Although there has been a concerted effort on the part of colleges and universities to increase women?s representation as faculty in higher education, equal representation in all disciplines has not been realized. The purpose of this research is to increase our understanding of the graduate student experience of current women faculty, specifically, their experience as it relates to becoming a faculty member. The investigation of an exemplary case, Higher Education Administration, lends support to the graduate student literature that emphasizes faculty-student interaction as a primary factor in persistence and retention. This interaction is particularly important for Higher Education Administration students as many are enrolled in programs that do not have institutionalized support for future faculty. While most participants in this investigation did not follow the traditional academic career path that began as an undergraduate, they did display commonalities within the group. What characterized all of the participants was the ability to create their own path to the professoriate. Given the academy?s inequitable proportion of women in tenure-track ranks, especially noted in a number of program areas such as science and engineering, the example of Higher Education programs may have salience for institutions that purport to make the academy more equitable.

The purpose of this qualitative study was to explore how fifteen students with blindness and visual impairments experienced their engagement in undergraduate studies at four 4-year universities and perceived their success. They also provided their understandings of the impact of institutions, faculty, staff, and others on their academic success. Previous literature suggests that students with blindness and visual impairments as well as students with other disabilities were academically successful in college because of institutional support and the positive attitude of faculty and peers (Baggett, 1994; Branker, 1997; Enberg, 1999; Fichten, 2005; and Roy, 2000). Findings from this study demonstrate that participantsâ understandings and experiences with blindness varied and their subsequent adjustment and transition also differed. Participants described several factors that facilitated the creation of positive educational experiences during their undergraduate programs: positive exposure to a new region of the country, positive peers, supportive departments and professors, financial opportunities, and welcoming and diverse campus environments. As these students transitioned to the university, they utilized accommodations and services provided by Disability Students Services (DSS) to facilitate their access to the academic environment. The undergraduate students also described challenging experiences, including feeling academic discrimination, a sense of isolation, limited campus accessibility, and peer interaction issues. There were other support systems that facilitated participant academic success, such as mentors, family, administrators, and staff. This study concluded that blind and visually impaired undergraduate students were more likely to succeed academically when they felt a sense of connectedness with the university academic system. DSS is most responsible for facilitating that connectedness. Quality contact and collaboration with faculty were also important, as well as the attitudes of faculty, administration, and staff. The disconnectedness between study participants and the university system was fostered through inflexible bureaucratic procedures; the attitudes of faculty, staff, and administrators; and isolation from peers. Implications for policy include a recommendation for additional funding of technology-related assistance programs, in-service training on disability issues awareness for faculty and staff, and campus-wide committees on university accessibility. This study suggests future research is needed on the academic success of this population in community colleges and at the graduate level. There is a need for more empirical research and research on the populationâs social integration. The study recommends that higher education programs develop self-advocacy programs for blind and visually impaired students, in-service training for faculty, and peer mentorship programs.

High paying and low skilled industrial jobs are diminishing, while low skilled and low paying service jobs are increasing. Those who are out of work or underemployed and lack the necessary education to fill higher paying jobs will be unable to fill a needed role in the economy. This change signifies a changing economy, the new economy, where globalization and evolving technology have facilitated a rapidly changing knowledge and skill base. If those who are unable to fill a role do not to gain the necessary knowledge and skills, not only will they lack economic self-sufficiency, but also they will be a drain on the American economy and society. New economy theory postulates a call to balance the needs of the economy and the needs of individuals, or the well being of society, individuals, and the economy will deteriorate. Education is the primary avenue to meet the needs of a changing workforce and the needs of individuals, especially those underserved. Community colleges are the most able to supply the education for these underserved students (Carnevale & Desrochers, 2001; Carnoy, 2000; McCabe, 2000). Through the perceptions and experiences of students who are ?beyond the margins,? the data supplies guidance on how to effectively meet the needs of this population for the benefit of these individuals, society, and the economy. These suggestions follow from the experiences and perceptions of over sixty students interviewed at three community colleges in different regions of the U.S. that were theoretically appropriate (Mason, 1996). The major conclusion identified was the lack of consciousness that ?beyond the margins? students exhibit. These students reveal their lack of awareness through their limited knowledge and understanding of society, work, money, and education. It was also identified that underserved students must receive individualized and specific assistance through a well-designed educational support system to accomplish their academic and work aspirations. The students interviewed noted the value of additional support by faculty and staff, various support services, student tracking systems, multiple course-taking pathways, policies and procedures, institutional initiatives and priorities, and funding to encourage their academic success.

