<p> Why are the needs of Division I intercollegiate student athletes important in relation to their overall growth? Answering this question requires a consideration of the way in which student athlete needs continuously evolve and how the quality of leadership from the head coach plays a significant role in orchestrating a team environment that ensures needs are adequately met. The researcher was inspired to study servant leadership and its impact on student athlete personal development and fulfillment to address how Division I head coaches can skillfully serve the needs of their players, enabling them to grow towards self-actualization. Twenty Division I women's soccer student athletes and their head coach were interviewed and observed for four weeks during the fall 2018 season. To corroborate the qualitative data, a survey gauging the degree to which student athletes felt their head coach espoused servant leader behavior, was also deployed to all student athletes within this particular Division I athletic department. </p><p> Findings indicate that it is the head coach who creates an environment fostering peak experiences for the student athlete, allowing them to further identify their needs in and out of the practice setting. Findings also indicate the student athlete prefers a head coach that truly cares for them beyond their athletic identity, serving their needs as a person and not just a student athlete. Ultimately, servant leadership in Division I athletics is demonstrated through an intricate process of head coach balance between harder and softer approaches, identity symmetry, and the accommodation of student athlete needs, impacting the student athlete&rsquo;s overall university experience and their journey to personal fulfillment. Findings are presented as a cultural portrait, incorporating views of the participants and observational impressions from the researcher. This research validates demonstrates the importance of the head coach-student athlete relationship and its influence on the student athlete&rsquo;s self-concept through the espousal of servant leader behavior.</p><p>

<p> Current efforts in higher education institutions to increase persistence and success among Hispanic students continue to be ineffective and thus new conceptual frameworks need to be explored. Data from the Hispanic Association of Colleges and Universities asserts that increasing the number of Hispanics that graduate is vital for our country&rsquo;s future. In turn, Hispanic-Serving Institutions need to nourish and nurture their students to ensure that they graduate and institutional frameworks would benefit from cultural and epistemological congruence with Hispanic students, their families, and their communities. </p><p> Educational leaders have urged educators to take on the responsibility and commitment to students&rsquo; success and to have a positive impact on the communities they serve. This quasi-experimental study intends to measure the impact of a Hispanic-Serving Institution&rsquo;s social responsibility on underrepresented students&rsquo; institution affiliation, especially Hispanic students in South Texas. </p><p> The following research questions guided this study: 1) What types of perceptual and behavioral characteristics (e.g. social integration, academic integration, perceived campus climate, CESL enrollment status, service learning enrollment status, language proficiency, gender, and immigration status) are associated with sense of belonging for college students, especially Hispanic students at a HSI in South Texas? and 2) How do community-engaged scholarship and learning experiences encompassed in CESL courses (the treatment) impact college students&rsquo; sense of belonging and academic and social integration, especially Hispanic students at a HSI in South Texas? </p><p> In order to answer the two research questions, a quasi-experimental research design was used in this investigation. It involved two forms of analyses: Regression Analysis addressing question one and Multivariate Analysis of Variance (MANOVA) addressing question two. The Multiple Regression Analysis (N = 208) yielded significant findings (p &lt; .05). The full model revealed that 48% of the variance in Sense of Belonging, the dependent variable, was explained by four predictor variables: Peer Group Interaction; Faculty Concern for Student Development and Teaching; Academic and Intellectual Development; and English Proficiency. Although there were no differences (p > .05) detected among the comparison groups, recommendations to improve research design, methodology and treatment fidelity for future studies were provided.</p><p>

