Source: Dissertation Abstracts International, Volume: 35-10, Section: A, page: 6478. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 36-06, Section: A, page: 3456. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4158. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6304. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2584. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-12, Section: A, page: 7168. / Thesis (Ph.D.)--The Florida State University, 1977.

The purpose of the study was to determine the extent to which the federally mandated standards of due process applicable to public institutions were formalized policies in public higher education institutions of the southeastern United States. Essential elements of due process were extrapolated from pertinent court cases through legal and historical analysis. Formal compliance with the extrapolated due process elements was assessed by the execution of a content analysis on a random sample of the institutions' student conduct codes. / From the total population of 115 four-year institutions in the southeastern sector of the United States, a random sample of 30 institutions was selected for participation. Four judges, who were volunteers from the Higher Education Program of the College of Education at Florida State University, implemented the research technique of content analysis on the sample of codes. Reliability of the ratings by the judges was evaluated by calculation of the percentage of agreement and computation of the k (kappa) coefficient. / Twenty-nine of the 30 randomly selected institutions participated in the study by sending copies of their student conduct codes. The content analysis process was complicated for the judges since the codes varied in format and presentation. A total of 17 elements were evaluated for compliance in the student codes. Because a confidence level of agreement was required among the judges, only eight elements had sufficient interrater agreement for compliance to be evaluated. Seven of these elements were significantly present while the remaining element was evaluated to be moderately present. / Oral notice, written notice, opportunity to present a defense, opportunity to be heard by a hearing panel, listing of offenses, listing of sanctions, and appeal procedures were elements significantly present while cross-examination of witnesses was moderately present in the student codes. Lack of rater agreement on other elements may indicate a high degree of vagueness in formal institutional policies. / Source: Dissertation Abstracts International, Volume: 48-12, Section: A, page: 3061. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this study was to analyze the role of the chief institutional research officer in the decision-making process at selected doctoral-granting institutions of higher education. The 150 individuals identified as directors of institutional research at doctoral-granting institutions in the Higher Education Publications, Inc. document hep 86 Higher Education Directory were surveyed to determine the role of the institutional research director in the decision-making process at those institutions. The study also identified personal and professional characteristics of the directors, their duties and responsibilities, and examined their attitudes regarding the appropriateness and performance of selected tasks as institutional research activities. / The study found that the role of the director of institutional research in the decision-making process varied dependent on the issue being considered. Institutional research directors were more likely to be involved in the decision-making process when the issue was enrollment, resource allocation, or faculty salaries. The directors were less likely to be involved in the decision-making process when the issue was facilities management or affirmative action. / In addition, the study found that as an institution moved through the hierarchy of the decision-making process from identifying the problem to implementing the alternative chosen, the participation of the institutional research director decreased. The study also found that for a given issue, size of institution, length of time in position, or the position to whom the director reported could be factors in contributing to the level of involvement of the institutional research director in the decision-making process. / Source: Dissertation Abstracts International, Volume: 48-12, Section: A, page: 3061. / Thesis (Ph.D.)--The Florida State University, 1987.

<p> This study explored the factors that promoted and the factors that impeded persistence to the fourth year for students who were considered academically at-risk when they entered college. Eighteen participants took part in this basic qualitative study, which utilized three forms of data collection: (a) interview, (b) open-ended survey, and (c) reflective writing. The researcher piloted the data collection tools, along with analyzing data as it was gathered, to ensure the research questions were being answered. Upon the completion of data collection, the researcher utilized inductive, constant comparative analysis, which resulted in the identification of emerging themes. The study&rsquo;s findings indicated persistence is fostered by care and support from within and outside the institution and through participants making connections to the campus and adjusting in ways that demonstrates a refusal to quit. The primary barriers participants had to overcome were academic struggles, institutional impediments outside of academics, and personal obstacles. The findings highlight the need for policies and practices that foster a supportive and caring campus culture, including capitalizing on the importance of family support for this population of students.</p><p>

<p> Violent crimes and sexual assaults on higher education campuses in the United States has been an ongoing for decades. In 1990, Congress enacted the Jeanne Clery Act in to enhance the safety of students by requiring higher education institutions to publish their crime statistics and security policies in the form on an Annual Security Report (Fox, Khey, Lizotte, &amp; Nobles, 2012; Richards &amp; Kafonek 2013). Previous research revealed the Clery Act&rsquo;s many requirements are confusing and open to interpretation, which has prevented higher education institutions from maintaining compliance (Wood &amp; Janosik, 2012). </p><p> This study investigates the complexities of Clery Act requirements as they relate to institutional non-compliance from the perspective of Clery Act compliance officials. The researcher conducted interviews with 20 Clery compliance officials and triangulated their responses with previous research and secondary data obtained in the literature review. The results identified specific information related to the complexities of Clery Act requirements and recommendations to enhance compliance. At the conclusion of the study several areas of future research were identified that could help generate additional information as to the factors that impede and enhance Clery Act compliance.</p><p>