<p> The issue of guns and gun control is very complex especially since the passage of Campus Carry Law in the state of Texas. The purpose of this qualitative case study is to explore how decision-making administrators at four nonresidential community colleges in South Texas implemented Campus Carry Law. This study further seeks to examine how 10 decision making college administrators at four nonresidential community colleges in South Texas found a balance between following the state law, respecting individual rights, and at the same time maintaining a safe and secure campus community. Using qualitative research methods, the collections of data was conducted through an in-depth, unstructured interview. Analysis of the data presented three super ordinate themes supported by eight subthemes. </p><p> The study, ultimately, concluded that participants found balance and made meaning of the law by being self-aware of the influential and conflicting inner perspectives. The study also found that one&rsquo;s positionality can bias one&rsquo;s epistemology and to remain neutral one must remain open minded. The study also found that participant&rsquo;s rationale to remain neutral helped make sense of the implications of the law and not have their personal feelings influence their decisions. Lastly, the study found that participant&rsquo;s knowledge, experiences, beliefs, and values as professionals constructed meaning to the challenges faced by the ambiguity of the law. While the findings of the study added to the literature on Campus Carry, Sensemaking, and Framing further qualitative studies are warranted. To gain an insight into the multifaceted perspectives of Campus Carry, sensemaking, and framing theory, the following recommendations for future studies include qualitative methods to inquire and uncover the perspectives of students, faculty, and staff regarding campus carry law; qualitative methods to inquire how institutional leaders make sense of reform demands and adapt them to their institutional environments, and qualitative research which will look at the mobilization of people into action through frame analysis.</p><p>

<p> The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014&ndash;2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long &amp; Riley, 2007; Myers, 2008). Community college student support services such as financial aid advising, contribute to promoting successful student outcomes (Cooper, 2010). More research is needed regarding the role of the campus financial aid adviser as it relates to community college student outcomes (McKinney &amp; Roberts, 2012). </p><p> The purpose of this study was to use the theory of student engagement as defined by Kuh et al. (2006) as it relates financial aid advising to the engagement of community college students. Ex post facto data from the Community College Survey of Student Engagement (CCSSE) 2014 Cohort was used to investigate whether a difference in student engagement existed between students who reported use of financial aid advising and those who did not. The researcher also examined the relationship between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement as well as the five CCSSE benchmarks of effective practice. </p><p> The results of the study show students who indicated use of financial aid advising reported significantly higher levels of student engagement than those who did not. The researcher found weak to moderate positive relationships between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement. Additionally, each of the financial aid advising variables served as predictors of at least one CCSSE benchmark and student engagement. These findings provide meaningful information regarding the relationship between financial aid advising, particularly student satisfaction with the advising, and student engagement.</p><p>

<p> Formative research cite nearly 20% of women and 6% of men will experience attempted or completed sexual assault while enrolled in college (Ali, 2011; Koss, 1988/1989; Krebs, Lindquist, Warner, Fisher, &amp; Martin, 2007). Largely, narratives of college sexual violence are hidden, as reports to college administrators and law enforcement agencies are low and stigma surrounding such crimes often place fault upon survivors (Carrington Wooten &amp; Mitchell, 2016; Fisher, Diagle, &amp; Cullen, 2010). However, stories of college sexual violence have become trending topics via social media outlets (Gringberg, 2014; Kingkade, 2013; Rennison &amp; Addington, 2014). This research study investigates the use of social media by sexual violence survivors. Through rhetorical analysis, public tweets associated with #CarryThatWeight, #IStandWithJackie, and #SurvivingCostMe are analyzed. Data reveal that Millennial college students, referred to as digital natives, use social media to raise awareness and promote hashtivism, shorthand for &ldquo;online activism&rdquo; (Blay, 2016; Burkhalter, n.d.; Dookhoo, 2015). However, while seeking to challenge rape culture, these narratives are also open to public speculation and criticism, by lay persons, media outlets, and internet trolls (Phillips, 2015). Hashtivism through computer-mediated communication (CMC) allows survivors to forge communities, provide support, and share strategies as to how to file federal formal complaints while also navigating public shaming, online harassment, and doxxing (Blay, 2016; Boux &amp; Daum, 2015; Boyd, 2008; Dookhoo, 2015; Java, Song, Finin, Tseng, 2009; Parkin, 2016; Ziering &amp; Dick, 2015; Walther, 2011).</p><p>

