<p> This study examines presidential response to human-induced crises on public university campuses. The goal of the research was to understand specifically what actions and behaviors leaders in crisis take; what kinds of teams they assemble and the ways those teams function; how the leaders communicate--both to their teams and their institutional communities; and the ways their actions, behaviors and communications are understood by stakeholders of the campus. </p><p> A review of current literature on crises in higher education supports the research, and aided in the formulation of the four sets of research questions. Specifically, the compilation of research in crisis and crisis management; the role of the president in higher education; leadership and communication in crisis; and sensemaking and social cognition theory highlighted several gaps in understanding about leader behavior in crisis. The research questions, therefore, were structured to explore presidential actions and behaviors, teams and team function, intentional messaging and communication, and stakeholder perceptions in crisis. </p><p> Presidents at three large, public, research universities were the focus of the case studies. The findings emerged out of site visits to the campuses, personal interviews and review of historical documents and media coverage. While the leaders and the crises differed at each site, several common themes surfaced and the study revealed some important revelations and implications for both the literature and leaders in practice today. For instance, the findings demonstrated the significance of active, engaged leadership in crisis, highlighted the roles teams play in helping leaders to manage and resolve crises, and exposed the ways trust&mdash;both of the sort leaders bring to crisis and the kind they afford others with whom they work&mdash;influences leader actions and stakeholder perceptions. Ultimately, the research elicited a list of guidelines that presidents--as well as those who hire, support, or work with presidents&mdash;might consider as they prepare for and encounter crisis. </p>

<p> The following explores the phenomenon of perceived organizational culture change resulting from involvement in the establishment of program-level student learning outcomes assessment at colleges and universities. The goal of the research was to understand what elements of organizational culture may have changed on the part of the faculty and administration during the assessment development and implementation process, and how the combined effects may have shifted elements of organizational culture. </p><p> Two primary research questions guided the exploration of perceived organizational culture change. The first question focused on how the process of developing and implementing plans to assess student learning at the program level influences the attitudes, behaviors, values, and practices of faculty. The second question considered ways in which the assessment initiative changed or affected the program's organizational culture. </p><p> Critical to answering these research questions for each program studied was an understanding of the assessment development and implementation process. Further, it was important to identify and comprehend those decisions perceived most influential on the organizational culture of the program's faculty and administration. </p><p> The review of current knowledge supported and focused on research from the following four areas: 1. a basic history of assessment and the role of accreditation; 2. perceived cultural conflicts associated with assessment; 3. institutional interpretations of assessment; and, 4. research on organizational culture and the change process most relevant to higher education. </p><p> The researcher used the qualitative method of case study analysis and focused on efforts at three private liberal arts institutions. Selected from each institution were two programs of study that have successfully established learning goals and methods to measure student learning. </p><p> Across the three institutions and six programs studied, common themes and unique features emerged relative to the process of assessment development and the elements indicative of organizational culture change. Further, general assertions emerge concerning how the program's efforts affect attributes of organizational culture. </p><p> Both faculty and administrators may benefit from the conclusions of the research. Individuals charged with demonstrating academic integrity as well as those involved in the decision-making process regarding measuring student learning may also find the research valuable.</p>

<p> Research suggests what leaders should do or the qualities or characteristics they <i>should</i> have to be ethical leaders (Brown &amp; Trevi&ntilde;o, 2006). The ethical decision-making process that leaders should follow to avoid scandals and unethical behavior are overlooked. Few studies focused on ethical decision-making within higher education. Yet, educational leaders have an ethical responsibility that may be even more complex than those of other leaders due in part to increasingly diverse student populations enrolled in higher education that is having an impact on the growth of educational institutions on a global basis (Shapiro &amp; Stekfovich, 2011). Further, ethical scandals are no longer contained by national borders. The rapid growth of technology coupled with changes in political and societal landscapes has advanced ethical scandals to global prominence. A more collective need to understand ethical values and ethical decision-making practices on a global level has emerged. To be globally effective, leaders must be aware of the similarities and differences across and within cultures that could influence business practices (Resick, Hanges, Dickson, &amp; Mitchelson, 2006). However, cross-cultural research has not yet addressed the topic of ethical decision-making. In this study, the ethical decision-making process of higher education was not only examined in the United Stated but also in Poland. This exploratory study used the Delphi research technique to identify an ethical decision-making definition that higher administration leaders in both the United States and Poland use to make ethical decisions and identify the environmental factors that influence their decisions. Findings showed that the United States and Polish expert panels were different and showed very little in common in the identification of a definition and environmental factors. Lastly, both sets of experts identified a new process for ethical decision-making, each constructing a different ethical decision-making process model. This research on ethical decision-making provided evidence that the Polish and United States cultures are not as similar as identified in previous studies in terms of how they identify ethical decision-making and the factors they identify with influencing ethical decision-making. Using this information will create a better understanding of the practices and approaches to ethics that leaders use because of the huge influence they have and exert on people within their own organization and society around them.</p>

<p> Limited qualitative research has been conducted on academically reinstated students. The purpose of this naturalistic case study was to identify factors influencing the decision to apply for reinstatement and to examine how participation in an academic intervention program assisted academically reinstated students to succeed. Six reinstated students participating in an academic intervention program participated in this study. A social constructivist perspective was assumed, relying on the participants' perspectives to cultivate meanings of their experiences. This research offered a better understanding of the needs and experiences of reinstated students, provided evidence of resources, interventions, and programs that might be helpful for future reinstated students. The findings of this study could enhance attrition and retention of this student population. </p>

Thesis (M.A.)--University of Nevada, Reno, 2007. / "December, 2007." Includes bibliographical references (leaves 47-49). Online version available on the World Wide Web.

Thesis (Ph.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Philo Hutcheson, committee chair; Marybeth Gasman, Joyce E King, Richard Lakes, committee members. Electronic text (199 p.) : digital, PDF file. Description based on contents viewed August 7, 2008. Includes bibliographical references (p. 156-164).

Thesis (M.P.A.)--University of Hong Kong, 1991.

Thesis (Ph. D.)--University of Chicago, Dept. of Sociology, August 1999. / Includes bibliographical references. Also available on the Internet.

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