<p> Research on college choice decisions of high school students has increased over the past forty years but has generally centered on demographic characteristics such as race, gender, or socio-economic status of students. There has been little research on the influences on the college choice decisions of high academically achieving students from rural areas. Nationally, 27% of rural high school students attend four-year colleges, compared to 37% of students who come from urban or suburban areas. In addition, 73% of students choose to attend college within their home state. However, preliminary data from one rural school system in North Carolina showed that over a two-year period, 96.45% of students who attend high school in that county school system remained in the state of North Carolina for college. This data implies that rural high school students remain in state for college at a higher rate than students from urban and suburban areas and do not seek admission to highly prestigious colleges around the United States to which they may be attractive candidates for admission. </p><p> Seven to nine students and the faculty member or members who works most closely with students during their college search were interviewed from one rural high school each in North Carolina, South Carolina, and Virginia to determine their perceptions of the influences on their college choice processes. Focus group sessions were held with the student participants at each of the high schools to insure the accuracy and understanding of data and to expand on themes identified during the coding of data. </p><p> This study found that rural students face a variety of barriers in their college search processes. These barriers, both real and perceived, worked to lead rural students to choose in state colleges that were in proximity to their homes. Rural students and the high school faculty who work with them often work with incomplete or inaccurate information of the opportunities available to students outside of their own states of residence.</p><p>

<p> The purpose of this study was to understand the role that White people can play in dismantling systemic racism and oppression in the supervision of people of color in student affairs. The primary goal of the study was to better understand, from the perspectives of people of color, how systemic racism and bias in the supervision of people of color could be disrupted and what role, if any, White people can play in the disruption. Using a critical race theory (CRT) framework, the study sought to outline how White people can demonstrate allyship and engage in dismantling systemic racism. This was a qualitative research study using a CRT framework. The researcher conducted 20 interviews with participants who all identified as student affairs professionals of color about their experiences with workplace racism, what inclusive workplaces would look like, and how White folks can play a role in contributing to an inclusive environment. The findings showed that workplace racism was prevalent among participants, with many outlining experiences with bias or racism in multiple roles and on different campuses. Further, all 20 participants agreed that there is a role for White folks to play in fostering inclusive environments. Based on participant descriptions and a CRT lens, a framework emerged for White people who seek to engage as allies and accomplices to racial justice in student affairs. This framework includes: learning, understanding, self-reflection, and action on the individual, group, and organizational levels.</p><p>

<p> This research study sought to investigate and explain the perceptions and experiences of Ghanaian international students in the American higher education system. Four subjects enrolled at different higher education institutions in the USA participated in the study. The participants were selected based on the following four criteria: (a) they were Ghanaian international students; (b) they were 18 years of age or older; (c) they had successfully completed two years or more of post-secondary education in the USA; (d) and they were proficient in the English language. Three research questions guided the study: What are the perceptions of Ghanaian international students regarding their experiences in a higher educational institution in the USA? What factors influence these perceptions? What are the specific ways that Ghanaian international students negotiate the challenges of the American higher education system? A qualitative methodology and case study research design was utilized to collect data. Critical race theory, phenomenological theory, postcolonial identity theory, and intersectionality theory provided the theoretical framework for the study. Data collected from the 13 in-depth semi-structured interviews, researcher&rsquo;s observations, and a researcher&rsquo;s reflective journal, were coded using both open and axial codes. Thematic analysis was done vertically for each participant and across all participants&rsquo; responses. These codes were then categorized into themes and subthemes. Five themes emerged from the data analysis and these included: acculturation challenges, economic concerns, weak institutional support system, visa issues, and geography. Key influences included nationality, ethnicity, family background, religion, socioeconomic status, personality, and prior foreign travel experiences. Social networking and creating personal support systems appeared to be the most common coping strategies employed by participants. The limitations of this study included the small number of participants and the institutional type, among other factors. The implications and recommendations regarding future research are included. </p><p>

