<p> This phenomenological qualitative study explored the lived experiences of American women university and college presidents to understand the maternal influence on their leadership development. This study was conducted by interviewing 20 women presidents from traditional four-year public and private universities in the United States. The interviews probed the complexities and processes involved in examining the maternal relationship, while seeking to understand the maternal influence on the leadership development of women university and college presidents. Each story presented maternal influences which emerged into six main themes including: mothers as center of family, mothers instill a personal value system, mothers as a role model, mothers encourage achievement, mothers offer support, and other women who influence. Mothers had a direct influence on leadership development and when mothers were absent, other women substituted the maternal influence to fill the maternal void offering acceptance and support. The findings from this study contribute new knowledge to the field of leadership development and may help women prepare for leadership positions, increasing their potential for success.</p>

<p> The field of student conduct administration (SCA) in higher education has grown more complex. Researchers and practitioners have noted the tension for conduct officers between managing legal and policy compliance focused on the adjudication of cases and serving as restorative justice minded educators oriented towards student growth and learning. As a result, the knowledge required and the skills practiced by conduct officers are broad and varied. An overlooked dimension of SCA is how conduct officer development, especially as it relates to meaning-making, influences their experiences, knowledge, and skills. This study, utilizing a developmental theory known as &ldquo;action logics,&rdquo; explores how conduct officer meaning-making informs their thoughts, actions, and ultimately, how they take on their responsibilities for their institutions and for their students. </p><p> A three-stage analysis of data from two qualitative interviews and a photography exercise was designed to explore the relationship between meaning-making and action logic expression for nine SCAs. In stage one, an analysis of narrative was constructed, coded for meaning-making characteristics, and an action logic hypothesis was formed. In stage two, three methods of triangulation generated additional insights. These included member checking, participant results from the Global Leadership Profile instrument, and an external audit. Finally, a cross-case analysis explored how the action logic expressed was related to meaning-making and specific themes identified from the interviews and literature. </p><p> The findings from these participants suggest the presence of a developmental range rather than a fixed action logic expression influencing the exercise of their responsibilities. Additionally, data analysis suggests that the developmental range is partly a function of organizational role. This first finding is inconsistent with previous research, providing a direction for future research. The study proposes a developmental leadership taxonomy that may be present and accounts for the range of actions logics available that could potentially be integrated into their conduct officer roles. This study has implications for training and practice of conduct officers and other student affairs professionals. The study also offers methodological considerations for research at the intersection of leadership, action logics, meaning-making, and human development.</p>

<p> The future of nursing education and the education of the next generation of professional nurses must be empowered through the expertise of qualified nurse educators and administrators in nursing programs across the country. Organizational leaders in higher education organizations must incorporate structural empowerment strategies to address the future nurse leaders in the midst of an extreme deficiency of qualified nurse faculty members to lead nursing education and the lack of effective structural empowerment models required within the context of nursing education programs. Changes in nursing education and the academic environment have the impending challenge of safeguarding and developing future nurse leaders for the upcoming nursing profession. The problem addressed in this study was the perspective of nursing educators concerning structural empowerment programs to enhance leadership skills was unknown. The purpose of this qualitative multiple case study was to address the lack of structural empowerment strategies in many nursing programs from the perspective of nursing faculty and administrators regarding what constitutes full structural empowerment. The unit of analysis was nursing programs in state funded academic organizations of higher education. The participants of the study included full-time nursing faculty members and nurse administrators in two nursing programs located in the Mountain West region of the United States. Semi-structured interviews of nurse faculty and nurse administrators were conducted to gather data about their perceptions of structural empowerment strategies that exist in these academic organizations and how these strategies constrain or enhance their leadership practices. The data collected were analyzed into themes and patterns. The findings revealed 12 themes pertaining to the achievement of structural empowerment. Nursing faculty members and administrators have access to empowerment through different processes and structures within the organization. Nurse faculty perceived a desire for greater autonomy with accountability in the classroom and more inclusion in decision making. Nurse administrators suggested constant review of policies and that the organizational structure was a powerful tool in influencing leadership potential. Further research is needed to expand the sample population, provide quantitative evidence on the impact of structural empowerment strategies on faculty motivation, and obtain the views of students on how these strategies impact learning.</p>

<p> There is an absence of research examining the relationship between the experiences that occurred while holding formal student leadership positions and leadership identity development. This study will investigate if leadership can be learned through the lenses of the leadership experience of men who hold the formal student leadership position of chapter president within their local chapters of their national social fraternal organization. The design of the study is quantitative in nature and will utilize an electronic survey to examine the impact of a college student&rsquo;s leadership identity development from holding a position of leadership within a student organization. </p>

