<p> Single mothers increasingly seek college degrees at community colleges in order to provide economic security for their families (Wei et al., 2009); however, they often face a number of barriers that prevent or disrupt their education (Cox &amp; Ebbers, 2010; Smith, 2010). Campus services help students persist to degree completion, yet serving the population of single mothers can be particularly challenging for practitioners when confronted with students' numerous internal and external influences (Austin &amp; McDermott, 2003). Single parents who do persist have an important story to share with practitioners and policy makers in higher education.</p><p> This quantitative study explored the perceptions of the experience of Mattering as a motivator for persistence among single mothers in higher education. Mattering is defined as "a personal belief, whether right or wrong, that we matter to someone else and this belief acts as a motivator" (Schlossberg, 1989, p. 3). This study explored Mattering by investigating the following research questions: 1. To what extent and in what manner can academic persistence be explained by the student's perception of Mattering? 2. What is the relationship between self-perceptions of Mattering and selected demographics?</p><p> This research utilized a quantitative correlational design (Creswell, 2009). Participants (<i>N </i>= 53) included single mothers enrolled in a program at two community college sites (<i>N </i>= 2). An adaptation of The Mattering Scales for Adult Learners in Higher Education was used to measure the participant's self-perception of Mattering to their institution (Schlossberg, Lasalle, &amp; Golec, 1990).</p><p> Results indicated high alpha reliability for the data, but no significant relationships between a single mother's academic persistence and their perception of Mattering to the college emerged. Furthermore, while students' demographics indicated a range in diversity, their perception of Mattering to the college remained consistent. This research may inform community college practitioners regarding ways to help single mothers stay motivated in their quest for degree completion, which will ultimately influence a new generation of college students. The results may be significant in shaping policy, support services for similar programs, and contribute to the economic futures of single mother households.</p>

<p> Research suggests what leaders should do or the qualities or characteristics they <i>should</i> have to be ethical leaders (Brown &amp; Trevi&ntilde;o, 2006). The ethical decision-making process that leaders should follow to avoid scandals and unethical behavior are overlooked. Few studies focused on ethical decision-making within higher education. Yet, educational leaders have an ethical responsibility that may be even more complex than those of other leaders due in part to increasingly diverse student populations enrolled in higher education that is having an impact on the growth of educational institutions on a global basis (Shapiro &amp; Stekfovich, 2011). Further, ethical scandals are no longer contained by national borders. The rapid growth of technology coupled with changes in political and societal landscapes has advanced ethical scandals to global prominence. A more collective need to understand ethical values and ethical decision-making practices on a global level has emerged. To be globally effective, leaders must be aware of the similarities and differences across and within cultures that could influence business practices (Resick, Hanges, Dickson, &amp; Mitchelson, 2006). However, cross-cultural research has not yet addressed the topic of ethical decision-making. In this study, the ethical decision-making process of higher education was not only examined in the United Stated but also in Poland. This exploratory study used the Delphi research technique to identify an ethical decision-making definition that higher administration leaders in both the United States and Poland use to make ethical decisions and identify the environmental factors that influence their decisions. Findings showed that the United States and Polish expert panels were different and showed very little in common in the identification of a definition and environmental factors. Lastly, both sets of experts identified a new process for ethical decision-making, each constructing a different ethical decision-making process model. This research on ethical decision-making provided evidence that the Polish and United States cultures are not as similar as identified in previous studies in terms of how they identify ethical decision-making and the factors they identify with influencing ethical decision-making. Using this information will create a better understanding of the practices and approaches to ethics that leaders use because of the huge influence they have and exert on people within their own organization and society around them.</p>

<p> This study examined the presidential leadership practices of high-performing community colleges. The purpose of this study was to better understand the intersection between leadership and high-performing community colleges in the context of a complex and challenging environment. To this end, the study examined the leadership styles of four community college presidents to determine how their leadership influences the performance of their institutions. The study included interviews of four community college presidents serving at colleges selected as winners or finalists of distinction of the Aspen Institute Community College Excellence Program. Four faculty presidents from the same colleges were also interviewed to determine their understanding of how the college president's leadership influences the performance of the institution. The researcher asked three questions related to presidential leadership and the high performance of the community college. 1) What is the relationship between leadership and high performance at community colleges? 2) What type of leadership styles and frameworks are utilized by presidents at high-performing community colleges? 3) What competencies, knowledge areas, and skills do presidents at high-performing community colleges display? The eight participants in this study were asked 12 open-ended questions pertaining to community college presidential leadership practices. Results from the studyprovide insight into the leadership of community college presidents and the high performance of their institution.</p>

