<p>The growing calls for accountability within higher education have mobilized student affairs divisions to develop practices that provide evidence of student learning and development. In order to do this effectively student affairs divisions understand the importance of creating, managing, and sustaining a culture of assessment. The purpose of this study was to explore and understand effective practices in creating a culture of assessment within a division of student affairs at a large public university. The findings from this study offer insight into the experiences of one division in creating a culture of assessment. Key themes of leadership, socialization, and learning were consistent with organizational theory regarding the creation and management of a culture of an organization and with student affairs assessment literature. This study offers suggestions for best practices in ways other divisions might approach the creation of a culture of assessment. </p>

<p>The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Group work has been strongly recommended for online classes. Data allowing insight into contemporary events in context were collected via an online survey, personal interviews, and document examination. Students were given a link to an online survey with both selected response and open-ended questions. Instructors were interviewed either face-to-face or via voice over Internet protocol (VOIP). Syllabi and class handouts were collected and examined using content analysis. These different sources of data were triangulated during the analyses. The participants in the study were undergraduate students and four instructors at a state supported institution of higher education in the southwestern United States. Data collected revealed that those instructors using group work who had the most training and assistance from the Instructional Technology Support in the design and facilitation of classes using group work had the highest level of student satisfaction as well as the highest student perception of good learning outcomes. The data show that when the instructional design using group work is well done and the class is well conducted, student satisfaction and student learning are good. The data show that the amount of instructor training undertaken had a major impact on how students reacted to the classes. The students' perception of learning outcomes differed from that of the instructors. The instructors perceived the classes as being generally successful; however, the students' perceptions were less positive. The levels of training applied by each of the faculty to the design of their online class shows that the more training, the higher the level of satisfaction. Both student success and learning outcomes suffer if the class is not designed and taught with best practices for online group work. Further research needs to be done on the use of online group work in graduate classes and lower division undergraduate classes as all of the studied classes were upper division. </p>

<p>Uncivil workplace behavior in the higher education environment is counterproductive for achieving institutional goals. Prevailing uncivil behaviors frequently result in unresolved conflict, a focus of various researchers since the mid 1970&rsquo;s (Andersson &amp; Pearson, 1999; Martin &amp; Hine, 2005; Pierre &amp; Peppers, 1976; Pietersen, 2005; and Twale &amp; DeLuca, 2008). This study was designed to examine administrator and faculty members&rsquo; perceptions of uncivil workplace behaviors and organizational culture. The study further examined the relationship between incivility and organizational culture. The Uncivil Workplace Behavior Questionnaire (Martin &amp; Hine, 2005) and the K &amp; C Organizational Culture Instrument (Kendig &amp; Chapman, 2012) were combined and distributed to a small sample of administrators and faculty members in higher education. The respondents included 34 administrators and 151 faculty members from three similar Public 4-Year Institutions of Higher Education (Carnegie Classification, 2010). Results indicate that perceptions of incivility and organizational culture between administrators and faculty members are not different. This study can serve as a contribution to the professional development efforts of administrators and faculty members in higher education. </p>

<p> This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation in higher education, yet little is known about why certain practices are favored or thought to be more effective than others, as differentiated from mentoring programs in the business sector. The original conceptual framework of this qualitative multiple cross-case study was based upon faculty mentoring program success factors gleaned from the literature being grouped by one of three perspectives of organizational behavior theory, i.e., structural, political, or symbolic, and examining these variables through the perspective to which they were assigned. Using this approach, very few organizational similarities were found among the twelve faculty mentoring programs in this study. However, by reversing the conceptual framework, and examining each program variable from the three organizational perspectives, six multi-dimensional organizational themes emerged that transcend the program variables: commitment, expectations, responsibility, accountability, community, and transformation. Three of these themes are evident across all organizational perspectives: commitment, expectations, and responsibility. Accountability is evident from a dual structural/political perspective. Community is evident from a dual structural/symbolic perspective. And, transformation is evident from a dual political/ symbolic perspective. Although specific &ldquo;how to&rdquo; advice is limited, this study provides support for a multi-dimensional theoretical framework for academic organizations to optimize formal faculty mentoring relationships. This study demonstrates that maximizing these six dimensions within a faculty mentoring program, to the fullest potential within organizational constraints, provides the ideal faculty mentoring program format for that particular academic culture. This model also situates these six dimensions within an academic culture, which allows faculty development professionals to identify the organizational domains that exert the most influence over these dimensions within their faculty mentoring programs. The redesign of how organizational behavior theory was applied within this study revealed a new organizational understanding of faculty mentoring programs within academic cultures. This discovery provides a promising new direction for further study. </p>