<p> This study seeks to understand higher education leadership overall by exploring how mid-level leadership is enacted by career services directors. Given that higher education institutions are facing a wide range of challenges that require an equally wide range of skills to address them, colleges and universities may need to become more inclusive regarding who contributes to institutional leadership. Mid-level leadership is defined in this study as a process of social interaction that originates with a middle manager and that cuts across functional areas and/or hierarchical levels to impact institutional goals. Three research questions frame the study: 1) How do career services directors develop the capacity for social influence within their institutions, 2) How do career services directors use their social influence to cut across functional areas and hierarchical levels, and 3) What institutional goals are advanced when career services directors enact mid-level leadership? A collective case study methodology was employed. Twelve career services directors whose profiles matched the study&rsquo;s selection criteria for individual characteristics (e.g. years working in a director-level position in career services, years working at the director level at their current institution, minimum of master&rsquo;s degree, evidence of engagement in leadership activities on- and off-campus), unit characteristics (e.g. unit size, staff configuration, and scope of services offered), and institutional characteristics (e.g. geographic location, institutional size, four-year public or non-profit status) took part in interviews for the study. Study findings indicated that career services directors developed the capacity for social influence by creating internal networks, involving staff in increasing the visibility of the unit, and establishing themselves and/or their unit as a critical institutional resource. They utilized their social influence by deliberately leveraging their networks, providing access to information and resources, and framing issues for institutional stakeholders. The study found that when career services directors enacted mid-level leadership, the institutional goals they impacted included the development and/or implementation of the institution&rsquo;s strategic plan, curriculum development and student learning, and the advancement of diversity initiatives. </p><p>

<p> Information seeking, a key aspect of information literacy, is relevant to student academic success as well as to leadership, organizational and public policy issues within higher education. Although librarians contend that students should consult formal mediators for help during an information search, students are much more likely to prefer consulting what are defined in the literature as informal mediators. This contradiction suggests the current literature of information seeking may not fully depict the aspects of search mediation that are actually the most important to student information seekers. </p><p> <u>Purpose and Questions:</u> The purpose of my study was to explore lower-division undergraduates&rsquo; thoughts, feelings, and actions as they engage in and reflect on their information search mediation encounters over the course of an information search process. My study was guided by two central questions: 1. What are the characteristics of information search mediation encounters as experienced by lower-division undergraduate students? 2. How do students use search mediation encounters to navigate the information search process? </p><p> <u>Methods and Theory:</u> To explore these questions, I employed Stake's (2006) multiple case study methodology. Each student's assignment-related experiences of information search mediation and information seeking were considered a case for the purposes of this study. After analyzing individual cases in isolation for key findings, I considered them as a set to identify cross-case assertions that describe the essence of the topic under investigation. I then examined and discussed the cross-case through the lens of the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education, the primary theoretical framework for the study.</p><p> <u>Findings:</u> Six cross-case findings emerged from the data. These findings describe aspects of mediator selection, the mediation encounter, the role of information search mediation in the information search process, the influence of lessons learned via mediation on the final research assignment, and the ways that mediation encounters influenced later information searches, as well as search mediation as a whole. These provocative findings both support and problematize the ACRL Framework for Information Literacy, and have important implications for information literacy theory, research, and practice.</p>

<p> The purpose of this study is to evaluate employer perceptions regarding the value of internships and to determine the role of company size in internship recruitment and/or placement. This study provides a much-needed employer viewpoint of the role of experiential education in undergraduate and graduate education, as well as offering researchers valuable insight into the needs and hiring practices of employers. Three research questions guided this study: Is there a relationship between company size and internship value in recruitment and/or placement, is there a relationship between company size and the value of internships in recruitment and/or placement opportunities for full-time hiring, and Is there a relationship between company size and perceived value if the prior experience is unpaid? Employer members of the National Association of Colleges and Employers (NACE) were invited to participate; n = 264 with a return rate of 8.51 percent. A correlation research design was used to determine if a relationship existed between large and small companies and their value of experiential education as it relates to hiring. Spearman rho was used to provide the statistical analysis. Empirical results indicated there was a slight correlation among large and small companies in regard to the value they placed on internships as a prerequisite in their field, when considering applicants for fulltime hires, and when evaluating whether the experiential learning experience was paid or unpaid. Additionally, employers indicated that experiential learning opportunities such as internships or co-ops are increasing in value in recruitment and /or placement for their industries. For example, nearly 70 percent of employers indicated internships or co-ops should be a part of graduation requirements for students thus, suggesting the increased value companies are placing on internships. Internships and co-ops have become a standard for industries. Employers suggested the value of experiential learning in the recruitment and placement of applicants is a highly desired component of an applicant's credentials.</p>

