The educational trajectory of foster care students in the United States is often delayed. However, there are foster care students who have been able to successfully navigate the educational pipeline and complete a college degree (Batsche et al., 2012). The purpose of this study was to explore the transition experiences of foster care students from high school to a four-year university and to identify contributors to their adaption into the college environment. This study challenges previously held beliefs by focusing on the actual rather than perceived contributors to their success while in college. Data from this study came from demographic questionnaires and 60-90-minute interviews with 11 qualified study participants. The study participants provided multifaceted responses about their transition experiences to the university. Findings and themes which emerged from the study focused on the experiences of transferring from a state college, being homeless, and identifying helpful support resources during their transition process. Study participants discussed the need for utilizing campus resources, developing transition strategies, and the importance of networking and engagement. The study results also provided insight into practices not considered helpful by foster care students. The discussion and implication section provide suggested resources for foster care programs and university administrators who support this population. Future research recommendations focused on self-development and program effectiveness followed by concluding thoughts. / 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. / Spring Semester 2018. / April 25, 2018. / Includes bibliographical references. / Kathy Guthrie, Professor Directing Dissertation; Winston Roberts, University Representative; Tamara Bertrand Jones, Committee Member; Robert Schwartz, Committee Member.

Law that regulates management of higher education institutions has been increasing in recent years in both Saudi Arabia and England. The Higher Education and Universities Act (HEUA) 1414 A. H. (1993 A. D. ) and the Regulation for Organising the Affairs of Teaching Staff (ROATS) 1418 A. H. (1997 A. D. ) in Saudi Arabia arose as major upheavals in the organisation of Higher Education and Universities. Similar developments have occurred in England in response to the Education Reform Act (1988) and the Further and Higher Education Act (1992). All these developments in both countries have deeply effected the legal position of the university as well as the affairs of the academic staff and other university members. This research seeks to show the laws that now apply to universities in both countries and to provide for all academic and administrative members of the university. In addition, the scope of this thesis is to compare the laws of universities and to show the advantages and disadvantages of such laws in relation to both legal and administrative affairs at these universities. Particular emphasis is placed on the organisation of the academic staff and on how the disciplinary procedures in both countries focus on natural justice.

<p> The challenges facing leaders in the federal government are complex, significant, and diverse. These challenges have been exacerbated by a changing global landscape, financial economic meltdowns, budget deficits, terrorism, cybersecurity concerns, war, and an aging workforce (Koonce, 2010). Yet, from a leadership development perspective, until recently, very little had changed in the way leaders were prepared to handle those challenges. As part of a call to action, executive coaching is rapidly becoming a staple of senior leadership development. </p><p> Given the increased emphasis on executive coaching as a leadership development tool, the purpose of this study was to explore the linkage between executive coach education/training, a learning intervention with theoretical underpinnings in learning theory (experiential learning, transformative learning, reflective learning, and action learning) and participant leadership and executive coaching skills. A descriptive, single exploratory case study design was employed using both quantitative and quantitative techniques. The former included Leadership Practices Inventory (LPI), Servant Leadership Questionnaire (SLQ), and International Coach Federation (ICF) Competency Survey. Qualitative techniques included observation, document analysis, and focus group to explore the impact of the Defense Acquisition University Executive Coach training program on participants, specifically the impact on participant leadership and executive coaching skills. </p><p> The key findings build on existing research and show that 1) participation in executive coach training created a shift in participant focus from self to other, a critical component of both transformational and servant leadership; 2) a learning environment, combined with emphasis on ICF competencies, improved executive coaching skills; 3) the ICF competency related to ethical orientation and guidelines with respect to professionalism did not demonstrate evidence of change; 4) executive coach training predicated on ICF competencies enhanced active listening and powerful questioning, two critical components of executive coaching and action learning, and 5) coach training enhanced participants&rsquo; self-awareness and reflective learning, critical attributes for executive coaches. The study concludes with recommendations for research and practice.</p><p>

<p> Though women make up the majority of community college students, faculty and staff, only 36% of community college presidents nationwide are female. With a significant number of presidential retirements on the horizon, there could be many opportunities for women in line for a community college presidency to take the next step along their career paths. This study was designed to explore how women in senior-level community college administration have acquired the American Association of Community Colleges leadership competencies throughout their careers and what other influences had impacted their career development. A qualitative, phenomenological design was chosen, and results were examined through the systems theory framework of career development. Interviews with 12 women serving in senior-level administration at community colleges throughout one Midwestern state were conducted. Through the process of reduction, five common themes emerged from the experiences of participants: (a) of the five AACC leadership competencies, communication was most significant; (b) relationships matter; (c) women lead differently; (d) perceived realities of the presidency are not appealing to women leaders, and; (e) the existence of a superwoman complex. These findings were consistent with previous research relating to women in leadership, particularly those women in higher education leadership.</p><p>

