<p> First-year programs (FYPs) for college students offer extended orientation to campus resources and provide first-time freshmen with essential skills for academic success, and many believe that the effectiveness of FYPs increases with the presence of peer mentors. The present study measured the added effectiveness of peer mentoring in FYP classrooms with knowledge of campus resources as a dependent measure. Ninety one first-year students in nine sections of FYP classes participated in this quasi-experimental study. Seven of the classes had peer mentors (<i>n</i> = 70), and the two control classes (<i>n</i> = 21) did not have peer mentors in the classroom. A 30-item questionnaire regarding the use and location of several campus resources was administered in the first two weeks of the Fall 2009 semester and again in the last two weeks of the semester. A repeated measures analysis of variance (ANOVA) revealed a main effect of time (change between Testing Time 1 and Testing Time 2) and an interaction effect of time and group (students with peer mentors, controls without peer mentors), on knowledge of campus resources. Students with a peer mentor started out with less knowledge of campus resources, and finished the semester with a similar level of knowledge, when compared to controls. The results only partially supported the research hypothesis that students with peer mentors in their FYP classes learned more about campus resources when compared to students without peer mentors. GPA scores for the first semester at the university did not differ between groups.</p>

<p> Senior managers in public research universities monitor and anticipate the evolution of enrollment as part of a planning process that is linked to budget and staffing matters. While the tracking and planning of enrollment figures is important for all types of institutions, the position of public research universities and the non-resident students they serve warrants closer attention. </p><p> This study's main focus was to generate estimates of the effects of institutional attributes and conditions in sending regions on first-time full-time, domestic non-resident undergraduate enrollment in public research universities. However, a larger purpose was to lay the groundwork, if appropriate and based on the results of the study, for the future development of more refined models to forecast non-resident enrollment for this group of institutions. </p><p> In taking the perspective of the individual university, the study's methodology drew from the existing literature concerned with enrollment management and student choice to identify institutional attributes and circumstances in the prospective migrating students' home state that seemed to be associated with the choice of an institution. </p><p> Several key findings emerge from the study. First, the analyses did find evidence to support that whether taken individually, in groups, or as a collective total, the examined measures of institutional attributes and sending region conditions did help in explaining variation in levels of non-resident enrollments among the public research universities of the study. </p><p> Second, a sub-set of the measures when taken together formed a best model which was found to account for the largest amount of variance in non-resident enrollment flows. The model included a scale variable of the ratio of non-resident enrollment to overall undergraduate enrollment, that when considered on its own, explained approximately 40% of the variation. Further, with the addition of the other institutional attributes and sending region conditions, the amount of variance explained increased significantly.</p>

<p> Kazakhstan's higher education system is based on the Soviet governance structure, limited academic freedom and no autonomy from the state. In such a system faculties are contract employees delivering predesigned courses with no incentive to bring new ideas and methods. But employers and the general public are concerned with the mismatch between market demand and curricula of universities. Qualitative research based on two case studies collected evidence on the opportunities for faculty to influence academic affairs of the two most prominent research universities in Kazakhstan. The study gave a detailed picture of state controls, hierarchical structures and limited role of faculty at the higher education institutions under investigation. The national universities of Kazakhstan were also compared with the University of West Florida, a public research university of similar size which is based on academic freedom, shared governance and faculty authority over academic matters. Conceptual framework for the analysis is based on the theory that university governance differs from other organizations in its involvement of faculty in decision making on academic affairs. The power is shared with faculty because of their recognized knowledge and authority in teaching and research in their particular professional fields. </p><p> The study identified that the national universities in Kazakhstan are established regulated and run like government organizations with a hierarchical structure. The existing centralized and stricter controlled environment results in frustrated and demotivated faculty who are not able to produce good quality teaching and research. Universities are required to produce similar academic programs and courses and offer a limited number of majors approved by the inter-ministerial committee. Structures of degree programs are set according to State Standards and contain certain share of mandatory courses which are provided by the Ministry. The universities are managed by the rectors who have wide powers especially in hiring and promotion of faculty as well as on other academic matters. </p><p> The research identified a number of shortcomings and mismatches with international theory and international best practice. If national universities are to develop they have to be allowed to compete and have freedom to innovate. The national universities need the governing boards to be introduced. Increasing faculty participation will be central to promoting key values of higher education such as academic freedom, autonomy and transparency. Empowering faculty will contribute to their greater responsibility and engagement in developing higher education institutions and their core functions of teaching, research and community service.</p>

<p> For students with disabilities, inclusion implies more than access as stipulated through the Americans with Disabilities Act (ADA) and its 2008 Amendments Act. It indicates the idea of a communal experience that attempts to develop a culture wherein the full participation of diverse students is established through proactive decisions and allows them to engage in aspects of campus life "in a seamless and real-time manner" (Huger, 2011, p. 5). The purpose of this study was to explore conversations surrounding disability, as understood by students with physical impairments, in order to make meaning of their lived experiences, the messages they receive, and their interpretations of those messages. Using discourse analysis as both a theory and method (Gee, 2011), seven students self-identifying with physical impairment were asked to discuss their college experiences; what factors impact their decisions regarding involvement; what it means to be "inclusive"; what they feel their institutions do to create and encourage inclusive campuses; and what they think non-disabled peers think of them. </p><p> Despite interviews designed to focus conversations on social involvement and engagement, participants often gravitated toward their educational pursuits and specific concerns based upon individual disability needs. Students de-emphasized extra-curricular involvement in favor of adherence to objectives for successful academic pursuits, often requiring they weigh the physical and wellness tolls such activities could take on their bodies. Considering how respondents speak of their university experiences, this paper argues the discourses of disability are understood as seriously academic and seriously medical or health related. Further, while participants stated overall positive experiences at their universities, analysis of the conversations revealed encounters with physical access problems and difficulties with interactions and interpersonal relationships on campus. This suggests a deeper complexity to their initial assertions, perhaps highlighting the low expectations students with physical impairments hold toward true inclusion and the degree to which bad has to be sensed as bad enough to reach the level of being truly damaging to their view of the overall experience. Implications for this study are to help the university community&mdash;administrators, faculty, and students&mdash;understand the decision-making process for students with disabilities regarding campus involvement.</p>

