<p> Much of the research on employee voice has focused on voice as a property of the individual, emphasizing the characteristics of front line, individual employees, and leader behaviour that enables or constrains voice. This qualitative study explored the lived experience of mid-level managers speaking up to their supervisors with the aim of understanding how managers experience and make sense of speaking up in the workplace, and the relational and contextual factors that enable or constrain voice. </p><p> Semi-structured interviews were conducted with 17 senior and mid-level academic managers from 12 higher education institutions across Canada and the United States during which participants described positive and negative experiences of speaking up. Thematic analysis of transcribed narrative accounts (both inductive and deductive coding), combined with coding of participant figurative language and resonant metaphors provided rich, vivid, descriptions of participant experiences. </p><p> Two storylines emerged from the analysis. The <i>pulling together </i> narrative, based on positive experiences, described how leaders contributed to a relational context characterized by a sense of relational equality that enabled voice. The <i>standing apart</i> narrative, based on negative experiences, described how leaders contributed to a relational context that constrained voice. As a consequence, managers experienced moral distress which suppressed voice. </p><p> This study highlights the importance of the relational context in enabling and constraining voice, and demonstrates how authority-ranking social relations shape the relational context that constrains voice. Findings suggest that a positive relational context may be an important enabler of voice, while a negative relational context constrains voice and contributes to moral distress. Recommendations for future research and implications for leadership practice are addressed.</p><p>

<p> A convenience sample of 211 university research administrators working in research related organizations and universities in the United States and 18 years or older participated in the online survey. The research study explored a quantitative correlational study to examine the relationship among university research administrators&rsquo; perception of workplace incivility (e.g. hostility, privacy invasion, exclusionary behavior, and gossiping) and the relationship to their levels of employee engagement (e.g. psychological meaningfulness, psychological safety and psychological availability). The self-report survey was distributed through Survey Monkey with the weblink approved to be placed in the Society of Research Administrators, the SRA Catalyst newsletter for university research administrator, to access that were members of the organization and reside in the United States. The testing resulted in the acceptance of five null hypotheses and rejection of eight null hypotheses. University research administrators have similar perceptions of incivility among research related organizations and universities in the United States. Workplace incivility and employee engagement was tested their relationships and found that as hostility increases psychological safety and psychological availability decreases. Privacy invasion significantly decreases employee&rsquo;s psychological meaningfulness and psychological safety in the workplace. As the effect of effects of exclusionary behavior and gossiping increases employee&rsquo;s psychological safety and psychological availability in the workplace decreases. University research administrators&rsquo; perception of incivility provide insight into workplace behaviors and employee engagement.</p><p>

<p> To address the issues of affordability and student persistence through graduation, some institutions of higher education have embraced the Malcolm Baldrige National Quality Award (MBNQA) program. The fact that several of these institutions have subsequently shown improvements in affordability and student retention suggests that other colleges and universities that have adopted the Baldrige framework or a Baldrige style approach to institutional management may also be making improvements in the same institutional outcomes. However, to date, little research has been conducted to measure whether these institutions are improving in affordability and retention. To help close this gap in research, the present study investigated to what extent participating in a Malcolm Baldrige National Quality Award (MBNQA) based program improves affordability and degree completion. The study&rsquo;s four research questions asked whether an institution&rsquo;s participation in a MBNQA-based program was associated with the institution&rsquo;s first-year, full-time, degree/credential-seeking undergraduate students&rsquo; (a) net enrollment cost, (b) student debt, (c) the likelihood of degree completion, and (d) the institution&rsquo;s educational expense per degree. </p><p> Data for the period 2000 to 2013 were gathered for 870 colleges and universities accredited by the Higher Learning Commission. Of these institutions, 167 AQIP/Baldrige-participating institutions were compared by regression analysis to 703 non-participating institutions concerning several dependent variables related to student costs or student retention and graduation. </p><p> After controlling for year, institutional characteristics, and student demographics, results indicated that an institution&rsquo;s participation in a MBNQA based program was associated with lower in-state tuition and fees (-$187), decreased student first-year student retention (-1.1%), increased student persistence (.9%), and decreased 150% graduation rates (-2.1%) or students graduating on or before 3yrs for 2-year intuitions and 4yrs for 4-year institutions. However, MBNQA based program participation was not statistically significantly associated with out-of-state tuition and fees, percentage of students receiving loans, average student loan amount, and institutional expense per degree.</p><p>

<p> The purpose of this study is to understand how social class background plays a role in student experiences on selective campuses. This study centers the experience of low-income students and extends the work of Ostrove and Long (2007). Previous research has indicated that race, gender, and social class status have each, respectively, been demonstrated to have statistically significant relationships to sense of belonging. This research affirms existing research, but also finds that there are more positive relationships than previously theorized. Minoritized students had higher mean scores related to personal-emotional adjustment and social adjustment. Students from the lowest social class also reported higher scores on the same two adjustment scales than their peers. </p><p> Based in the theory of critical quantitative analysis (Stage, 2007), the research uses the Student Adaptation to College Questionnaire (Baker &amp; Siryk, 1999) in order to assess sense of belonging. This survey measures overall sense of belonging, academic adjustment, social adjustment personal-emotional adjustment and institutional attachment. Examining these measures in an intersectional way revealed results that were more nuanced than was previously found in the literature. The data was analyzed using simple linear regression, analysis of variance, and hierarchical multiple regression. The survey was conducted among undergraduate students at The George Washington University, a private, urban institution in Washington, D.C. </p><p> In demonstrating that minoritized and economically and educationally challenged students may be adjusting better than has been previously stated, this study emphasizes the need to affirm students in the identities they hold for themselves rather than studying them through deficit models. Reinforcing the cultural and social norms of marginalized groups aids in their personal growth and development, which often leads to a university&rsquo;s desired outcome, which is retention and graduation.</p><p>