Academic cheating is a persistent and pervasive problem that threatens the core values of higher education (Burnett, Rudolph, & Clifford, 1998; McCabe, Trevino, & Butterfield, 2001a; Whitely & Keith-Spiegel, 2002). While a significant amount of research has been devoted to exploring the problem of student cheating, much of what exists is descriptive in nature and lacks an overarching, theoretically-based, conceptual framework. This study aimed to fill this gap in the existing literature by proposing and testing a theoretically-based conceptual model of the motivational predictors of academic cheating using a population of first-year college students. The model used in this study was developed based on the combined work of Murdock and Anderman (2006) and Harding, Mayhew, Finelli, & Carpenter (2007) and relied generally on expectancy value theory and, specifically, on the theory of planned behavior, to explore how goals, expectations, and costs influence first-year college studentsâ decisions to cheat. The proposed model was tested using a quantitative web-based survey instrument that was administered during the spring of 2008 to all 4,462 full-time, second semester, first-year students attending a large, public, land grant, institution located on the east coast of the United States. Data were analyzed using a variety of quantitative statistical techniques including multiple and hierarchical regression, general linear modeling, and structural equation modeling. Results provided support for the use of expectancy value theory and, specifically, the theory of planned behavior, as a theoretical model for understanding how motivational factors influence studentsâ decisions to cheat. Results showed that goals and expectations are important for understanding how studentsâ perceive the costs associated with cheating and that attitudes toward cheating and past cheating behavior are among the strongest predictors of intention to cheat and actual cheating behavior. Implications for practice and future research are presented and discussed.

Effective coaching has long been associated with winning. Because of this conceptualization of effective coaching, researchers have tended to study the behaviors and thought processes of winning coaches, but not how these behaviors and thought processes affect athletes. Very little research has looked at poor, ineffective coaching, specifically from the athletes‟ perspective. Because of this, our understanding of poor, ineffective coaching is limited. The purpose of this study was to explore collegiate, professional and semi-professional athletes‟ perceptions of poor coaching. An existential phenomenological research design provided the framework for understanding athletes‟ experience of poor coaching. Data were collected via in-depth interviews with 16 athletes (10 male, 6 female; 12 Caucasian, 4 African-American). Athletes described a total of 33 poor coaching experiences that occurred in a variety of sports (baseball, basketball, football, soccer, softball) at several competitive levels (youth, middle school, high school, collegiate, and professional). Data were analyzed using phenomenological methods, similar to the constant comparative method, which led to the identification of five themes that constitute the essence of athletes‟ experience of poor coaching: Not teaching, Unfair, Uncaring, Inhibiting, and Coping. Because the athletes talked about poor coaches who were both winning and losing coaches, it was clear that for the athletes, poor coaching was not associated with losing.

The purpose of this study was to explore the attitudes and action plans of North Carolina Emergency Medical Services (EMS) education leaders related to the impending policy initiative of national EMS education program accreditation. The study utilized a purposive sample of EMS education leaders in North Carolina, including the current program directors of nine nonaccredited associate degree programs in EMS in North Carolina and two administrative representatives from the North Carolina Office of EMS. Data were collected utilizing three different qualitative methods, including in-depth interviews, field notes, and document analysis. Five main recurring themes were derived from the data, including 1) accreditation will bring many benefits to programs that seek it, 2) accreditation will bring many challenges to programs that seek it, 3) the National Registry of Emergency Medical Technicians‟ decision to require national EMS program accreditation before graduates can take the national certifying examination had a resounding positive, but debatable effect on EMS education leaders in North Carolina, 4) accreditation will have a profound, positive effect on the EMS profession, and 5) the majority of the participants have an accreditation action plan. Overall, the attitudes of the participants towards national EMS program accreditation were positive. While numerous benefits were named by most of the participants, there still remains some question as to the benefits of accreditation. Participant concerns included lack of time and resources to prepare for accreditation and the overall cost of accreditation. The decision by the National Registry of Emergency Medical Technicians requiring candidates to graduate from an accredited EMS program by 2013 forced many participants into action, preparing for and seeking accreditation much earlier than if no deadline had been established. Accreditation is expected to elevate the EMS profession to the stature of other allied health and mainstream health professions, to improve salary, to establish increased levels of professionalism, and to create continuity in EMS education across the United States. Finally, the majority of the participants have established action plans to address the accreditation process. Recommendations were made for action by local, state and national EMS entities and were made for future research involving accreditation.

The purpose of this interpretive, multiple case qualitative study was to explore factors associated with presidential derailments in public research universities. The case studies involved interviews, document analysis, and observation. The population consisted of four public research universities in the United States. These varied and diverse sources of information produced the data for the investigation. The findings revealed five derailment themes among the four cases. These were: problems with interpersonal relationships, poor selection of advisors, flawed search processes, unethical behavior, and the failure of the president to change or adapt to the new organization upon assuming the presidency. Three of the five themes from public research universities related directly to Leslie and Van Velsor‘s (1996) derailment themes from the corporate sector. These were: problems with interpersonal relationships, inability to build or lead a team (poor selection of advisors), and the inability to change or adapt to the culture of an organization during a transition (failure to change or adapt to the new organization upon assuming the presidency). Finally, implications for preventing presidential derailments and for improvement in the presidential selection process are presented.