<p> Art is part of our natural human behavior. For four years, college students go through several developmental stages. Art in higher education can become a fundamental part of students&rsquo; behavior. Like language and laughter, art is a basic part of the self-concept and development. Experimental learning is one outline of the many comprehensive theories of college student development that can be used as measuring tools for administrators, professors, institutional policies, improvements, and practices. The college environment is a place that fosters outcomes of growth and challenges, and as a result, support is needed because a student lives different levels of maturity within social contexts. College can be an &ldquo;advisory circle&rdquo; as the environment provides education, support, realization, awareness, and knowledge that develop strength for the future and the world ahead. The purpose of this study is to examine the relationship between art and non-art majors and the development of the self-concept in higher education. The data is derived from senior students at four-year institutions who completed the college senior survey from the Cooperative Institutional Research Program (CIRP) of the Higher Education Research Institute (HERI) of UCLA. Descriptive statistics, cross-tabulations, and chi-square testing were performed to examine the relationship between art and development of the self-concept in higher education. The major themes of the college senior survey are academic and social adjustment, sources of satisfaction and dissatisfaction, academic, residential and employment experiences, plans for the next academic year, patterns of behavior, life goals and self-concepts, and feelings of personal success. The findings of this study suggest that art majors and art careers have a good self-concept when studying the controlled variables of gender, race/ethnicity, GPA, art majors/non-art majors, career occupation, institution type, and control. The independent variables that are the HERI standards of student/faculty interactions, educational environment/climate, campus environment satisfaction, academic achievement/change, and learning styles/self-rating were also examined alongside the dependent variables of character and development of art and non-art majors&rsquo; self-concept, self-esteem, ideal self, and self-image.</p><p>

<p> Leadership has entered an age of chronic unrest. Scholars have emphasized the impact of healthy and effective leaders on organizations (Crother-Laurin, 2006), yet recent studies reveal high stress and burnout in the contemporary workplace (Walsh, 2005, 2013). The academy faces their own organizational challenges, (Archibald &amp; Feldman, 2010) calling into question the health and effectiveness of leaders, especially at the presidential level (Duderstadt, 2010). While the study of college president wellness has been explored through multiple lenses (McNair, Duree, &amp; Ebbers, 2011; Tekniepe, 2014; Walker &amp; McPhail, 2009), some researchers highlight the unique needs of mid-career presidents of private institutions. To date, minimal research has been conducted on wellness for this population. Using the presidential office as the pivotal point of inquiry, this qualitative interpretive constructivist study sought to answer the following research questions: RQ1: How do mid-career college presidents perceive personal wellness? &bull; RQ1a: What value does wellness play in the lives of mid-career presidents? &bull; RQ1b: How do mid-career college presidents apply wellness techniques in their lives? &bull; RQ1c: Have these wellness practices changed throughout their time as president? </p><p> Interviews with (<i>N</i> = 10) mid-career private college presidents were conducted, as well as an (<i>N</i> = 1) elite interview with an executive coach. These data were analyzed using Giorgi&rsquo;s (2009) analytical strategy. Interview observation data and document analyses of various institutional documents (websites and presidential social media) supplemented the data set. Boyatzis&rsquo; (1998) data analysis strategy was applied to observation and document data. Hettler&rsquo;s (1976) six dimensions of wellness were used to guide study design, develop instrumentation, and contextualize the definition of wellness used in this study. Five themes emerged from this study: mid-career college presidents identified the continuous challenges of their position, transitional issues and the need to mitigate stressors, their conscious acknowledgement of wellness, their need for social connections and family, and their efforts to pursue personal wellness in a taxing environment. These findings highlight the complexities of the mid-career college president&rsquo;s quest for personal wellness. This study may assist academic leaders and board members with the knowledge to develop programs and resources for presidents, supporting wellness for future leaders.</p><p>

<p> This study was directed by a modified Delphi-methodology design to gain perspective of the perceptions of alumni regarding the value and applicability of the general education program. The expert-panel participants were 14 alumni of Frostburg State University from various majors, representative of all three colleges, who graduated between 2006 and 2011. This study sought to identify alumni perceptions of general education programming through three rounds of a survey administration and to use alumni responses to review the future development of the general education program. Overall, respondents agreed that their experiences at Frostburg moderately prepared them for real-world demands. Specifically, the average importance rankings of the various attributes related to their bachelor&rsquo;s degrees identified by the panel were as follows: overall life preparation, preparation to be well-rounded and educated, career and professional preparation, preparation for the major, and aided in skill development. </p><p> Alumni ranked the importance of skills/attributes that prepared them for their profession as follows: communication, internship, leadership, relating to others, understanding different perspectives, legal and ethical skills, becoming well-rounded, and open-mindedness. Attributes identified as important to alumni when explaining their general education course selections were perceived usefulness of the course in the future, the subject of the course, the convenience of when the course was offered (time and day), satisfying the General Education Program requirement, advisor guidance, the professor teaching the course, and course rigor. </p><p> English composition and social and behavioral sciences ranked highest in importance, followed by mathematics, in all three rounds of the survey. Arts, humanities, and biological and physical sciences exhibited lower importance, measured by the mean rank. Regarding course subjects, English had the highest ranking followed by psychology, sociology, probability, and statistics.</p><p>

