Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 113-122).

Thesis (Ph. D.)--Columbia University. / Vita. "Submitted in partial fulfillment of the requirements for the degree of doctor of philosophy in the faculty of philosophy, Columbia, University." Pages also numbered 297-360. Columbia university contributions to philosophy, psychology and education, v. 7, no. 4. Includes bibliographical references (p. 54-56).

Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 275-284)

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 275-284)

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Wynne S. Korr. Includes bibliographical references (leaves 209-220) Available on microfilm from Pro Quest Information and Learning.

<p> The current study reviews the responsibilities and benefits of institutions in receipt of federal funding to provide bystander education as a primary prevention program to students per current federal regulations and guidance. Existing bystander intervention programs have the potential to 1) train key staff by experts; 2) continue training of other staff via train-the-trainer efforts; 3) implement a variety of student-specific programming (such as gender neutral, gender-specific, student athletes, Greek students, and other student organizations and leadership groups); and, 4) obtain/maintain compliance with federal guidance and recent legislative mandates. Per Potter and Stapleton (2011), practitioners need to decide if purchasing an existing program, developed and evaluated at another institution, will in fact be successful at the investing institution. </p><p> Metropolitan universities typically have student populations of that are older (non-traditional), have lower socioeconomic statuses, have minority backgrounds (Barnett &amp; Phares, 1995); commute, are more likely to be employed (Muhollan, 1995); and, are first-generation college students (Barnett &amp; Phares, 1995). Vast diversity can present challenges to engaging a student body with a one-handed type of approach. Metropolitan universities would be benefited most by 1) purchasing an existing train-the-trainer bystander intervention program; 2) identifying the needs of unique metropolitan university student groups; 3) modifying the program to meet these needs; 4) developing a strategic implementation plan; 5) pre/post assessment plans; and, 6) identifying accompanying social marketing campaign strategies. Considerations for developing a modified bystander intervention program at a metropolitan university and meeting these needs are discussed.</p>

<p> For-profit colleges and universities and accrediting agencies have been the subject of criticism and scrutiny over the past few years. This dissertation examines the primary reason for this scrutiny: the seeming conflict between profit motive and student success. It ascertains the educational values of three regionally accredited for-profit college presidents and explains the differences in how presidents and institutions balance profit motive with student success. To do so, it focuses on three central questions: first, how do for-profit colleges and universities acknowledge and address this central dilemma of balancing profit motive with student success? Second, is accreditation a constructive force or an obstacle in resolving this dilemma? And third, what other institutional factors play a role in resolving this dilemma? </p><p> Using a case study approach, this dissertation examines three "best in class" for-profit institutions, all of which are regionally accredited with the Higher Learning Commission of the North Central Association. It concludes that each of these institutions uses a business model that ensures fiscal responsibility but not profit maximization. It also shows that accreditation in each acts as a constructive force, motivating the institutions' focus on assessment of student learning and improvement of student outcomes. Accreditation can also further legitimize these institutions' educational quality in a competitive marketplace that includes both for- and non-profit institutions. Finally, other factors for these institutions' success include family ownership, small enrollment numbers, and constant program evaluation. These factors enabled both a greater focus on student success and the flexibility to retool, add, or eliminate programs to ensure financial viability and stability.</p>

<p> This sequential mixed methods study examined alumni's perceptions of an integral education, an alternative educational model that is centered on students' multidimensional development. The study involved graduates from the East-West Psychology (EWP) program at the California Institute of Integral Studies (CIIS) and explored how they connected their unique educational experience to personal and professional development. The purpose was to determine how graduates of the EWP program value the integral education they received from CIIS, and what, if any, specific experiences, courses, and readings contributed to the said development. Forty-seven alumni, from both the master's and doctoral programs in EWP, completed an online survey sent via email, which consisted of 40 items rated on a Likert Scale and three open-ended questions. From the survey participant pool, 10 agreed to dive more deeply into their experience and gave their time for a one-on-one, semi-structured interview.</p><p> The findings revealed insight into alumni's understanding of integral education, and that their understanding is mostly in alignment with the ideals of the Institute; namely, honoring multiple perspectives, the multidimensionality of being, and multiple ways of knowing. Additionally, the results of the study also point to the areas where the EWP program is doing well in terms of what students expect and what they actually get, and also to the areas that could use improvement if the department was to offer an education that better reflects the ideals of the Institute, as espoused by the program description and advertisement. The most significant findings are the revelations of the need for (a) more professional development for students completing a degree in EWP, (b) more practical application opportunities, for example, internships, teaching assistantships, scholarships, fellowships, and connection of studies to social and global issues, (c) more community/mentor support for students' personal psycho-spiritual unfolding, and (d) more training regarding the language and expression needed to communicate the value of an integral education effectively with scholars/employers outside of CIIS. The study also engendered an articulation of both the takeaways and growing edges of such a non-traditional approach to higher education. </p>

<p> Little is known about the perspectives of social work educators who work with under-prepared students in baccalaureate social work (BSW) programs. Educators across fields believe that students are increasingly under-prepared to be successful in higher education, and social work programs face greater numbers of under-prepared students seeking BSW degrees. Although an increasing amount of research offers strategies for matriculating, retaining, and teaching under-prepared students, these strategies are often presented without the contextual experiences faced by the educators who work with under-prepared students on a day-to-day basis. The following research seeks to begin to fill that gap. The researcher interviewed 11 participants and used Interpretive Phenomenological Analysis (IPA) to uncover the essential experiential elements of working with under-prepared BSW students and to reveal the meaning that social work educators create within these experiences. Analysis resulted in four overlapping themes including understanding under-preparation as social injustice, questioning what it means to be a social work educator, recalling compelling moments, and demonstrating care in and out of the classroom. These results suggest that social work programs and educators can more explicitly recognize how working with under-prepared students mirrors traditional social work practice, and discuss how this mirrored process might affect both educators and students. Based on these results, the meaning of advancing social justice for under-prepared students, the conflicting roles that educators often adopt with under-prepared students, and the influence of external forces on educators&rsquo; work all deserve further research.</p>

<p> The purpose of the study is to learn about how students who transfer from community and technical colleges to a private four-year research university experience the transfer process at both institutions. The study followed Merriam's (2009) basic interpretive qualitative design. A sample of 20 participants was recruited for the study. Semi-structured, in-depth, face-to-face interviews were conducted with each participant. Each interview was audio recorded and transcribed by the researchers. Data in the study is presented using Merriam's (2009) narrative analysis format. In the narrative analysis of the data, themes identified through the analysis are described at length including exemplar excerpts from the interview transcripts. Long quotations from the participants and rich description of the interview context from the researcher create the narrative. Quotations from various participants are organized in a way that demonstrates to the reader how the participants' responses form a theme. Aspects of the theories of involvement (Astin, 1984/1999), integration (Tinto, 1993), and engagement (Kuh, 2001; Kuh, Kinzie, Schuh, &amp; Whitt, 2005) were applied by the researcher to the analysis of the experiences of the study participants. These findings can be organized into an institutional strand and a student strand. The institutional strand of findings includes threads related to the institutions' role in engaging students both academically and socially as they travel between the institutions throughout the transfer process. The student strand of findings includes threads related to aspects of the students' experiences that demonstrate how the act of transferring changes how they participate in the academic and social environments of the institutions. The findings of this study have implications for students who transfer from community and technical colleges to private universities as well as for transfer students in general. Recommendations are offered by the researcher to improve future policy, practice, and research related to these student populations.</p>