Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references. Also available in print.

Thesis (M. BM)--University of Adelaide, Faculty of Economics, 1980.

<p> This qualitative case study was designed to investigate mentors and mentees and their relationships in a formal group-mentoring program. Results and findings were expected to contribute to the literature on how to best support future new faculty and senior faculty careers by providing data on the opinions of those who participated in the mentoring program. The study may also add to the limited literature on the successes and challenges of using a group mentoring model.</p><p> The researcher interviewed 20 faculty members who participated in a formal mentoring program. The interviews examined how and in what ways faculty mentors and mentees describe what they understand, integrate, and implement in their relationship after going through this program; the mentors&rsquo; and mentees&rsquo; perceptions of the materials and activities in the program in supporting their efforts in developing a mentoring relationship; and after completing the mentorship program, the success and challenges in sustaining an effective mentoring relationship. In addition to interviews, a focus group was conducted and archival documentation was reviewed.</p><p> The study site was a private 4-year college in the eastern region of the United States. Data collection included interviews, a focus group, and documents. Interpretation analysis was used to identify themes. An analysis of the data revealed the importance that experiences, resources, knowledge, trust, support, and feelings of connection to the institution have on an a successful mentoring relationship in a group mentoring model.</p>

<p> The purpose of the study was to examine the role of a middle college as a viable educational alternative to the traditional school environment and as one that supported student transition from high school into post-secondary education. Middle college is a unique transitional program in which students can participate in high school and college courses, typically on a college campus (Middle College National Consortium (MCNC), 2014a). Student participants usually experience more student support services, and practical, real-world education (Lieberman, 2004). The study consisted of a mixed-methods design, with five total research questions, and included participant data from the target years 2011-2012 and 2012-2013. The qualitative component included a focus group discussion with seven former student graduates of MMC. The quantitative research included a t-test analysis of four student factors: pre- and post-MMC intervention attendance, pre- and post-MMC intervention high school grade point averages, student participant dropout rate compared with state-wide data, and subsequent college enrollment at the target site institution. Despite the growth of transitional programs like middle college, limited research exists on the effectiveness of transitional programs (Adelman, 2006; Rodr&iacute;guez, Hughes, &amp; Belfield, 2012). It is imperative formal evaluations and research be done to document the benefits of these programs. In doing so, this study may be able to document the value of MMC being studied as well as guide the direction of future middle college programs.</p>

<p> Many colleges and universities have expanded their mission to include adult learners. Programs range from scheduling traditional courses in the evening to designing new programs tailored to meet the needs of working adults. Program designers have relied on theorists such, as Mezirow (1991), Houle (1996), and Knowles, Holton, and Swanson (1998), to develop programs that apply adult learning theory. Lindenwood College, now Lindenwood University, established The Lindenwood College for Individualized Education (LCIE) in 1975 to serve adult students in the St. Louis metropolitan area. The program has evolved over the course of 40 years, and this program evaluation evaluated the program effectiveness in its current delivery format.</p><p> This program evaluation employed a mixed-method design to answer one main research question and two sub-questions. The main research question asked, How does LCIE, in its current incarnation, address the ideals of adult learning theory, the needs of busy contemporary adult students, and the requirements of the accrediting agency? Sub-question #1 asked, How have LCIE learning processes evolved since 1975? Sub-question #2 asked, Is there congruency between LCIE mission and practice?</p><p> The outcome measurement data was gathered through a comparison of pre-test and post-test data collected by the university to assess critical thinking skills of entering and graduating students. The university employed the ETS Proficiency Profile, and a sample of 30 students was extracted from that data set for comparison for this study. The findings showed that the differences between pre-test and post-test scores were not significant.</p><p> The process measurement data was gathered through interviews with volunteer faculty (3) and students (9) from the program. A series of interview questions was posed, and the responses coded to identify three emerging themes. The three themes were general satisfaction, the importance of job preparation and career mobility, and program rigor.</p><p> The program evaluation found that LCIE is currently applying adult learning theory and there is congruency between the program mission statement and the program practice. The answer to sub-question 1 concerning the changes in the program was inconclusive as the students had not experienced the changes and therefore felt unqualified to comment.</p>

<p> This quantitative study examined the STEM degree aspirations of Latina/o students. Harper's (2010) Anti-Deficit Achievement framework on students of color in STEM was utilized to frame this study. Secondary data from the Cooperative Institutional Research Program's (CIRP), Freshman and Your First Year in College surveys were used to complete T-tests, correlations, and hierarchical regression analyses to explore gender differences in STEM degree aspirants and habits of mind among Latinas/os. Findings include probable major in STEM, faculty interaction, highest degree planned, academic self-concept and the habits of the mind CIRP construct were significant predictors of degree aspirations. Habits of the mind at the end of the first year in college were predicted by academic disengagement, positive cross-racial interactions, academic self-concept, and college involvement. Implications for STEM policy, student affairs practice and future research are discussed.</p>

<p> Shared governance is seen by higher education professionals as a necessity to effectively run a university. This form of governance requires that faculty at institutions of higher education have the primary responsibility over curriculum, subject matter, methods of instruction, research, faculty status, and aspects of student life which relate to the education process (American Association of University Professors [AAUP], 2011). </p><p> In order to garner the benefits of shared governance, faculty and administrators, plus governance boards should exchange information and opinions freely and often. Governance bodies should be created that facilitate communication among faculty, administrators, and governance boards (AAUP, 2011). In addition, Jenkins and Jensen (2010) argued that faculty members must be willing to commit time and energy to work and cooperate with the administration. Unless faculty members work on committees, spend hours reviewing documents and express informed points of view, sharing responsibility for governing the institution cannot succeed. Today shared governance may be weakened by the increased reliance on adjunct faculty members who may rarely be expected or given the opportunity to participate in institutional governance. This often leads to situations in which there are too few full-time faculty members to share the responsibility of governing the institution. The goal of this study was to determine if a relationship exists between academic administrators' leadership styles and two variables. These variables included faculty's level of participation in governance and faculty's satisfaction of shared governance. In addition, this study compared levels of participation in governance and the satisfaction of shared governance between full-time and adjunct faculty members.</p>