<p> The literature differentiates between globalization and internationalization, but views the two phenomena as inextricably linked. Globalization is defined as a set of imposing economic and political forces that demand higher education pursue increased levels of international engagement (Altbach &amp; Knight, 2007, p. 290); and has been explained as a process accelerating the &ldquo;&hellip;flow of people, culture, ideas, values, knowledge, technology, and economy across borders, resulting in a more interconnected and interdependent world&rdquo; (Knight, 2008, p. x). </p><p> Internationalization is a response by higher education to manage the impact of globalization. Approaches for internationalization may involve infusing intercultural perspectives into curriculum, recruiting international students, promoting study abroad, engaging in international development initiatives, and building international partnerships (Knight, 2008, p. xi). Exploring the academic landscape, the capacity to respond to global forces by internationalizing varies considerably. Community colleges are among the institutions failing to respond. International initiatives remain marginalized on most community college campuses (Boggs, 2007; Green, 2007; Raby &amp; Valeau, 2007). </p><p> Community colleges educate nearly 50% of U.S. undergraduates and a disproportionate share of minority, first generation, and first time in college students (AACC, 2015c). Given the inevitability of continued globalization (Altbach, 2010, 2015; Altbach &amp; Knight, 2007; Hudzik, 2011, 2015; Knight, 1993, 1994), community college internationalization is an imperative for U.S. higher education.</p><p> The purpose of this research study was to understand how presidents assert leadership and create organizational capacity for internationalizing their public community colleges. Qualitative research methods were employed to inform the development of research questions, structure data collection, and frame the data analysis. By design, this study brought together evidence from multiple sources. A minimum of ten interviews were conducted at each site. Relevant documents were collected for analysis. </p><p> The presidents and campuses chosen and research methods allowed for a robust, in-depth examination of the president&rsquo;s role in the internationalization process over a sustained period of time, but in dissimilar geographic, demographic and economic contexts. While they employed different strategies, the three presidents successfully achieved consensus among stakeholders that internationalization was an institutional imperative.</p><p>

<p> This study asked two primary questions: (1) to what extent do distance learners find value in student support services; and (2) is there a relationship between the value placed on student support services and students&rsquo; sense of belonging in the university&rsquo;s learning community? Value was defined as the frequency of use, importance, and satisfaction with student support services. </p><p> The participants in the study were drawn from undergraduate and graduate students enrolled in one or more online courses in a Catholic University in Pennsylvania&rsquo;s accelerated adult learning program. These students were taking at least 80 percent of their formal instruction online, and were enrolled in the spring and/or summer sessions of 2016. </p><p> The research was conducted using a quantitative correlation research design. The variable of value in student support services was measured using a web-based survey assessing the respondents&rsquo; frequency of use, perceived importance, and satisfaction with 14 student support services. The variable of online students&rsquo; feelings of connection to the wider university community was measured using the Social Connectedness subscale of the Campus Connectedness Scale. To examine the relationships between the perceived value of student support services and respondents&rsquo; sense of belonging, a Pearson correlation coefficient was computed for total use of support services, total perceived importance of support services, and total satisfaction with the total sense of belonging scores. </p><p> The findings revealed a positive correlation between the extent that distance learners used and were satisfied with the student support services and the students&rsquo; sense of belonging in the learning community. However, sense of belonging did not significantly correlate with the perceived importance item. The combined results of this study demonstrate that online learners use and satisfaction with student support services had a positive impact on these students&rsquo; sense of engagement and belonging in the institution as a whole.</p><p>