Thesis (Ph.D.)--Bowling Green State University, 2009. / Document formatted into pages; contains xi, 340 p. Includes bibliographical references.

The purpose of this longitudinal study is to explore the relationship between the national unemployment rate and college enrollment and success outcomes (retention, and completion), controlling for student characteristics (gender, race/ethnicity, and socio-economic status), as well as state and national economic and institutional factors. The study finds that college enrollment and success outcomes at public 4-year institutions of higher education (IHEs) are impacted in a statistically significant manner by variations in the national unemployment rate. A positive relationship was found between the national unemployment rate and undergraduate enrollment, full-time retention, and college completions. However, the impact differed for students with different characteristics (gender, race/ethnicity, and socioeconomic status). Enrollment in public 4-year IHEs of both males and females was found to increase by 1.2 percent and 1.9 percent, respectively, when the national unemployment rate increased by one percent. Blacks and Whites were found to increase enrollment in public 4-year IHEs by 1 percent and 1.4 percent, respectively, or decrease (American Indian, Asian, and Hispanics) enrollments when the national unemployment rates increased. Finally, enrollments of students from the lowest SES quintiles (Q1, Q2) were found to decrease by more than five percent while the ones from the mid to highest quintiles (Q3-Q5) were found to increase by more than 1 percent when the unemployment rates increased. / 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, 2015. / December 3, 2014. / completions, enrollment, retention, unemployment / Includes bibliographical references. / David A. Tandberg, Professor Directing Dissertation; Jinfeng Zhang, University Representative; Brad Cox, Committee Member; Toby Park, Committee Member.

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

This study analyzes the dominant governance and decision making characteristics in community colleges by tracing the implementation of state mandated program review through two Florida community colleges. An alternative hypothesis is presented which challenges the predominate assumption in the community college literature which portrays these institutions as bureaucratic organizations. Through the application of a hybrid framework which combines three dominant organizational models--bureaucratic, political, and organized anarchy--with three parallel views of policy implementation--programmed, evolutionary, and adaptive--the study suggests that in governance and decision making as well as policy implementation, these colleges exhibit behavior more varied and complex than can be captured by any one model. A case study method was utilized to address the assumptions of the study. Field work included extensive interviews at both institutions and at the Division of Community Colleges. Content analysis was completed on the data gathered on site and analyzed across the several dimensions of the framework. In addition to suggesting alternative governance and decision making models, the study also challenges the closed systems perception of community colleges. Issues of coordination and control are explored, particularly in relation to the environmental vulnerability of two-year colleges. The study concludes that community college governance and decision making is too complex to be explained by a single model. Political and anarchic behavior are generally more prevalent than bureaucratic behavior. The president at each institution exercised authority in a manner which encouraged political and anarchic behavior. This led ultimately to increased presidential discretion and greater executive or managerial authority. These institutions responded to the state policy initiative by projecting the appropriate image of conformity to the state while simultaneously buffering the institution from any substantive policy influence. Implications for further research include the need to more thoroughly analyze the open systems nature of two-year colleges, with particular emphasis on the complex environment in which they operate. Policy implementation in community colleges should be reconsidered in light of the adaptive and evolutionary implementation behavior of these local institutions.

This phenomenological, qualitative research study examined the experiences that influence students’ decisions to laterally transfer from one four-year institution to a public, regional, liberal arts university in the southeastern United States of America. The lack of prior research on the study of lateral transfer students and my professional interest in the topic have prompted the study. Most research studies look at the academic achievement of vertical transfer students; few studies examine lateral transfer students as an independent subpopulation. Two 30- to 60-minute interviews with 18 lateral transfer students were conducted. Of the 18 lateral transfer students, nine were enrolled at the research site for at least one year and persisted to a second year, and nine were in enrolled in their first semester at the research site during their interview process. Horizonalization (Moustakas, 1994) and imaginative variation were used to determine the reasons for departure and persistence across four-year institutions, in addition to discovering how lateral transfer students transition academically and socially. / 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. / Fall Semester 2017. / August 14, 2017. / departure, lateral, persistence, student, transfer / Includes bibliographical references. / Kathy L. Guthrie, Professor Directing Dissertation; Diana Rice, University Representative; Bradley Cox, Committee Member; Robert A. Schwartz, Committee Member.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 157-168).

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

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)

<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>