<p> In past studies regarding student retention researchers have focused primarily on the undergraduate student population, but high attrition rates exist in doctoral students. The purposes of the current mixed-methods sequential explanatory study were to examine the relationship between doctoral student personality types and persistence and to explore doctoral students&rsquo; perceptions of the impact of personality types on their persistence. Guided by the theoretical framework of retention and educational psychology theories, the current study was used to examine personality types in doctoral students. The overarching research questions were used to determine whether a significant correlation existed between doctoral students&rsquo; personality types and their persistence, and to determine how doctoral students&rsquo; perceptions of personality types influenced their academic persistence. A mixed methods sequential explanatory study was conducted, using the correlational and multiple case study designs. In the first phase, 47 participants completed the college persistence questionnaire and the 5-factor model. In the second phase, 11 participants were involved in semistructured interviews. The cross-tabulation with associated chi-square, independent samples t test, and analysis of variance were the statistical tests used. The thematic analysis was used to uncover themes from the interviews. Results indicated a statistically significant relationship between neuroticism and persistence. Within-case analysis showed themes of extraversion and conscientiousness. Cross-case analysis themes included cognitive load, finances, faculty, and support. Recommendation for future practice involves implementing courses that introduce the psychological concepts needed to be successful in doctoral programs.</p>

<p> This study investigates the legitimacy of policies to import cross-border higher education (CBHE) in the United Arab Emirates (UAE). This study compares two of the UAE&rsquo;s higher education subsystems &ndash; Dubai and Ras Al Khaimah &ndash; to understand how higher education stakeholders in the UAE interpret foreign involvement in higher education and investigate how those interpretations contribute to stakeholders&rsquo; assessments of the legitimacy of the country&rsquo;s CBHE policies. The legitimacy of cross-border higher education policies is a potentially contentious issue because the higher education resources that are imported into host countries under CBHE policies are usually intended to supplement existing higher education systems whose stakeholders may not welcome foreign involvement in higher education. Given the multiple actors and national contexts that are active in the UAE&rsquo;s higher education systems, there are potential legitimacy challenges facing local CBHE policies. The purpose of this study is to explore this area of possible disconnect in the legitimacy of CBHE to more clearly understand how host country higher education stakeholders evaluate the legitimacy of CBHE policies within their own systems and to arrive at a theory of policy legitimacy for cross-border higher education. </p><p> This study approaches policy legitimacy in higher education by investigating how higher education stakeholders evaluate CBHE policies and derives a theory of CBHE policy legitimacy from the study&rsquo;s findings. The following research questions guide the study: </p><p> 1. What are the goals of CBHE policies? How do these goals serve to increase the legitimacy of the higher education subsystem? </p><p> 2. How do resident higher education stakeholders evaluate the legitimacy of CBHE policies? </p><p> 3. How do the findings of this study on legitimacy in a non-democratic environment resonate with existing policy legitimacy theories? </p><p> This qualitative study is a two-case comparison of CBHE policy in the emirates of Dubai and Ras Al Khaimah in the United Arab Emirates (UAE), each of which has implemented CBHE policies in their private higher education sectors. Forty-five higher education stakeholders were interviewed across the two emirates between January and April 2012. Site visits and document analyses were conducted in both cases and an additional 40 higher education actors were interviewed in other UAE higher education systems, providing background context for the two cases analyzed in this study. </p><p> Support was found for the model of CBHE policy legitimacy proposed in the study. Salient components of CBHE policy legitimacy include the procedural elements of legality, decision norms, and representation, as well as normative legitimacy of the policies.</p>

<p> Prior studies have demonstrated that most college dropouts happen at the transition to the third semester of college. Using a state dataset that includes student data for the 2013-2014 time span in the state of Oklahoma, the researcher examined the validity of students&rsquo; background characteristics, high school performance, and financial aid status in predicting first-year college performance and persistence beyond the second semester of college. </p><p> Data from 116,991 degree-seeking first-year students enrolled at research universities in Oklahoma from fall 2013 to fall 2014 were entered in the SPSS software for data analyses, which include both multiple linear regression and multiple logistic regression. </p><p> The researcher finds that students&rsquo; enrollment status and federal Perkins loans do not yield strong predictions of how students will perform academically or whether they will return to the second year of college. For tuition waivers, the associations with college performance and persistence are stronger, but still not significant. In contrast, spring GPA, Oklahoma&rsquo;s Promise, high school grade point average, American College Testing scores, and gender are useful for predicting persistence to the third semester, and have a strong association with their college performance. </p><p> These findings might reflect current efforts by the Federal Government, State agencies, institutions and schools to promote student success, help them pay college tuition, and increase students&rsquo; pre-college performance. </p>