<p> Based on current research and seminal theories on learning, quality, and academic persistence, this study sought to establish the core components of academic quality in higher education and to determine if these components can be used to predict students' intention to persist. This study also looked at differences between traditionally aged college students and their non-traditional adult learner counterparts. Results were significant for all questions asked, suggesting that academic quality can be used as a predictor of students' intention to persist. Additionally, the study found that adult learners rated both the academic quality of their programs and their intention to persist significantly higher than traditional students. Recommendations for further study include research aimed at better understanding persistence estimation and the specific academic quality and persistence relationships that exist in individual programs.</p>

<p> Before 1998 a majority of English youth were supported to attend university. The government paid out "living grants" to students who enrolled in universities across the country. Some of the grants covered all living and school expenses outside tuition; others were not as generous. The subsequent story in England, however, is one of a society having been given a public good, like education, to then experience that security dwindling away in the form of new tuition and fees. This study analyzes the perceptions of former students who have been caught in the financial spiral and whether their own experience while at university and as recent alumni motivates their involvement with their university. Specific attention to the most recent tuition increases effective in 2012 and the changing nature of alumni relations services across three institutions illustrates how universities have reacted to their own awareness that students and young alumni may be expecting more from universities. A qualitative methodology including document analysis and interviews with three peer universities was conducted in efforts to study this phenomenon. Alumni engagement, however, is not a one-way street. Higher education institutions in England are aware of the notion of alumni as consumers and some are preparing proactively for addressing the needs and interests of their constituents. The quantity and quality of these interactions between the young alum and alma mater may be influenced by what is perceived today as a lifelong transaction. Success in building relationships with recent graduates faced with greater financial debt rests with the ability of the institution to provide relevance and value for students and young alumni alike.</p>

<p> Colleges and universities not only have the opportunity, but also the responsibility, to shape globally-minded citizens. In January 2013, Under Secretary of Education, Martha Kanter, co-authored the lead article in <i>Change: The Magazine of Higher Education,</i> arguing that "knowledgeable, engaged, globally minded citizens hold the key to this country's shared democratic values, prosperity, and security" (Kanter &amp; Schenider, 2013). This research examines the facets of internationalization on college campuses and the role of presidential leadership. Leaders who are committed to developing the next generation of globally-astute citizens have found ways to internationalize their campuses and promote global learning. </p><p> This multiple case study highlights the internationalization on five college campuses, which have been nationally recognized for their comprehensive approach. The findings include three primary levers that are used to internationalize: study abroad, recruitment of international students, and curriculum integration. The research focuses on the role of presidents and how they can advance or sustain internationalization, and it highlights the challenges. The leadership strategies employed by presidents are a particular focus of this study. </p><p> The analysis found that multiple leadership perspectives (or frames) are engaged to advance internationalization. Leadership strategies were found to be consistent with those frames identified in the scholarly work of Bolman and Deal (2008), which values multi-frame leadership approaches, including structural, human resource, political, and symbolic. The study also found that, depending on the history of international education at the institution and the personal and professional characteristics of the president, one or more dominant approaches can be used to sustain and elevate an existing international agenda. Those tools that need to be leveraged include an understanding of institutional history and culture, a mission and a strategic plan that prioritize international education, and an organizational infrastructure that supports a comprehensive approach. The ability to advance internationalization and integrate all the disparate parts depends on an institutional narrative, leadership lifestyle, and the effective use of human and financial resources. The analysis found that presidential leadership is an important factor in making internationalization part of the institutional ethos.</p>