<p> The purpose of my study was to explore the role of cultural values in the lived experiences of Latino college and university presidents at four-year higher education institutions and to determine how cultural values contributed to and reflected their professional strengths. Using the Community Cultural Wealth framework developed by Tara Yosso (2005) to capture the assets or forms of capital that people of color bring with them to all settings, this study utilized a strengths-based approach to examine the ways in which Latino higher education executives translated their cultural upbringing and values into skills and approaches that facilitated their ascension in the field of higher education. In semi-structured conversational interviews with 14 of the 21 identified four-year Latino college presidents, I explored a). the factors that facilitated Latino college presidents' success, b). the ways in which presidents used their cultural background and cultural values to ascend to leadership roles, and c). how their cultural backgrounds guided their approaches to and view of their role in higher education. </p><p> I conducted a qualitative study using testimonio, a form of narrative inquiry that began in Latin American studies as a way to expose the experiences and injustices endured by oppressed groups. Through testimonios marginalized individuals tell of their lived experiences to raise awareness of racism, classism or other forms of oppression and to also effect change. Testimonio and critical race theory are also based on individual narratives representing the collective experience of communities. Since this study looked at how Latino college presidents viewed the role of their cultural backgrounds in their careers, testimonios allowed me to capture the commonalities of those experiences. </p><p> This study adds to the literature by using the Community Cultural Wealth model and an assets-based approach to examine different cultural aspects or forms of capital of Latino college presidents and the role of these cultural elements in their ascent to a presidency. This study uncovered the extent to which culture has been a positive force and inspiration in the professional careers of Latino college presidents.</p>

<p> This qualitative research explores how college and university presidents engage in the process of developing formal institutional vision. The inquiry identifies roles presidents play in vision development, which is often undertaken as part of strategic-planning initiatives. Two constructs of leadership and institutional vision are used to examine key variables such as vision development and the college presidency. </p><p> In-depth, semi-structured interviews were undertaken with 10 presidents representing private and public institutions that have been or are being transformed. These interviews revealed 21 findings arrayed as: 1) seven organizing modalities, 2) five presidential roles, 3) seven role-based success factors and 4) two issues concerning balancing ownership of vision between presidents and stakeholders in shared-governance environments. </p><p> Many of the presidents developed formal institutional visions narrowly and on their own, but then undertook more inclusive processes to finalize their visions, socialize them through their organizations and integrate them into strategic planning. A related finding is that, despite pressures to engage in vision development with a broad spectrum of their communities, presidents are routinely asked to provide their visions to trustees and others during job recruitment. </p><p> Other findings include confirmation that visioning is generally part of strategic-planning exercises. Presidents often think in terms of what this study labels visionary intent, identified here as the combination of formal vision, objectives and strategies. Presidents also report relying on outside experts to play roles in visioning and strategic planning. Some presidents also spoke of balancing the need to encourage creativity and ambition among those engaged in the process with a responsibility to protect their institutions against misguided or even dangerous visions. </p><p> Numerous implications for both practice and theory emerged from this research. These include how essential it is for presidents to understand the cultural, political, historical, financial and operating contexts of their institutions prior to embarking on visioning. This includes awareness of the dynamics and visioning efforts of their immediate predecessors. </p><p> The presidents ultimately chose different courses of action to develop vision, though they all shared many best practices. In theoretical terms, this reflects an interesting Contingency Leadership approach to visioning in Complexity Leadership environments marked by the considerable Shared and Servant Leadership characteristics of shared governance.</p>

<p> Limited qualitative research has been conducted on academically reinstated students. The purpose of this naturalistic case study was to identify factors influencing the decision to apply for reinstatement and to examine how participation in an academic intervention program assisted academically reinstated students to succeed. Six reinstated students participating in an academic intervention program participated in this study. A social constructivist perspective was assumed, relying on the participants' perspectives to cultivate meanings of their experiences. This research offered a better understanding of the needs and experiences of reinstated students, provided evidence of resources, interventions, and programs that might be helpful for future reinstated students. The findings of this study could enhance attrition and retention of this student population. </p>

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2494. Adviser: Stanley Ikenberry. Includes bibliographical references (leaves 212-224) Available on microfilm from Pro Quest Information and Learning.

