<p> About 50% of all individuals who enter doctoral programs finish. Although many studies exist concerning reasons people fail to finish doctoral programs, few studies related to the reasons people finish doctoral programs have been conducted. The reasons people do not complete (i.e., finances, life changes, lack of motivation) do not necessarily reflect the reasons students do complete these programs. The purpose of this study was to explore the effects of participation in collaborative cohort doctoral programs on dissertation completion. Elements of grounded theory were employed to search for the emergence of information leading to discussion and reflection about the question: How does participation in a collaborative cohort doctoral program affect dissertation completion? </p>

<p> Recent empirical research and literature in higher educational leadership posited a sharp increase in the vacancies of college and university presidencies in the near future. To complicate this problem further, the literature also indicated a significant shortfall in the number of qualified candidates to fill this leadership vacuum. The purpose of this research study was to consider the X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities (CCCU) compared to the presidents of public universities and other private colleges in the U.S. The primary research question sought to understand the characteristics and differences of the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges, and focused on seven facets of college and university presidents including: (a) demographics; (b) career paths; (c) educational background; (d) search and hiring processes; (e) duties; (f) characteristics of long-serving presidents; and (g) job satisfaction. The dataset provided by the American Council on Education's <i>The American College President 2012</i> research study was used to determine if statistically significant differences exist between the presidents of CCCU member institutions and the presidents of public and other private colleges and universities. The results from this research study indicated there were statistically significant differences between the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges with regard to demographics, career paths, search and hiring processes, duties and characteristics of long-serving presidents.</p>

<p> Although Black women have made progress in securing administrative positions, historically, they remain underrepresented at the highest levels in American postsecondary institutions (Hamilton, 2004; Howard-Vital &amp; Morgan, 1993; Moses, 1989). Lack of networking, few positive role models, and inadequate mentoring are reasons cited as explanations as to why African American women have limited opportunities for career advancement (Searby &amp; Tripses, 2006). Many Black female mid-level administrators currently face limited opportunities for career advancement due to inadequate opportunities to interact within the greater context of the academy by virtue of their history, race and gender (Collins, 2001).</p><p> This qualitative, phenomenological study examined mentoring relationships associated with African American female mid-level administrators' career development experiences, including the relevance of the mentor's race and gender. Additionally, issues of barriers and challenges as well as sources of support were examined. Thirteen African American females who worked in the California Community College System with titles of director, assistant dean, associate dean, and dean participated in face-to-face, semi-structured interviews. The findings indicated that African American female mid-level administrators preferred informal mentor relationships to formal mentor relationships. While the race and gender of the mentor was not a factor, psychosocial support was preferred from mentors over career development support. Findings also determined that numerous barriers prevented the mid-level administrators from advancing in their careers. Black Women's Support networks are necessary and offer tools for the survival of the African American female mid-level administrator.</p>

<p> International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.</p>