<p> The racial classification of Armenian American college students as White leads to the lack of ethnic-specific data on their educational outcomes and experiences. This qualitative study explored the perceptions of Armenian American college students of their campus climate. The study used an interview approach to examine the conditions that supported or inhibited their college experience. Campus Climate was used as a conceptual lens to guide this study. The study revealed four themes: family influence, mainstream campus culture, Armenian campus culture, and hidden minority status. Impersonal campus conditions inhibited Armenian American students&rsquo; experience; conversely, personable campus conditions, supported their college experience. The findings demonstrated that these students constantly negotiate between their Armenian ethnic identity and American student identity while finding ways to connect to their campus environment. Policy and practice recommendations include increasing awareness, presence, and inclusion of this population on college campuses.</p>

<p> Young adults between the ages of 16 and 30 are typically at the stage of their life when they should be transitioning from school, gaining employability skills, and entering the workforce (Settersten et al., 2005; van Gennep, 1960). An estimated 1.3 million undocumented, DACA eligible youth are currently in this transitional life stage (Hipsman, G&oacute;mez-Agui&ntilde;aga, &amp; Capps, 2016), and another 80,000-90,000 will enter this stage each year (Batalova et al., 2014) where their opportunities for gaining skills and quality legal employment will impact their futures (Becker, 1992; Schultz, 1961). Struggling to find a path towards meaningful careers, these young adults know that if they are not able to gain additional education, training, and quality work they will be trapped in an underground society, working in under-the-table jobs that are way below their potential, education, and skills abilities, and are ultimately unable to escape poverty and support themselves and their families (Anguiano, 2011; Bank-Mu&ntilde;oz, 2009; Bernstein &amp; Blazer, 2008; Burman, 2013; Gildersleeve, 2010; Gonzales, 2007, 2008, 2009b, 2011a; Gonzales &amp; Chavez, 2012; Hudson, 2012; Padr&oacute;n, 2007/2008; Snyder, 2013).</p><p> In lieu of comprehensive immigration reform, this study sought to identify policy recommendations that would assist the DACA youth to develop skills, continue with their education, and ultimately enter into the workforce in legal employment opportunities. Two theories framed this study and a third was used as a lens in which to view the issues. These theories are human capital theory, national human resource development (NHRD), and Kingdon&rsquo;s multiple streams theory. The intersection of these three theories brings together (a) the traditional economic foundation of how organizations make determinations regarding who and when to invest in the skill development of individuals, or whether the investments should be made by the individuals themselves (human capital theory), (b) what interventions can be utilized to develop skills and how policy should be used to promote those interventions (national human resource development), and (c) how these elements are brought together to formulate policy (Kingdon, 2003).</p><p> Using an iterative survey methodology called a Policy Delphi this study obtained a compendium of viewpoints from the diverse perspectives of the stakeholders represented and identified 94 specific policy recommendations. There are five barriers to skill development (transportation, education, access to information, families and first-generation issues, and hopes, dreams and fears) and four barriers to accessing legal employment opportunities (knowledge of jobs available, employability skills, a lack of having credentials and experience, and the behavior and practices of employers). There are three facilitators to skill development (attaining higher education credentials, the importance of advising, and motivation) and five facilitators to employment (work authorization, bilingual proficiency, educational credentials, internships, and mentoring). These barriers and facilitators led to the identification of 94 policy recommendations which were ranked by desirability, importance, and feasibility/likelihood. Greater than 80% of the policy recommendations were desirable or very desirable and all 94 recommendations were important or very important. However, out of the 94 recommendations there is only a moderate belief that any of the policy suggestions are feasible or likely to be addressed despite their desirability or importance. Beyond the rhetoric surrounding immigration and who is and is not desirable to be a part of the U.S. workforce, there is a more nuanced and subdued element that emerged through this study that is more salient than any others, and that is the issue of addressing social inequalities on a broad scale.</p>

<p> The Society of Jesus sponsors more colleges and universities than any other religious order in American Catholic Higher Education. At Jesuit institutions, the decline of members of the sponsoring order, challenging admissions markets, and financial pressures are some of the forces that are impacting already existing tensions. These tensions in which American Jesuit schools choose to live generate particular challenges, each shaped by the context of an individual school. This study is focused on the ways that leaders of six Jesuit institutions are thinking about these tensions and responding to the challenges that result from choosing to live in them.</p><p> Research revealed that the declining number of Jesuits, and the increasing number of students who claim to have no religious affiliation, have cracked foundational assumptions on these campuses. This uneasiness, coupled with increased pressure to enroll classes and stabilize financial positions, has created concerns about whether or not the religious mission of the institutions can be sustained long-term. It is clear that presidents play an important role in balancing these tensions, and that their focus or lack of focus on the religious mission sets the tone for a campus. As a result, presidents and mission officers are working more intentionally to interpret the mission, and ways it is promulgated on campus given the current circumstances. This includes practices like hiring for mission, mission programming for faculty and staff, and efforts to educate faculty and staff in the foundational principles of the Jesuits. Leaders are working to build a critical mass of faculty and staff members who are both educated in the foundational mission and who care deeply about preserving it for future generations of students. This critical mass will help address the long term issues presented by current tensions, and prevent future questions about the sustainability of the mission.</p>