<p> This case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs. </p><p> This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?</p><p>

<p> <b>Purpose.</b> The purpose of this study was to examine the relationship between faculty trust and readiness for change at mid-sized private non-profit universities. This quantitative study examined the independent variables of faculty trust in colleagues, trust in their Deans, and trust in their institution, and the dependent variable of readiness for change. Moreover, the present study examined the mediating factors of institutional trust on the relationship between interpersonal trust and readiness for change. </p><p> <b>Methodology.</b> The present study was related to individual faculty members&rsquo; perceptions of the variables trust and readiness for change. Faculty participants (N =89) recruited for this study were randomly sampled from six universities across the United States. An online questionnaire consisting of 48 items regarding perceptions of trust in colleagues, trust in Deans, trust in the institution, and readiness for change was administered. </p><p> <b>Findings.</b> The bivariate correlations between the interpersonal trust variables (trust in colleagues and trust in Deans) and readiness for change were not significant. Due to the lack of significant relationships, the model did not meet the criteria for institutional trust to mediate interpersonal trust and readiness for change. A significant positive relationship was found between institutional trust and readiness for change. </p><p> <b>Conclusions.</b> This study adds to the empirical research regarding the relationships between the constructs of trust and readiness for change within higher education, in which there is a gap in the literature. Interpersonal trust is an important construct within institutions of higher education and predicts institutional trust. Additionally, institutional trust is a precursor to readiness for change for this population. </p><p> <b>Recommendations.</b> For practice, higher education administration should focus on increasing the levels of interpersonal and institutional trust at their institutions; this can be done through assessing trust levels and creating opportunities for faculty to have one-on-one interactions with senior administration and the Board of Trustees. For research, replicating the study with a larger population; examining a predictive model of the variables; conducting a study with more specificity on the scope and type of change; and exploring collective trust could expand the literature on higher education, trust, and readiness for change.</p><p>

<p> One in five federal student loan borrowers today is enrolled in income-driven loan repayment (IDR), a set of safety net programs in which loan payment amounts are tied to borrowers&rsquo; incomes. Policymakers across the political spectrum support expanding IDR as a way of reducing loan default and encouraging borrowers to work in public service careers, though there is little evidence of the effects of IDR on borrowers&rsquo; outcomes. Through the lenses of human capital theory and risk aversion theory, this study investigates two key gaps in our knowledge about IDR in comparison to other repayment plans: whether IDR borrowers&rsquo; make different career choices and whether IDR borrowers are more successful at paying their loans. Using the National Center for Education Statistics&rsquo; Baccalaureate and Beyond dataset (B&amp;B:08/12), I weighted borrowers by their propensity to enroll in IDR, based on family, institutional, communities, and political and economic characteristics. This analysis found that IDR borrowers are statistically significantly more likely to be women, of Hispanic origin, and from low-income households. IDR borrowers are no more likely to pursue public service careers four years after graduation, but they are substantially more likely to be in repayment as opposed to being in default, forbearance, or any other loan status. The total estimated costs of loan repayment are more varied for IDR borrowers than for borrowers in other plans. Borrowers of color in IDR are likely to pay more than White borrowers in IDR. I conclude with a discussion of the implications for policy, research, and practice, including how policy makers and researchers should interpret the tradeoffs in these results.</p><p>

<p> Higher education is an immense sector with more than 20.4 million students, 4 million employees including 1.6 million faculty members, and estimated aggregate expenditures exceeding $400 billion not including the for-profit institutions. Colleges and universities are among our nation&rsquo;s most important social institutions, knowledge generators, and economic drivers, and they have a vital role in the shaping of our global world. There are intense external and internal factors, and many stakeholders with diverse and often competing perspectives, with which college and university presidents must effectively engage in their critical leadership role. </p><p> This research identified and described the trait emotional intelligence of college and university presidents. The study was grounded in the functionalist paradigm. Core components of the theoretical framework were the trait emotional intelligence theory (Petrides &amp; Furnham) and the concept of effective leadership (Kouzes &amp; Posner). Using a census strategy and survey research design, 300 presidents participated and completed the TEIQue-SF. Key findings and conclusions included: (1) the majority of college and university presidents have high well-being, self-control, emotionality, and sociability factor and global trait emotional intelligence, (2) the majority of college and university presidents have higher emotional intelligence than the general population, (3) the majority of college and university presidents demonstrate leadership effectiveness, and (4) there are opportunities to enhance trait emotional intelligence in a subgroup of college and university presidents, thus enhancing the leadership effectiveness of those presidents. </p><p> The new empirical knowledge about the emotional intelligence of college and university presidents provides a foundational springboard for future research to elucidate and expand knowledge in the areas of authentic leadership, charismatic leadership, the full range of leadership (transformational/transactional), leadership effectiveness, and higher education. Also, this new knowledge may be helpful to learning more about how to work with loosely coupled systems, change organizational culture, identify and deal with perceived resistance to change, and leadership development (Burke, 2011). Findings of this study may be beneficial to college and university presidents, boards of trustees/regents, search firms, higher education associations, and consultants. </p><p> The study achieved a large study sample. Strategies contributing to the successful recruitment of the large sample are described and are transferable to other studies&mdash;especially dissertation research&mdash;and other study populations.</p><p>