<p> In recent decades, there has been increasing pressure for teacher accountability and interest in teacher evaluation throughout the world. While much research has been conducted on significant factors contributing to high student achievement, including the examination of the positive correlation between the faculty evaluation process and student success, there is a lack of research in the Vietnamese culture on faculty perceptions of the meaning and influences of faculty performance evaluation. This study addressed faculty perceptions of a particular evaluation process and their perceptions of its impact on their teaching performance. The purpose of this qualitative case study was to explore full-time faculty members' perceptions of the evaluation or performance appraisal (PA) process currently implemented in a private university in Ho Chi Minh City, Vietnam. The study utilized data obtained from individual, semi-structured interviews with12 full-time faculty participants. After data analysis, the following salient findings were identified. First, faculty found a PA process that emphasized both competency and highlighted professional growth beneficial and motivating in measuring their performance and enhancing their teaching quality. Second, significant factors contributing to faculty positive perceptions of the PA process and to faculty instructional improvement included the clarity of the PA purpose, faculty involvement in the PA design and development, and the critical role of the evaluator and his/her constructive feedback in the PA process. Finally, faculty strongly recommended that additional types of evaluation, especially student feedback, be incorporated into the PA process and more opportunities be made available for professional development. As a result of these findings, this study could serve as a catalyst for policymakers and school leaders in improving the existing evaluation processes and in increasing their insight into how instructors perceive these policies and what factors contribute to their perceptions. In addition, the findings could stimulate further research on appraisal policy reform. Identifying key factors that instructors believe are critical in an effective evaluations process could assist the leadership in finding tools to make process meet instructors' expectations. </p>

<p> While public higher education is facing numerous pressures the core function of the institution remains student learning. Students, taxpayers, state legislators, alumni, and parents expect returns on their financial investments. Employers expect college graduates hired to read, write, and communicate effectively. In the mean-time, public universities are facing reductions in state allocations and a higher number of students enrolling, with many enrolling under prepared and in need of additional services. </p><p> Public universities are more reliant on tuition to balance their budget and find new revenue streams at the same time. Often these revenue-generating activities move the institutional focus away from student learning. This tension between student learning and new revenue streams requires campuses to have especially effective and efficient operations. </p><p> This case study research project focuses on the factors that affect student learning at one public Midwestern university. Data for this project were collected through studying publications, observing campus stakeholders and attending campus meetings, and interviewing students, faculty, and staff. The information collected was sorted into overarching themes. </p><p> Three themes emerged. First, centralization of certain campus functions is an ally to achieving campus-wide goals, such as improving retention or increasing graduation rates. Campus processes such as advising, which is a critical success relationship for students, needs an overarching mission, purpose, and procedures to assure equitable experience for all students. Decentralized advising processes causes great variance. The second theme is alignment. As resources diminish, the critical factor for institutions is not how many student services it offers, but rather how resources are allocated to serve the most students. The final theme is messaging. A comprehensive campus-wide messaging program that drives students to use programs is needed. Offering programs and services for students is a first step but insufficient without the active examination of their access and effect. The true assessment of campus services and programs is how many students use them and how successful those students are. A strong messaging program informs stakeholders of expectations and keeps the dialogue current. </p><p> Higher education is highly valued and sought after. The role it serves in society is endless. However, the institutional framework for universities conducting these activities needs be effective and continuing to look for ways to improve.</p>

The purpose of this study was to determine the organizational structures and practices that appear to characterize successful study abroad operations in U.S. colleges and universities. The researcher was also interested to know if these differ from the organizational structures and practices of less successful operations. Institutional members of NAFSA: Association of International Educators affiliatied with the Section on U.S. Students Studying Abroad (SECUSSA) were surveyed by means of a questionnaire. A total of 348 usable questionnaires (a 52.6% response rate) were returned from universities and four year colleges which were then placed into four groups-large private, smallprivate, large public and small public institutions. Within these four groups were two success levels based on the percentage of enrolled students awarded study abroad credit. Significant chi-square values (p<.05) were found between institutional success and a) the location of study abroad office within academic affairs at both large and small public institutions, b) length of time an institution has had involvement in study abroad, specifically the age of the study abroad office and when the first study abroad programs was offered and c) use of sources other than central funds for teh study abroad offices operating budget at both large and small public institutions. No significant chi-square values were found between a) the presence of a centralized structure for international education reporting to a senior academic administrator whose primary responsibility is for international education, b) faculty status of the director of the study abroad office, and c) the academic qualifications of the director. Pearson product-moment correlations were also performed, and significant values were found between institutional success and number of study abroad programs offered at large private (r = .209) and large public (r = .578) schools. No significant values were found between institutional success and the degree of centralization of study abroad administration within the study abroad office. Qualitative research is recommended at the most successful institutions since aggregate data easily overlook unique responses that have proven successful. Both qualitative and quantitative research is needed at community colleges.

Thesis (Ed. D.)--Oklahoma State University, 2004. / Vita. Includes bibliographical references (p. 211-218).

Thesis (Ed. D.)--Oklahoma State University, 2004. / Vita. Includes bibliographical references (p. 91-98).

Thesis (Ed. D.)--Oklahoma State University, 2004. / Vita. Includes bibliographical references (p. 109-122).