<p> Recent trends toward on-line learning and open education suggest that the role of technology will only become more prominent in higher education. As a result, faculty members will increasingly be expected to infuse more technology in face-to-face courses, while teaching in multiple course delivery modalities. Senior administrators and technology leaders are faced with the dilemma of advancing technology enhanced teaching and learning practices for a faculty that isn't necessarily convinced change is necessary. The resulting tension between the administration and faculty will either limit actual change or prevent it completely. The following research examines those factors influencing the growth in technology-based teaching and learning at three very different institutions that have a focus on research and teaching. The study also examines those strategies or actions shown to be helpful in advancing new and innovative teaching practices. The research sites include Duke University, the University of Central Florida and the University of California, Berkeley. The findings suggest that there isn't a one-size-fits-all solution to advancing technology enhanced teaching and learning, and an institution's ability to successfully lead change requires a shared understanding of why change is necessary. Change efforts require more than just a few faculty members that are willing to explore new teaching practices, as well as sufficient resources to advance experimental teaching initiatives. Incentives aimed at advancing the innovative use of technology to support teaching and learning goals also play an important role in leading change. The research suggests that the factors influencing technology enhanced teaching and learning differ among institutions and are unique to the institution's mission, history, culture, and student population. Senior leaders all too often come into an institution and attempt to lead change based on their experience at a former place of employment. The findings suggest that leaders need to become familiar with the unique characteristics of an institution before making decisions about how best to advance technology enhanced teaching and learning, while partnering with the faculty in leading change.</p>

<p> College student retention has been described as a puzzle because retention rates have stagnated, and in some cases declined, despite over seventy years of research into the problem. The magnitude of the problem is that 50 percent of college students will leave their institution before obtaining a degree (Braxton, Hirschy, &amp; McClendon, 2011). In an effort to improve retention rates, colleges and universities have concentrated their attention on first year students. But this concentrated strategy may have simply transferred the retention problem into the second year where retention rates for many schools are as low as first year rates (Amaury, Barlow, &amp; Crisp, 2005). While advising practices have been identified as one of the three top contributors to increasing retention, major gaps exist about the role academic advising might play in the retention of <i>second</i> year students. </p><p> The present correlational study was undertaken to fill gaps in the mostly conceptual second year literature base which implies second year students differ from first year and upper division students. Advising formed the focus of the study because advising has been identified as one of the most important methods for putting students into a mentoring relationship with college staff and faculty, a practice with strong ties to retention (Habley &McClanahan;, 2004; Kuh, 2008). Six research questions were posed in the study which asked whether second year students differed from first year and upper division students and whether retained second year students differed from not retained second year students in their attitudes toward and experiences with advising.</p><p> Using simultaneous and logistic regression models, and controlling for confounding variables, statistically significant differences were found between second year students and their first year and upper division peers as well as between retained second year students and not retained second year students. </p><p> The findings of difference between second year and other students provide the growing second year retention literature with an empirical basis to support previously held assumptions about difference between class years which had also formed the basis for presumptions about practice for second year success and retention. Many of the findings in this study also support present retention and second year research and prescriptions for practice provided by that research. </p>

<p> Historically, Black colleges and universities (HBCUs) need a systematic planning process for coping with, responding to, preparing for, mitigating, and recovering from disasters. The increase in disasters makes the need for comprehensive emergency management at HBCUs paramount. The problem is that there is no evidence that a systematic planning process is being engaged by HBCUs in an effort to address disasters. The purpose of this case study was to explore the planning process used to develop and implement comprehensive emergency management, which provides a systematic process for dealing with disasters. Information that was collected revealed 7 themes relevant to this case study. Four of the 7 themes were predetermined--(a) get organized, (b) identify hazards, (c) develop a plan, and (d) implement the plan--and three additional themes emerged during in-depth analysis: (e) leadership commitment, (f) skill and knowledge, and (g) cooperation and collaboration. Recommendations for action, further studies, and future research concerns were provided from the results of this study that will be important to policy makers, practitioners, and the sustainability of HBCUs in the future.</p>