<p> The roles provided by academic support staff workers are critical for institutions, yet the workgroup is often overlooked or underrepresented in scholarly research. Performance appraisal is a necessary component of employment and support staff should experience justice in the appraisal of their performance. The appraisal process for workers should match position descriptions and should align with departmental and institutional strategic goals. A qualitative, phenomenological, interview-based approach was selected for this study. One-on-one interviews occurred to explore the perceptions of human resources administrators at two-year, non-profit community colleges located in three Midwest states in the United States of America. Success in performance appraisal can be realized when all workers, at all levels of the institution, are knowledgeable of the reason for performance appraisal and use of the information. The findings of this study are consistent with existing studies, but increase the knowledgebase with new information. Data analysis resulted in identification of major themes and anomalies among the responses. Identified themes were: (a) annual performance appraisal frequency, (b) appraisal review meetings, (c) recordkeeping practices, (d) performance appraisal training insufficiencies, and (e) collaborative decision-making. Identified anomalies were: (a) probationary or orientation performance appraisal, (b) annual anniversary, or hire date, appraisal, rather than same-date annual appraisal, (c) digital management and storage of performance documentation, and (d) coaching or mentoring performance appraisal, rather than Likert-type scale or descriptive phrase performance rating practices. Perspectives and instances of injustice in the appraisal process can cause dissatisfaction and detrimental effects for workers and the institution.</p>

<p> A qualitative case study methodology was used to determine what drives three Protestant stand-alone theological institutions attempting to become more diverse communities and what role their mission plays in seeking the change they desire. This study focused on Daryl G. Smith&rsquo;s dimension of institutional vitality and viability with the hope that institutions can make changes that are sustainable beyond the life of individual programs and institutional leadership. The overarching research question that guided this study was: <i>What are the benefits of promoting increased engagement with diversity through the curriculum, campus climate, and policies affecting students and staff in theological higher education?</i> This study employed phone and in-person interviews with four administrative staff at The Association of Theological Schools (ATS), four second-year students, four faculty and four administrators from Peace Theological Seminary, Joy Theological Seminary and Unity Theological Seminary. The purpose of these interviews was to review the diversity and inclusion strategies implemented at these institutions. </p><p> Utilizing Smith&rsquo;s conceptual framework, the results identified that all three institutions share two particular diversity drivers: a biblical mandate and their mission. All three were making some level of progress in matters of diversity and inclusion in certain areas of its institutional life. None of the participants believed their respective institutions were coordinating and monitoring efforts effectively. These institutions appreciate and celebrate diversity of individuals and groups, as long as, at the institutional level or societal level, things remain neutral. One of the three institutions was identified as having the most potential to sustain their diversity efforts over a long period of time as a result of their geographical location and institutional history.</p><p> This study also examined the intersection of diversity and social justice within the theological term of imago Dei (image of God) which emphasizes that all people are created in God&rsquo;s image and are worthy of respect. The study also analyzed internal organizational structures, leadership behaviors and the initiatives that are bringing some form of transformation, particularly in regard to the centrality of diversity in the mission and planning processes. The final goal of the study was to identify how these institutions can make changes with social justice imperatives that are sustainable beyond the life of individual programs, institutional leadership, and reactive traditional patterns that emerge when the campus is disrupted by a diversity crisis. The study concluded with a review of multiple sustainable strategies that leadership can employ to overcome obstacles and create significant institutional achievement in the area of diversity and inclusive excellence.</p>

<p> This study uses a mixed methods research design to explore the relationship between institutional financial aid practice and graduation rates at a subset of private, non-profit four-year colleges and universities and explores how institutions prioritize allocations to financial aid within the framework of institutional mission, culture, and leadership. The quantitative part of the study explored the relationship between the percentage of need met and graduation rates: overall, African American, and Latino and the percentage of institutional aid allocated to needy students and graduation rates of the same student populations. Four qualitative case studies explored how institutional leaders interpreted mission and made decisions with regard to enrollment and financial aid policy especially as it relates to underrepresented minority students. </p><p> The quantitative path analyses showed no relationship between financial aid (percentage of need met and the percentage of institutional aid allocated to students with need) and graduation rates overall and of African American and Latino students at the institutions in the population examined. The qualitative case studies found that institutions, consistent with their espoused missions, sought to support&mdash;financially and programmatically&mdash;underrepresented minority students but face economic, demographic, and political trends that are making it increasingly difficult to align mission with financial aid practice. There were distinct differences among the institutions in the case studies in terms of tactics they adopted to respond to these economic, demographic, and political trends.</p>