<p> <b>Purpose:</b> The purpose of this qualitative study was to describe and explore what factors, as perceived by adjunct faculty and those who hire and manage them at nonprofit universities, had the greatest impact on their decision to continue to serve in the part-time role. A secondary purpose was to explore differences between the perceptions of adjunct faculty and those who hire and manage them with regard to these factors. </p><p> <b>Methodology:</b> This phenomenological qualitative study collected data through in-depth interviews with ten adjunct faculty members and five supervisors working for private nonprofit California institutions of higher education. After transcription, data was coded to describe the similarities and differences in perception of the reasons adjunct faculty continue teaching part-time. Documents and artifacts were gathered to support data triangulation. </p><p> <b>Findings:</b> Data analysis yielded four major themes that have an impact on an adjunct faculty member&rsquo;s decision to continue working part-time. Participants referenced the relationships that adjunct faculty have with their administrators, colleagues, and students most often. Participants discussed their compensation and benefits and most shared that they do not teach for the money or benefits. Faculty participants agreed that their flexible work schedule and the day-to-day work of an adjunct faculty member were also influential in their decision. </p><p> <b>Conclusions:</b> There was widespread agreement amongst participants that they value collegial relationships and their flexible part-time work schedule. Adjunct faculty members emphasized that they do not teach for financial gain but rather to be part of a community, share their professional knowledge, and work with students. Most are disinterested in professional growth and participants expressed concern about the connection between academic freedom and the evaluation of their work by students. </p><p> <b>Recommendations:</b> Future research should examine the relationship between adjunct faculty category and retention. This study should be replicated at a wider range of universities and additional studies conducted to explore the differences between the perceptions of new and long-term adjunct faculty. Research should be conducted to learn why adjunct faculty members choose to leave their positions. Finally, a grounded theory study should be conducted to develop a more current model of adjunct faculty experiences.</p><p>

<p> The purpose of this qualitative, single case study is to examine the leadership traits of Elmer Towns and the strategies employed as co-founder of Liberty University. In order to accomplish this purpose, this study will assess the behavioral traits, work habits, communication patterns, and organizational concepts he employed as the Dean of the School of Religion at Liberty University. The &ldquo;Portraits of Leadership&rdquo; pattern is defined by viewing the university as a complex organization through which leadership behaviors and traits are manifested as a part of managing the governance structure, the internal operations, and the academic functions of the institution. The case study method is employed by the examination of the leader&rsquo;s background, formal education, influence of mentors, and defining events. </p><p> The case study is individual in its focus and seeks to analyze the leadership behaviors of Towns in the context of the &ldquo;Reframing Patterns&rdquo; of higher education leadership of Lee Bolman and Joan Gallos. The data from the study is organized into the concepts of reframing and identifies four frames of academic leadership in which administrators of higher education often function. The data from documents, interviews, and observations are placed in four framing categories and serve as chapter headings in the research findings: Structure, Politics, Human Resource, and Symbols. </p><p> The research design for the case study uses three methods of research. The first method is document research. The study examines books and articles written by Towns in order to find leadership principles identified as essential to an organization. They also serve to identify situations and events related to the history and the function of the school. Documents related to the school and to the faculty are examined for communication and organizational factors. Faculty senate minutes, accreditation reports, catalogs, faculty handbooks, Liberty University policy documents and publications are included as data for triangulating research within the case study. </p><p> The second method of research includes interviews conducted with the dean, faculty and administration. Persons selected for the interviews worked at Liberty University for a significant part of Elmer Town&rsquo;s tenure and served under him in various capacities. Three of the faculty members included in the study have written previous dissertations on Elmer Towns. </p><p> The third research approach included observations of Towns and his work with students and faculty. Observations were made while attending classes taught by Towns. Informal discussions with faculty and students also proved helpful in confirming and rejecting conclusions made during the five years. The researcher made observations from interactions with Towns in meetings, at church, and during appointments held in his office and at a local restaurant. The researcher also became a Liberty University Online adjunct professor during the time period in which the research was conducted. This allowed additional access to documents and to videos related to the leadership of Towns </p><p> Concluding findings of the case study categorize leadership traits and actions employed by Towns as Dean of the School of Religion. These traits and actions are applied within the context of higher education as a model for leaders and for deans serving in other institutions of higher learning. </p><p>