<p> Nontraditional student enrollment in institutions of higher education has steadily risen in the past twenty years. Studies predict that this trend will continue in the next ten years. With emphasis on retention and competition, universities must focus their attention on their nontraditional students. The overarching research question the guided the research is: What are the institutional factors contributing to the success of nontraditional students? Thus, the purpose of this dissertation was to do the following: identify the college services used by nontraditional students in higher education; determine services nontraditional students express that they desire, but that are not available in higher education institutions; determine how actively engaged nontraditional students are on college campuses; determine to what extent nontraditional students who attend traditional four-year institutions desire different services than those nontraditional students who attend community colleges do; and identify to what extent nontraditional students who attend traditional four-year institutions differ in their degree of campus involvement from those nontraditional students who attend community colleges.</p><p>

<p> The purpose of this study was to examine the relationship between cultural intelligence, transformational leadership, and team performance in one private Christian higher education institution in Southern California. The study further conducted initial exploration of how student leaders&rsquo; Christian worldview (humility) influences their cultural intelligence, transformational leadership, and team performance. A quantitative research design was used to carry out this study. Data were collected from 174 student leaders from four departments including Resident Life, Spiritual Development, Global Students Development and Student Enrichment and Intercultural Development. The quantitative data was analyzed using descriptive statistic and correlational analysis on SPSS software. </p><p> The finding of this study revealed that there was no significant relationship between overall cultural intelligence and overall team cohesion of student leaders. Analysis on the subscale level revealed that there was a very weak negative relationship between cognitive CQ and task cohesion. In addition, a significant weak relationship was found between transformational leadership and team cohesion. The social cohesion subscale was significantly correlated to all of the five subscales of transformational leadership scale. The individual attraction subscale was significantly correlated with four of the subscales of transformational leadership except for intellectual stimulation. The task cohesion subscale was not related to any of the subscales of transformational leadership. </p><p> An initial exploration of student leaders&rsquo; understanding of humility was conducted using six survey questions developed by the researcher based on five key elements of humility stated by Tangany (2000). Based on the results of the survey data analysis, participants appeared to exhibit certain aspects of cultural intelligence, transformational leadership behaviors and team cohesion. This survey was intended to serve as an initial step for future research to fully explore how student leader&rsquo;s Christian worldview (humility) contributes to their leadership effectiveness and team performance. </p><p> In summary, overall cultural intelligence was not related to overall team cohesion. There was a significant very weak relationship between overall transformational leadership and overall team cohesion. These findings suggest that there are still more underlying factors that influence overall team cohesion of student leaders in a Christian higher education context.</p><p>

<p> Low-income, first-generation, urban students are typically underprepared academically for college-level course work and lack knowledge, which most non-first-generation students possess (Ward, Siegel, &amp; Davenport, 2012). Success in higher education depends on students effectively navigating and transitioning into an institution (Pike &amp; Kuh, 2005). Community-based nonprofit organizations support first-generation, low-income, urban students as they navigate through the provision of college access/readiness programs (Smith, Benitez, Carter, &amp; Melnick, 2012). The purpose of this study was to examine the impact of one community-based college access program on the persistence, retention, and matriculation of its participants. Quantitative data included retention rates and grade point averages of 39 students who participated in the program and 82 similarly qualified non-participants. The retention rate for students participating in the program was 95% and the GPA was 2.88, as compared to a 79% retention rate and a GPA of 2.40 for similarly qualified students. The difference in both retention rates and GPA was statistically significant. For the qualitative portion of the study, focus groups were conducted to understand perceptions of 15 participants who were first-generation, low-income, urban students. Their responses were viewed through the lens of Schlossberg's (1989) theory of marginality and mattering. In addition, staff members who have worked longitudinally with students were interviewed. Three themes emerged: relationships, intentional experiences, and self-advocacy. Based on the findings from this study, college access programs should design their curriculum and experiences around the relationship between students and staff members.</p><p>

<p> Chinese language is the only ideographic language remaining in the world (Osaka, 1976). It conveys affluent Chinese culture and has great influences on the East Asian countries (Miyake, 2013). In the economic globalization of the world, China&rsquo;s economy and international influence are expanding. For these reasons and many more the Chinese language is widely accepted as one of the major world languages. It makes sense then Chinese language classes are experiencing popularity and growth with United States undergraduates. Despite this growth, however, the enrollment of African American students is constantly low in college Chinese language classrooms (Li, Wen, &amp; Xie, 2014). This call to action argues that this low representation of African American students lies on a course promotion system that denies African American students a preliminary learning opportunity that systematically limits their representation in Chinese language classrooms from the beginning. </p><p> This call for action examines systematic avenues for creating early opportunities. First the study explores the utility of offering African American students an informational workshop introducing the features of the language and the potential benefits of learning it. Next the study examines the leverage that could be gained by providing direct feedback and assessing student interest to explore whether students are more inclined to enroll in Chinese language courses following the information workshop. Such a process could lead to suggested policy changes that might close the enrollment gap between the African American students and their peers. This call for action considers the reality that even a well-designed action plan may not always produce positive consequences. Therefore, an impact evaluation is explored along with suggested instruments and uses. Finally possible outcomes of an impact evaluation are described. </p><p> To ground this call for action, a set of foundational theories are employed that mainly include networked improvement communities, leadership and teamwork, and critical theories. The call for action strongly suggests the iterative cycle of Plan, Design, Study, and Act (PDSA) of the NIC improvement science (Bryk, Gomez, &amp; Grunow, 2011) in the change process beginning with the examination of a local four-year university Chinese Studies Program. </p>

