Positive educational experiences deliberately sought through advising can lead to increased academic success, improved college experiences, and long-term benefits as graduates become contributing citizens in society. However, much of the research on the role of and advantages related to academic advising has been limited to American colleges and universities. This ethnographic case study conducted at the University of Liberia examined the organizational role of advising from student, faculty, and staff perspectives, and explored the culture, college experiences, and academic progression of students prior to and after the establishment of the Student Academic Advisement and Career Counseling Center particularly among freshmen and seniors. The purpose of this study was to identify the role of advising services in a Liberian higher education setting, to understand the relationships between social organization and advising interactions, and to explore applications of advising approaches in non-Western cultural contexts. Nine faculty, 10 staff, and 20 student participants were interviewed.;The findings suggest that postwar challenges in Liberian higher education and the University of Liberia's shifting perspective on student-centeredness have been the primary elements that have shaped the barriers and opportunities found in the role of advising and college student experience. Implications of this study have expanded our knowledge of academic advising in a non-Western, postwar culture, and highlighted the significance of applying social organization analysis and metaphor to understand complex structures and processes involved in higher education advising processes. as Liberia and other similar developing countries look for ways to improve educational experiences, inspire social consciousness, contribute to national development and workforce needs, address remediation and rehabilitation concerns, enhance student persistence and retention, and improve academic success, academic advising could be a key solution in the process.;Keywords: academic advising, social organization, West Africa.

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The focus of this study was the advising style preference of graduate-level students and advisors in online and hybrid programs at a university in rural Arkansas. Students and advisors will benefit from the results because the advisors will have a greater understanding of expectations during an advising session. The problem stems from the fact that graduate level advising is not considered important by administrators at the study institution. The purpose of this study was to determine how graduate level advisors can better serve students and to use the results as a tool for advisor training. The study was guided by Crookston's developmental advising style, in which the advisor and student work together to ensure student success. The key research questions for the study were the preferred advising style of graduate-level students in online and hybrid programs and the advising style preferred by graduate-level advisors. A mixed method with an explanatory sequential design was used, and the Academic Advising Inventory was administered to the population of graduate students and their advisors using a web-based survey. After completing each section of the inventory, respondents had an opportunity for open responses to clarify their selections. Student responses to the inventory indicated their preferred advising style, the advising style they had received, and their satisfaction with the advising they had received. Advisor responses detailed the form of advising they practice. Data were collected from students (n = 224) and advisors (n = 9). Responses were analyzed by following the Academic Advising Inventory Manual and using SPSS for calculations. The responses were recoded to separate the prescriptive and developmental responses. Next, the items were calculated to determine if each respondent was advised prescriptively or developmentally. Finally, the advising satisfaction level for students was calculated to determine student satisfaction with each form of advising received. The results indicate that graduate-level students in both online and hybrid programs prefer developmental advising over prescriptive advising. Students enrolled in hybrid programs indicated greater satisfaction with the advising they received than students enrolled in online programs. Overall students who received developmental advising reported higher satisfaction rates than those who received prescriptive advising. Results of this study will serve as the basis for graduate advisor training and the creation of a training manual.

The purpose of this study is to arrive at a more exact knowledge of the value of the matriculation examination now given by Western Kentucky State Teachers College. This study is not complete but is merely an addition to the existing knowledge in this field, being of particular interest to the administrative organization of Western Kentucky State Teachers College.

The purpose of the writer in this paper is to present the types of governing boards other states have and to draw whatever conclusions possible.

Research shows that 50% to 70% of higher education employees in the United States are disengaged in the workplace. Some higher education institutions are negatively affected by imposing strict guidelines restricting employees' freedom of self-expression in the workplace. Using Herzberg's 2-factor theory of motivation as the conceptual framework, the purpose of this multiple case study was to explore strategies used by higher education institution leaders to manage workplace self-expression without negatively affecting motivation and work productivity. The population was 9 leaders from 3 higher education institutions in central and northern New Jersey. Data collection was conducted through semistructured interviews and review of institutional data and information. Data were analyzed using inductive coding, and member checking was used to ensure credibility. Three themes emerged: workplace environment, management relationships, and barriers in the workplace. The study findings revealed that the policies implemented in higher education institutions to restrict self-expression in the workplace did not have a negative effect on employee motivation and work productivity. Leaders in higher education institutions might apply these findings to develop an enriched workplace environment, which could improve employee retention rates. The implications for positive social change include the potential to increase economic contributions of the students who receive the education delivered by engaged higher education employees, and the subsequent increased tax base resulting from increased earnings.

<p> The current study reviews the responsibilities and benefits of institutions in receipt of federal funding to provide bystander education as a primary prevention program to students per current federal regulations and guidance. Existing bystander intervention programs have the potential to 1) train key staff by experts; 2) continue training of other staff via train-the-trainer efforts; 3) implement a variety of student-specific programming (such as gender neutral, gender-specific, student athletes, Greek students, and other student organizations and leadership groups); and, 4) obtain/maintain compliance with federal guidance and recent legislative mandates. Per Potter and Stapleton (2011), practitioners need to decide if purchasing an existing program, developed and evaluated at another institution, will in fact be successful at the investing institution. </p><p> Metropolitan universities typically have student populations of that are older (non-traditional), have lower socioeconomic statuses, have minority backgrounds (Barnett &amp; Phares, 1995); commute, are more likely to be employed (Muhollan, 1995); and, are first-generation college students (Barnett &amp; Phares, 1995). Vast diversity can present challenges to engaging a student body with a one-handed type of approach. Metropolitan universities would be benefited most by 1) purchasing an existing train-the-trainer bystander intervention program; 2) identifying the needs of unique metropolitan university student groups; 3) modifying the program to meet these needs; 4) developing a strategic implementation plan; 5) pre/post assessment plans; and, 6) identifying accompanying social marketing campaign strategies. Considerations for developing a modified bystander intervention program at a metropolitan university and meeting these needs are discussed.</p>

<p> For-profit colleges and universities and accrediting agencies have been the subject of criticism and scrutiny over the past few years. This dissertation examines the primary reason for this scrutiny: the seeming conflict between profit motive and student success. It ascertains the educational values of three regionally accredited for-profit college presidents and explains the differences in how presidents and institutions balance profit motive with student success. To do so, it focuses on three central questions: first, how do for-profit colleges and universities acknowledge and address this central dilemma of balancing profit motive with student success? Second, is accreditation a constructive force or an obstacle in resolving this dilemma? And third, what other institutional factors play a role in resolving this dilemma? </p><p> Using a case study approach, this dissertation examines three "best in class" for-profit institutions, all of which are regionally accredited with the Higher Learning Commission of the North Central Association. It concludes that each of these institutions uses a business model that ensures fiscal responsibility but not profit maximization. It also shows that accreditation in each acts as a constructive force, motivating the institutions' focus on assessment of student learning and improvement of student outcomes. Accreditation can also further legitimize these institutions' educational quality in a competitive marketplace that includes both for- and non-profit institutions. Finally, other factors for these institutions' success include family ownership, small enrollment numbers, and constant program evaluation. These factors enabled both a greater focus on student success and the flexibility to retool, add, or eliminate programs to ensure financial viability and stability.</p>