This thesis documents an exploratory study of the degree Philosophiae Doctor (Ph.D.). It was prompted by the international existence of several contentious aspects of the degree (appropriateness, attrition, discrimination, employment, program emphasis, research competency evaluation, time to complete, unconventional programs). Because of the absence of any relevant theory, a model (Ph.D. acquisition model) was utilized as the conceptual framework for the investigation. This model incorporates the three fundamental components of the degree (lengthy study, original research, thesis preparation), which were determined from the historical and regulatory literature. The research question was, " (w) hat effect, either positive or negative, do experts think altering the fundamental components of the degree Philosophiae Doctor, will most likely have on the resultant degree?" Data to answer this question was derived using the prognostic Delphi technique involving a panel of 67 (15 females, 52 males) English-speaking individuals. These professionals have extensive experience with the Ph.D. degree and they come from Australia, Canada, Great Britain, and the United States. In the Round 1 questionnaire the panelists identified Ph.D. degree related problems that were validated against the prescriptive literature (1960-1988). Round 2 generated predictive responses about the outcome of 18 hypothetical actions which address the most frequently raised problems in Round 1. A reiterative Round 3 resulted in acceptably stable prognoses for the majority of the responses. The implications of these prognoses, as they relate to the traditional and four non-traditional Ph.D. degrees and to university administrators are discussed.

Abstract not available.

Devant l'émergence de nouveaux profils d'étudiants, les universités des paye occidentaux doivent repenser leur pédagogie, notamment en ce qui concerne l'accompagnement des étudiants de première année qui sont nombreux à vivre des échecs et à abandonner leurs études. Cette pédagogie semble s'articuler autour d'une diversité de mesures d'encadrement, allant de l'accompagnement par un professionnel à celui que peut offrir un pair. Comme le soulignent de nombreux chercheurs, l'accompagnement par les pairs, appelés étudiants mentors dans ce projet de recherche, semble une voie des plus prometteuses, car elle démontre des effets positifs indéniables aussi bien au plan cognitif qu'affectif chez les étudiants en difficulté. Or, il appert que les caractéristiques d'une formation d'étudiants mentors restent à définir et a documenter étant donné la nouveauté de cette mesure. Dans ce contexte, cette étude examine les représentations de la première génération d'étudiants mentors sous deux angles, celui de leur rôle et de leur pratique et celui de la formation qu'ils jugent avoir besoin pour améliorer l'exécution de leur pratique; ces données étant recueillies pour construire un référentiel de formation. Dans cette optique, une collecte de données qualitatives multiples a été menée auprès de 14 étudiants mentors de l'Université d'Ottawa ayant accompagné des étudiants en difficulté lors de l'instauration des programmes de mentorat durant l'année universitaire 2002-2003. Les resultats démontrent qu'il existe des liens directs entre les représentations des étudiants mentors a l'égard de leur rôle et de l'accompagnement qu'ils offrent et les besoins de formation qu'ils repértorient. Parmi ces besoins, ressort plus spécifiquement l'importance de créer un espace réflexif ou les mentors accompagnes de personnes-ressources analysent, comparent, critiquent et révisent les modalités d'accompagnement qu'ils privilégient. Cette formation semble devoir s'inscrire dans la perspective socioconstructiviste de l'apprentissage avec en toile de fond une modélisation de l'accompagnement, lequel peut être fait par un accompagnement métacognitif Ces résultats soulèvent des lors toute la question de la formation des personnes-ressources aptes à accompagner les étudiants mentors dans une telle perspective de formation.

This study examines the experiences of students with hearing impairment (HI) in a post-secondary institution in Taiwan. The special education law and regulations passed in Taiwan in 1984 concerning the education of students with disabilities led to an increase in the number of students with HI enrolled in post-secondary institutions. Although students with hearing impairment now have greater opportunities to enrol in colleges and universities, and are provided with support services and counselling, they continue to have problems in their academic and social campus life and often eventually drop out (Hsiao, Hsu & Wu, 2(01). However, despite their difficulties, some students with hearing impairment do persist in their studies and graduate. At this point, there is no information on the reasons for these students' success. The purpose of this study is to explore their learning experiences, how they have overcome obstacles, and the factors that led to their persistence in their studies. This study is one of the first qualitative studies to examine the post-secondary experiences of Taiwanese post-secondary students who have hearing impairment. The conceptual model underpinning this study was a revised version of Tinto's 1993 and 1997 Student Integration Model (SIM). The participants were seven students with hearing impairment who were in their third and fourth year of university, their learning partners, four professors, and two personnel for the Centre for Counselling Services. Data collection procedures included individual interviews, focus group interviews, observations, and a self-reflective journal. The interviews were the most important source of data. Profiles of the participants with HI were developed and a cross case analysis was done. The findings identified three factors contributing to persistence: individual characteristics, academic integration and the support services. In terms of academic integration, personal effort in learning was the most important factor, and in terms of the support services, the provision of the learning partners contributed to persistence. Both of these elements helped the students earn higher grades and contributed to persistence. The goal-orientation to graduate and obtain a well-paying, stable job with good benefits was also found to play a vital role in the students' persistence. It also became clear that the students with HI in this study were not well integrated into the social life of the university, and so Tinto's identification of social integration as a factor in persistence was not supported by this study. Therefore, only partial support for Tinto's SIM was found.

No description available.

