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The purpose of this study was to identify factors contributing to success, nonsuccess and, withdrawal of open admissions students at Virginia State University. The primary objective was to develop a means for predicting academic outcomes at the time of matriculation for each student in the open admissions program.;The students studied were entering freshmen who were underprepared to enter college. Ex post facto data used as predictors consisted of SAT scores, high school achievement, placement tests scores, and measures on student commitment, socioeconomic status, and student expectations regarding college life.;Using a total of 32 predictors and the criterion categories of successful persisters, unsuccessful persisters, and unsuccessful withdrawals, four separate discriminant analyses were performed on two freshmen groups. The objectives of these analyses were to determine the extent and manner in which the criterion categories could be differentiated by the predictors and to identify dimensions associated with the differentiated outcomes. Another purpose was to provide a means for properly classifying individual students in future freshman classes given the data required for the predictors.;The hypotheses tested emphasized the primacy of academic variables, and differences between males and females in both performance and persistence outcomes. The theoretical framework for the study consisted of Atkinson's model regarding performance and Tinto's theory of dropouts.;The results revealed a lack of uniformity among the groups analyzed and little evidence of discrimination. The primary predictor, anticipation of needing extra time to complete degree requirements, was nonacademic, but it was only a limited indication of the student's expected degree of academic integration at college. The secondary predictor, reading ability, was only supportive in predictions. The results regarding prediction of performance did not conform to the majority of the findings in the literature nor to Atkinson's model. The results on dropout, including actual outcomes, appear to be consistent with outcomes that could be expected from Tinto's theory.;It was concluded that accurate predictions on open admissions outcomes for individual students could not be made at the time of matriculation. However, predictions of group outcomes could be made on the basis of actual outcomes determined in the study.

This study concerned job attitudes of faculty in higher education. The need-satisfaction model of job attitudes served as a conceptual framework. The purposes of the study we to: (1) examine the need-satisfaction and job-satisfaction linkage in the need-satisfaction model and (2) determine the effects of two job characteristics and eight personal characteristics on need fulfillment of faculty. The job variables were academic discipline and type of employing institution. The personal variables were age, length of teaching experience, level of education, locus of control, pay, rank, sex, and tenure status.;The sample consisted of full-time teaching faculty from three types of higher educational institutions in Virginia: doctorate-granting university; four-year liberal arts college; and two-year college. Faculty represented four areas: humanities; natural sciences and mathematics; social sciences; and professional and applied fields. Faculty possessed four ranks: instructor, assistant professor, associate professor, and professor.;Data were collected through interviews. Need fulfillment was measured using a shortened form of the Maslow Satisfaction Items on Schneider (Schneider and Alderfer, 1973). This instrument determined need fulfillment on five subscales: security, social, esteem, autonomy, and self-actualization. Job satisfaction was measured using a questionnaire based on the Job Descriptive Index of Smith, Kendall, and Hulin (1969). This instrument determined job satisfaction on five subscales: work, supervision, pay, promotion, and co-workers. Locus of control was determined using the Rotter (1966) Internal-External Scale. Job and personal variables were reported on a demographic questionnaire. Data were analyzed using the statistical techniques of bivariate correlation, canonical correlation, multivariate analysis of variance, Duncan Multiple Range Test, and linear and multiple regression analyses.;A strong positive correlation existed between need fulfillment and job satisfaction. Thus, the significant relationship posited by the need-satisfaction model of job attitudes was supported.;There was a significant relationship between locus of control and need fulfillment. Faculty with internal orientations, i.e., those who believe that outcomes depend more on one's own actions than on luck, chance, fate, or influence of powerful others, showed higher need fulfillment scores than faculty with external locus of control. By the need-satisfaction model, faculty showing internality have higher job satisfaction than faculty with external feelings.;Total need fulfillment and autonomy need fulfillment were significantly related to institutional type. On overall need fulfillment, faculty in the two-year college showed the lowest scores; faculty in the doctorate-granting university showed the highest scores. On autonomy need fulfillment, faculty in the two-year college showed a significantly lower mean score than faculty in the other institutions.;Academic discipline significantly affected only one dimension of need fulfillment esteem. Faculty in the natural sciences and mathematics showed lower scores than faculty in the humanities, social sciences, and professional and applied fields.;The expected effects of age, length of teaching experience, level of education, pay, and rank on need fulfillment were not found. Possession of tenure did, however, affect need fulfillment. Faculty with job security had higher overall need fulfillment and higher security need fulfillment than faculty without tenure.

This study analyzes the Committee on the Future of the Virginia Community College System and its report, Toward the Year 2000: The Future of the Virginia Community College System, to determine if the committee product is an effective report that identified pertinent issues and is still used as a basis for planning. Research on the role of commission work in higher education indicates a dearth in scholarship about the subject. This study is conducted through an ethnographic examination of the committee process and an hermeneutic study of the report. Janet Johnson and Laurence Marcus' (1986) model for commission effectiveness is utilized to test the committee's impact. Through its application to the VCCS committee and report, additional elements of commission effectiveness have been identified.;Evidence from this study indicates that the committee's charrette process was expedient and effective for garnering input. Similarly, Toward the Year 2000 proved to have identified many pertinent planning issues for the VCCS through the 1990s which have not been derailed by subsequent higher education planning efforts in Virginia.