<p> This qualitative collective case study explored the experiences of faculty members in the social and behavioral sciences and SLO coordinators at community colleges in California as they engaged in student learning outcomes assessment (SLOA). Semi-structured interviews with eight faculty members and five student learning outcomes coordinators revealed common goals among the participants to use education to inform social change. Engaged student learning outcomes assessment practitioners shared characteristics with Rogers' (2003) early adopters. Participation in SLOA led to an invigoration of the teaching experience. Strategically-integrated dialogue among students in the classroom, faculty within departments, and across divisions within the institutions facilitated institutional change. Engagement in SLOA led to changes in teaching practice that align with research findings on best practices in higher education and participants perceived themselves to be better teachers as a result. However, participants were reluctant to claim responsibility for student learning or to identify improvements in student learning as a result of SLOA. Still, they were willing to consider the potential of SLOA as a tool to close achievement gaps. Recommendations focus on policy, leadership, and institutional strategies for increasing faculty engagement in SLOA.</p><p>

<p> Intercollegiate athletics have received considerable attention by scholars in higher education. Despite this wide treatment by scholars, there is little examination of the athletics director. Most of the published research on athletics directors disproportionately focuses on the responsibilities of the athletics director, the pressures of the leadership position, the characteristics and behaviors of these leaders, and the organizational culture of athletics departments. The purpose of this study was to investigate and gain insight into the environmental forces that disrupted and influenced athletics director leadership. This study explored how the participants understood, acknowledged, and reacted to forces that unavoidably influenced their choices. Particular attention was placed on comprehending how these individuals led change in their organizations while at the same time balanced the intersecting demands on their positions. </p><p> Qualitative research methods were used to explore the forces that influenced athletics directors at large, public and private research universities that were part of the NCAA and sponsor Division I Football Bowl Subdivision (FBS), Football Championship Subdivision (FCS) or Division I-AAA (no football) athletics. A grounded theory methodological approach was used in the design and execution of this study. Using this method built theories through systematic stages of data analysis and conceptual development. The development of these concepts became the building blocks of theory,which explained the participants&rsquo; experiences as athletics directors. These findings offer insight into the forces that influenced athletics directors as they led change in their organizations.</p><p>

<p> The present study sought to examine institutional and personal factors that affect the sense of belonging of adult immigrant English-learners in a community college. Specifically, this qualitative study analyzed the lived experiences of twenty-one adult English-learners currently enrolled in a large California community college. Language and Critical Race theory was used a theoretical lens to help understand how language proficiency, instructional policies and practices and social factors affect the extent to which this population feels included and as part of the greater campus community. The study found that proficiency in English was the most salient factor in both enhancing the level of connectedness to campus life and hindrance in accessing linguistic and academic resources. Also, the study revealed that the most effective approach to fostering a greater sense of belonging for adult English-learners was providing high-touch experiences through a robust peer mentorship program. Thus, the findings suggest institutionalizing targeted student support services and professional development that will assist educational practitioners to better support adult English-learners to college completion.</p><p>

<p> American community colleges are facing the dual dilemma of replacing the increasing number of presidents who are retiring, and promoting more diversity among their successors. Mentoring is viewed as a way of helping minority faculty and administrators acquire the knowledge and skills necessary to advance successfully into senior leadership roles. This study utilized a mixed-methods phenomenological approach to explore the differences in the perceptions of preparedness for their first presidency among Black/African-American community college presidents, who were mentored through an afro-centric leadership development program; other formal, national leadership programs, or mentored informally. The study was framed by five research questions exploring possible differences in participants&rsquo; backgrounds, career paths, and perceived impact of mentoring. Survey findings revealed few demographic differences among the respondents. Themes emerging from qualitative interviews of 12 randomly selected presidents indicated differences in perception regarding the impact of the psychosocial and career development aspects of mentoring in preparing for the presidency. The study identified the importance of context in determining the types of mentored relationships, and may offer insights regarding the role of mentoring in developing future minority presidents.</p><p>