This dissertation presents a framework for understanding how beliefs about difficulty and talent in science, technology, engineering, and mathematics (STEM) influence students’ subsequent decisions to major and complete degrees in those domains. Recent evidence suggests that mathematics-intensive subjects like computer science, engineering, and physics (Nix, Perez-Felkner, & Thomas, 2015; Perez-Felkner, McDonald, Schneider, & Grogan, 2012) are perceived as difficult and are appropriate only for those possessing innate gifts (Dweck, 2008; Leslie, Cimpian, Meyer, & Freeland, 2015). Research additionally points to differences in ability beliefs by race/ethnicity and gender (Litzler, Samuelson, & Lorah, 2014; OECD, 2015). However, how these beliefs might create barriers to women’s and racial/ethnic minorities’ participation in STEM fields is not yet fully understood. Using nationally representative Education Longitudinal Study: 2002/12 data as well as original interview data drawn from a stratified, robust sample, this mixed methods dissertation (1) gauges the existence of specific ability beliefs about the role of difficulty and talent in STEM participation, (2) examines how these beliefs may be developed through the educational pipeline, (3) measures the association between perceived difficulty and mathematics-intensive science field major and degree, and (4) investigates how the postsecondary experience and identity shapes perceptions of difficulty and talent in STEM fields. Findings from the studies in this dissertation help inform researchers, practitioners, and policymakers of the existence, associations, and development of these ability beliefs. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / March 21, 2018. / Includes bibliographical references. / Lara Perez-Felkner, Professor Directing Dissertation; Susan Blessing, University Representative; Tamara Bertrand Jones, Committee Member; Bradley E. Cox, Committee Member.

M.A. Florida State College for Women / Includes bibliographical references

As businesses expand to incorporate a more global perspective, study abroad programs are needed to help American college students compete with their international peers. Businesses are realizing that employees must possess skills that help with their understanding of and interaction with those from foreign countries. As a means of achieving this end, study abroad programs have become an increasingly important part of the educational experience for undergraduate students. Personal growth and interpersonal development are important aspects of being able to work effectively with others. Study abroad programs have long claimed that students make gains in these areas. This mixed-methods research study explored how emotional-social intelligence is impacted by participation in a long-term study abroad program. Specifically, the study sought to determine if there was a difference in the emotional-social intelligence scores of college students prior to and after their participation in a long-term study abroad program as measured by the EQ-i2.0. Additionally, the study used interviews to explore how college students view their long-term study abroad experience. The results demonstrated that there were statistically significant differences in the EQ-i2.0 pre-test and post-test scores of study participants before and after their participation in a long-term study abroad program. Specifically, the mean differences of total EQ, the self-perception and self-expression composite scales, and the self-regard and flexibility subscales were statistically significant. As it relates to the qualitative data, students reported that most of their experiences were related to developing a more accurate understanding of and acceptance of self, as well as becoming more self-reliant. In addition, students reported an increased desire to understand others. This included an appreciation for other people and other cultures. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester, 2014. / September 24, 2014. / College Students, Emotional Intelligence, Study Abroad / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Diana Rice, University Representative; Bradley Cox, Committee Member; Kathy Guthrie, Committee Member.

The purpose of the current study was to test theories of student involvement and leadership development, examining the influence of mentor relationships on student leadership development outcomes. The 2009 administration of an on-line survey through the MSL, a national study on college student socially responsible leadership capacity development, provided sufficient data for this study. The literature review outlined the study's association with the conversations on student involvement, leadership development, and mentoring. Several models served as conceptual and theoretical support anchoring the project in ongoing research. The research design ensured strong methodology to support the study's research question: what does a match or mismatch of gender and race between student and mentor contribute to student leadership development? Multiple regression analysis performed in three blocks provided estimates of the differential importance of each independent variable on the dependent variable. The results of the study thereby provided the answer to the research question: differences in mentor dyad demography influence student leadership development uniquely. Students in a mentor relationship with their self-identified most significant mentor gained more socially responsible leadership capacity when their mentor was a different race or different gender and race. Higher education leadership can apply the knowledge gained to education practice and research. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester, 2014. / October 14, 2014. / dyad, education, leadership, mentoring, postsecondary / Includes bibliographical references. / Kathy Guthrie, Professor Directing Dissertation; Brad Cox, Committee Member; Robert A. Schwartz, Committee Member.

The large number of students who choose to leave the university before graduation has caused administrators to explore new ways to retain students. Research indicates "only half (51%) of students who enrolled at four-year institutions in 1995-96 completed bachelor's degrees within six years at the institutions at which they started" (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008, p. 540). Institutions of higher education are responding to these concerns by allocating significant resources specifically targeting first-year students focused on improving their experiences and outcomes (Jamelske, 2009). Research indicates that over the last 35 years, thousands of institutions have created first-year programs with increased retention rates and persistence to graduation as the primary goal (Barefoot, 2000). The purpose of this study was to explore the relationship between course content and graduation of students enrolled in the First-Year-Experience (FYE) program at Florida State University. This study compared the three approaches to course content - academic, social, and mixed (both academic and social) - offered through the First-Year Experience program to determine which approach was associated with higher student graduation. This study compared sections with similar course-related characteristics to minimize the influence of outside factors on the results. Multiple class sections of the FYE program over a six-year timeframe were examined and comparisons drawn based on the course content. Therefore, the educational significance of this study is to advance the existing body of knowledge and to improve instructional practices for First-Year Experience programs around the country. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester, 2014. / November 14, 2014. / First-Year Institutional Intervention Strategies, First-Year Seminars, Graduation, Persistence, Student Academic Performance, Student Retention / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Diana Rice, University Representative; Mary Coburn, Committee Member; Brad Cox, Committee Member; Lara Perez-Felkner, Committee Member.