunity. Questions still unanswered include how can this approach be expanded to other branches of the military services and is another accreditation process appropriate for this special type of institution? / Graduation date: 1992