This study was designed to analyze the sources of revenue, revenue variability, program and personnel changes, and the fiscal soundness of six Latino nonprofit organizations (LNPOs) in three major cities in Western Massachusetts, for the period 1989 to 1992. Income variability was assessed for the period 1985 to 1992. Contingency or adaptive theory formed the basis of the study, with emphasis on organizational uncertainty, and the concepts of complexity and chaos. Contingency theory holds that there is no best way to organize, and that any way of organizing is not equally effective. The review of the literature was exhaustive and presented an analysis of the history, economic impact, and relationship of both LNPOs and non-LNPOs with the modern welfare state. IRS Form 990 and Form PC, filed by the six LNPOs with the Public Charities Division of the Massachusetts Attorney General, was the source of the data for this study. The study concluded that the aggregate reliance of LNPOs on government sources of revenue was 79.5 percent. Diversity of the funding base of these LNPOs was very limited. The average rate of revenue increase for 67 percent of these LNPOs ranged from 14 percent to 72.3 percent. The influence of revenue variability on the program mix and primary personnel was not as conclusive. Revenue increases correlated more with salary increases of primary personnel than with increases in the number of programs. Revenue increases correlated with salary increases of the rank and file for four of the six LNPOs. Fifty percent of the LNPOs in the study were rated as fiscally sound. None of the six LNPOs had contingency reserves and endowment funds. The most compelling recommendations for improving the infrastructures of these LNPOs include: the expansion of their funding base; the establishment of contingency reserves and endowment funds; effect changes in management and in governance; improve technology; and develop partnership with area colleges and universities for developing degree programs for managers of NPOs, and programs and workshops aimed at providing technological assistance to LNPOs.

As the number of students entering college declines, or levels off, and competition for these students intensifies, retaining the students they recruit will be the path to survival for many schools. When the retention effort is not successful with individual students, they withdraw from college and become an attrition statistic. This represents a cost to the institution (resources allocated to recruit that student) and lost revenue (tuition and fees). Many withdrawing students, maybe because of the emotional stress of the situation, cite reasons that will make the exit interview process as short and painless as possible. This leaves the institution in possession of withdrawal data that may not be entirely accurate or complete. Many decisions are made by institutions, particularly operational changes, relying on this data. There are two main avenues to sustaining adequate enrollments: recruit a larger class every year to compensate for those who leave; or, concentrate on retaining those recruited. At four-year institutions, retention activities benefit three classes of students, whereas recruitment efforts affect only one (Astin, 1975). Given the reality of declining enrollments and increasing competition, the greatest influence colleges and universities have over enrollment patterns is internal in nature. If the admissions effort has failed to accurately portray the institution's educational and social environment, those responsible for retaining students--in many cases, all non-admissions personnel--start from a negative position. This study will involve five phases. Phase One, already completed and presented in chapter Two, involved reviewing relevant dropout and retention literature. Phase Two will involve the proposal of an enrollment enhancement plan designed to increase retention. Phase Three will involve an interview with the Dean of Students at each institution to obtain an institutional perspective on the reasons they feel students leave their institution, establish a profile of the type(s) of student(s) they feel their institution serves best, and review current retention practices. This information will be used to frame an additional question to be asked each group of interviewees. Phase Four will involve the interviews mentioned above. Phase Five will involve the analysis of the data.

The perceived challenges for Seventh-day Adventist higher education in the 21st century according to its future leaders, the leadership necessary to meet these challenges, and the system's development of leaders were examined using a two-phase process of sample identification/selection and data collection. The sample identification and selection phase involved "expert identification" by individuals holding current positions in SDA higher education. The data collection phase involved elaborated, semi-structured interviewing. According to the paticipants, Seventh-day Adventist higher education is different from mainstream higher education in mission, culture, and understanding of its 21st century challenges. SDA higher education may seemingly face many of the same challenges as mainstream higher education, but the cultural differences change the nature of the overlapping challenges. They make many of the standard leadership suggestions, available in the higher education leadership literature, unworkable. There are also challenges to the system which are unique to SDA higher education. Almost all of these involve the church which sponsors these colleges. The SDA church is currently examining itself and redefining its mission in terms of the 21st century. The purpose of the SDA colleges and the role they play in the church's mission is one aspect of this redefinition. Proposals concerning the future of these colleges range from maintaining the status quo to closing the schools. These proposals must be discussed and understood at the local church level. The perceived leaders find it difficult to prepare themselves for their leadership roles. The unique subculture contains factors which discourage openly identifying future leaders and providing resources for their continued education. Even though the participants are not well acquainted with the literature of higher education leadership, two categories may be useful to the future of the system. Transformation theory, especially the concept of "trans-vigorational leadership," would be helpful to a system with a deeply ingrained church subculture and distinctive academic cultures. Cultural or symbolic theory would help the system define itself, the priorities of its constituency, and the changes needed to accomplish its 21st century mission.