This is a constructivist grounded theory study that explored and investigated the leadership understandings of collegiate women in Saudi Arabia’s private non-profit universities, the opportunities they have to develop leadership, and how and why they develop leadership. The researcher engaged in semi-structured interviews with 25 collegiate women who have experiences in student leadership in one or more cocurricular program at their respective university. The findings revealed that collegiate women: (a) have a collective sense of the importance in developing their leadership potential to better themselves, to better each other, and for the betterment of the Saudi Arabian society; (b) they are interested in and motivated to develop their leadership potential; (c) develop leadership in inconsistent and informal ways; and (d) understand leadership as a relational practice. This is an unprecedented study in the field of college student leadership development within the context of Saudi Arabia. The findings have a number of important implications for action and future research in Saudi Arabia, as well as in neighboring countries that share similar complexities pertaining to women’s role and status in society.

<p> This study examined the extent to which a relationship exists between Christian spirituality and the intercultural effectiveness of academic leaders in Christian higher education. The study utilized a sequential mixed methods approach, with two quantitative surveys administered first, followed by a qualitative open-ended e-mail survey in order to delve deeper into the quantitative findings and answer the research questions. Thirty-four academic leaders responded to the quantitative surveys for a response rate of 51.5%, and eight academic leaders were purposefully selected for the subsequent qualitative survey. No statistically strong relationships between Christian spirituality and intercultural effectiveness were found in this investigation. The quantitative research found Awareness of God to have a slight moderate relationship with interpersonal engagement, and instability was found to have a slight negative moderate relationship with hardiness. Subsequently, eight academic leaders participated in the qualitative research that further explained some relationship between Christian spirituality and intercultural effectiveness in the context of Christian higher education.</p>

<p> Peer assessment in higher education can contribute to students' domain knowledge, engagement, critical thinking, and self-assessment skills. This qualitative study explored how peer assessment fits within the teaching practice of project management faculty as they prepare students to lead empowered project teams. A substantive grounded theory was generated from analysis of surveys, interviews and course documents to examine the positions, practices, goals, and outcomes of integrating peer assessment in their practice. Integration of peer assessment is promoted by a constructivist orientation, online teaching, and teaching adult learners. Project management educators engage in an active learning cycle of seeking support, puzzling, experimenting, and adapting their integration of peer assessment. Connections to theory, and implications for enhancing the integration and sustainability of peer assessment in project management education are discussed.</p>

<p> Student affairs professionals work directly with university students in various programs that provide services to these students. From these experiences, they collect daily valuable insights about how to serve students successfully. Yet, in general, they are not publishing about their work even though dissemination of such knowledge through publication could positively impact programs and services across many institutions. My dissertation explored what happens when mid-level student affairs professionals pursue scholarly writing during a structured program intended to help participants produce manuscripts for publication. In working with five professionals in student services at a large urban institution in the Pacific Northwest region of the United States, I learned about participants' identities as scholars as well as which writing strategies they found effective. I worked with participants using case study and action research methodologies and used writing coaching as an intervention to support the tenets of autonomy, competence, and relatedness as defined by Self-Determination Theory. Participants viewed strategies that created a habit of practice that fostered writing to be the most effective. Participants varied in how they viewed themselves professionally along the scholar-practitioner continuum. Leadership can create environments to foster scholarship among student affairs professionals. I give recommendations not only for senior student affairs officers but also for graduate programs in higher education as well as national student affairs organizations to promote research and writing in the profession. Lastly, I share recommendations for further research.</p>

<p> Thirty four international doctoral students were interviewed to determine what types of advising and mentoring experiences were effective and beneficial, and what experiences had been difficult or unhelpful. The students reported a high level of satisfaction with their advisors and with their program of studies. However, during the interviews, students began to describe other factors that contributed to their well-being and their experiences. </p><p> Issues described included language difficulties and problems developing relationships with other students. Although most students developed close, personal relationships with advisors or departmental colleagues, few students reported having large numbers of friends and associates outside of their academic departments. </p><p> Topics that international doctoral students described as significant in their lives included specific obstacles encountered with immigration or visas, family and financial concerns. Several lived in poverty, and the precarious nature of their personal incomes and academic financing was frustrating and stressful. The students also spoke of the ways in which they had grown as scholars and as individuals. These experiences influenced how the students visualized their future positions as educators, global citizens, and community members. They were open to new ideas and experiences. The students frequently used language that was associated with high levels of self-efficacy and personal growth; in many ways they mentored themselves. Potential policy changes and additional areas of research are identified.</p>

<p> This study investigates the different levels of confidence, motivation, and self-concept of several student populations at one community college. The existing literature on the subject of self-concept describes a multi-dimensional and complex phenomenon that is sometimes overlooked when assessing students&rsquo; higher education needs. Student self-perceptions and motivations, however, are based on the sum total of experiences a student&rsquo;s experiences. They represent a measurement of aptitude not currently addressed by most standardized instruments. What self-concept offers is a better understanding of what students believe their capabilities are and possible pathways to success.</p><p> Through the use of mean comparisons and blocked-entry regression models, several differences in motivations, ability, and self-concept levels among various group comparisons were identified. Differences in mean cumulative G.P.A. performance were examined by gender, race/ethnicity, college readiness, and other student success categories. An interesting case of possible variable suppression was found in one of the models examining student leadership self-concept, and this should be examined in future studies of the concept. </p><p> Understanding individual academic and social self-concept levels could improve the success of tailored or customized curricula and student services in higher education. A combination of individual and custom approaches is recommended in order to address the unique needs of individuals and targeted populations. Self-concept variables provide educators data that could be extremely powerful in assessing the academic needs of minorities, first-generation, traditional, non-traditional, and at-risk students.</p>