<p> The purpose of this study was to examine the lived experience of undergraduate students who use online social networks such as Facebook while serving in paraprofessional roles on campus. The researcher conducted a qualitative study to address a primary research question: What is the interplay between college students&rsquo; participation in online social networks and campus-based paraprofessional roles? The study identified themes that can be used to understand this student experience. These themes contribute to the growing theoretical understanding of how online social networks and paraprofessional roles impact the college student experience.</p><p> A semi-structured interview protocol was devised in light of pertinent literature in the areas of college students in paraprofessional roles, peer mentoring, and computer-mediated relationships. Eleven resident assistants at a large, public research university in Central Pennsylvania agreed to participate in semi-structured interviews to discuss their experiences. They were asked to describe their involvements as resident assistants and users of Facebook. Participants discussed how they understood how their employment as resident assistants and their use of Facebook influenced each other, and their overall experience in their paraprofessional roles.</p><p> Through data analysis, three themes emerged: Facebook functionality and use, relationships, and discretion. Participants spoke of dynamic and complex experiences in their roles that were amplified by Facebook. The researcher proposed a Model for Online Social Network Mediated Role Conflict that describes tensions that represent the experience of paraprofessional staff members who use online social networks. Implications for practice and recommendations for additional research are provided.</p>

<p> This analysis contributes conceptually to the field by investigating how campuses both originate and respond to academic innovation by locating the focus of the study in the center of curricular decision-making and action&mdash;the academic department. </p><p> This study applies an organizational perspective to academic innovation directly by combining three ideas to conceptualize and measure departmental qualities. The research design proposes that (1) academic innovation is the result of a direct behavior taken by an actor&mdash;in this case, departments are collective actors and changes in academic programs require collective decision-making; (2) actor behaviors are often cyclical or routine and changes in behavior can be measured through these routines&mdash;in this case, departments routinely offer courses; (3) innovation requires feasibility in actor knowledge, capability, and skill&mdash;in this case, departments collectively contain faculty capability, course knowledge, and administrative skill. </p><p> The significance of departmental factors in a robust inferential model provides evidence that departments draw on technical knowledge and skills through course development and prior programmatic experience. Although enabling environments contribute, external conditions do not create organizational change. Program innovations occur within a campus, beginning at the department level. This study makes the case that context matters, but that its relative impact is mediated by the core characteristics of the collective actor that makes decisions and takes action.</p>

<p><i>Legum Magister</i>, or LL.M., degrees have come under increasing criticism in recent years in the United States. Observers have accused law schools of offering these and other graduate law degrees simply to increase revenue, and argue that they provide no value to graduates as they are not respected in the traditional legal services market. Despite these negative appraisals, the number, size, and types of these programs have continued to grow rapidly. While much has been written criticizing this growth, almost nothing has been written on how and why these programs came into existence, even though a number of law schools claim that their programs were founded over a century ago. As graduate law programs continue to blossom and law schools attempt to address the rising tide of criticism aimed at them, law school leaders would be well advised to examine the origin and history of these degrees. Is it possible that law schools have been hoodwinking innocent lawyers into getting a useless degree for decades? Who were these degrees originally intended for and who ultimately chose to matriculate into these programs? What were the curricula for these programs like? </p><p> Through historical analysis and archival research, this case study of the development of graduate law programs at the University of Pennsylvania reveals that they were founded in response to a perceived need to make the study of law more scholarly, and to ensure that law school training was not wholly confined to the necessities of legal practice. These programs arose amidst a drive toward professionalization and standardization at the turn of the twentieth century that was visible across a wide sector of American society, and reflected one aspect of the long simmering tension between those who viewed law as a scholarly enterprise much like philosophy or political science, and those who viewed it as a trade, to be mastered like medicine or engineering. This disagreement persists to the present day and an examination of the origins of graduate programs vividly illustrates that the study of law has meant different things to different people from the earliest days of legal education. </p>