The dissertation research focused on how executive level administrators perceive external forces, environmental conditions and resource dependency as components in a new economy that shape entrepreneurial decision making in their community colleges. The objectives of the research examined an expansion from public-supported resource allocations, formulas and funding, tied to specific parts of a community college's mission, i.e., open access, to a decision-making model where the attainment other identified external resources may have become more competitive to fund less clear aspects of an institution's mission. The case studies reviewed reduction or elimination of past revenue streams that may have positioned executive level administrators into a decision-making posture where they reallocated institutional resources to areas of increased demand. Additionally, interviews, research documents and other materials also identified external environmental conditions and resource dependency as some of the forces that community college executive level administrators reported to have influenced their decision-making processes regarding institutional policy, strategies, identifying new revenue streams, and program initiatives in a new economy. To what extent have executive level administrators potentially shaped or reshaped institutional identification by focusing upon externally driven resources as funding opportunities through active pursuit of workforce development grants, partnerships, contracts or other revenue streams? In addition, the research also addressed the thinking, perspectives and "mind maps" of executive level administrators who make decisions about potential entrepreneurial opportunities for their community colleges. For community college administrators and other institutional stakeholders contemplating expanding the college's mission, this study provides foundational theory, options, concerns, implications and recommendations that should be carefully considered. Additionally, my goal was to shed light on two distinctly different community colleges where environmental forces and decision-making strategies can inform future practice at other community colleges across the nation. I hope that this research study will assist all internal and external constituents to understand the founding values of community colleges, their evolution, tradition, values and future roles in American higher education.

This study focuses on the topic of campus rape within the organization of a comprehensive public university. Media attention, student movements and federal legislation have focused on the issue of rape on college and university campuses. The public has become increasingly concerned about this issue and campuses have been forced to mount a response by implementing policies and procedures which respond to rape within their communities. This study looks at how one institution defines and combats rape. This investigation interviews a variety of participants (administrators, student service providers, faculty and students) within the university to see if those who share this community similarly identify and perceive efforts to eradicate rape. Conclusions from this study reveal that there is much disparity among members on how they perceive rape and the university's anti-rape policies and programs. Much of the disparity is attributable to gender and some to position within the institution. Also examined was the impact of federal legislation on members' perceptions of campus rape and institutional liability. Environmental, victim support, education and administrative considerations are examined in how members' view anti-rape policies. The academic environment and its distinctiveness is also explored in how it may obscure efforts to come to a consensus on defining and ameliorating rape. Several specific recommendations are offered, but this research does not put forth sweeping or simple solutions. Understanding that rape is a contentious, and at time, ambiguous, event may be the first step in responding effectively to the issue of rape on campus.

The focus of this descriptive study was to determine parental attitudes and perceptions which deter parents from voluntarily becoming involved in the activities of their child's inner city elementary school. The research instrument used to determine both individual and collective impacts upon the relationships between the Home and School connection was a questionnaire. This questionnaire was sent out to 140 parents of inner city elementary school students. The targeted population was composed of African Americans, Asians, White Americans, and Hispanics. The measurement tool was translated both in English and Spanish, so as to accommodate the language preferences of the school community. This questionnaire measured parent involvement variables such as parent communications with the school, parental awareness of school operations, parental participation in school activities, home-school work habits, and overall relationships with teachers. The information elicited analyzed comparisons among the various ethnic groups concerning their parental attitudes towards the openness of the school, the collaborative nature between Home and School, effectiveness of the school, and the general school climate. This study not only identified those elements which impede parental involvement but it also recognized positive and encouraging factors leading towards the formation of viable Home and School partnerships. Since parents are being given more choices in selecting schools for their children, educators must encourage and foster parents to become collaborators/partners in the education of their children. It is incumbent upon us as educators to investigate, identify, measure, and recognize these adverse factors and determine an appropriate course of action to reduce and eliminate this apathetic trend currently held by parents towards teachers and education in general.