<p> Contemporary higher education is becoming more diversified, both in student populations and the ranks of faculty and staff. However, that same level of diversification does not extend to the upper echelon of higher education administration. The following research examines African Americans in positions of higher education administrative leadership and the obstacles that prevent advancement to those positions. The study utilizes a qualitative ethnographic approach and examines the experiences and perceptions of 10 African American leaders in higher education. Their experiences and perceptions are analyzed with five themes ultimately emerging. These themes of 1) insufficient representation of African Americans in higher education administration, 2) insufficient opportunities for mentorship of African American administrators, 3) overall isolation of African American Administrators, 4) various socio-economic barriers that impede educational obtainment and career advancement, and 5) institutionalized cronyism and elitism that hinders promotion of African American administrators represent barriers or obstacles that hinder African Americans from ascending the ivory tower of higher education administrative ranks. The recommendations in this study include further research about African Americans in higher education administrative leadership. Further study may potentially aid in the creation of programs aimed at increasing the advancement of minorities in leadership roles at higher education institutions.</p><p>

<p> Purpose: The purpose of this phenomenological study was to discover and describe how Latina community college administrators utilize the four elements of Cultural Intelligence (CQ) to provide leadership in their organizations. </p><p> Methodology: The phenomenological qualitative approach was used to describe the utilization of cultural intelligence of 10 Latina community college administrators to provide effective leadership in their organizations. The researcher conducted in-depth interviews to gain insight into participants&rsquo; leadership behaviors outlined in the study&rsquo;s purpose. An examination of the data collected revealed patterns and themes. </p><p> Findings: Examination of study participants&rsquo; interviews resulted in 10 themes and 411 frequencies among the 4 elements of Cultural Intelligence. Twelve key findings were discovered based on the frequency of mentions made by the study participants.</p><p> Conclusions: The 12 key findings were summarized as four conclusions, one for each Cultural Intelligence element. Latina leaders in this study stressed the importance of knowing your purpose; remembering your personal story and being empathetic; honoring and respecting everyone; asking questions; learning from one another; becoming advocates of change; helping to pave the way for others; checking themselves regularly; knowing your audience and adapting accordingly; practicing self-awareness; and remaining student-centered. </p><p> Recommendations: Further research examining the role that cultural intelligence (CQ) plays in Latina leadership within community colleges could provide insight into the positive aspects of culture that possibly influence Latina leadership effectiveness.</p><p>

<p> The purpose of this study was to investigate Historically Black College and University (HBCU) presidents&rsquo; perceptions of their role in preserving and promoting civic engagement at their institutions. HBCU presidents from six institutions with exemplary civic engagement initiatives responded to semi-structured interview questions. These questions were centered on identifying key factors and variables associated with how their institutions categorize civic engagement, and the degree to which civic engagement is integrated with their missions. A review of research confirmed a dearth of empirical studies about the leadership attributes of HBCU presidents and the extremely limited research on HBCU civic engagement. Because the phenomenon of HBCU civic engagement can be defined with complexity and contextualization, the study utilized a qualitative research design with two central research questions guiding data collection and analysis. The study examined the role HBCU presidents provide in the preservation and promotion of their HBCU's civic engagement mission. It also examined their perception of the value and impact civic engagement has on the overall success of students at these institutions. Coding analysis yielded three leadership strategies that HBCU presidents implement: presidential community presence; leveraged presidential influence; and community messaging congruence. The result of these three leadership strategies is a distinctive HBCU institutional responsiveness to Black communities. New terminology, liberation engagement, and a theoretical paradigm are offered to explain the unique civic engagement of HBCUs based upon presidents&rsquo; perspectives. Keywords: HBCUs, presidential leadership, civic engagement, HBCU students, HBCU community engagement, liberation engagement</p><p>

<p> Intercollegiate athletics have received considerable attention by scholars in higher education. Despite this wide treatment by scholars, there is little examination of the athletics director. Most of the published research on athletics directors disproportionately focuses on the responsibilities of the athletics director, the pressures of the leadership position, the characteristics and behaviors of these leaders, and the organizational culture of athletics departments. The purpose of this study was to investigate and gain insight into the environmental forces that disrupted and influenced athletics director leadership. This study explored how the participants understood, acknowledged, and reacted to forces that unavoidably influenced their choices. Particular attention was placed on comprehending how these individuals led change in their organizations while at the same time balanced the intersecting demands on their positions. </p><p> Qualitative research methods were used to explore the forces that influenced athletics directors at large, public and private research universities that were part of the NCAA and sponsor Division I Football Bowl Subdivision (FBS), Football Championship Subdivision (FCS) or Division I-AAA (no football) athletics. A grounded theory methodological approach was used in the design and execution of this study. Using this method built theories through systematic stages of data analysis and conceptual development. The development of these concepts became the building blocks of theory,which explained the participants&rsquo; experiences as athletics directors. These findings offer insight into the forces that influenced athletics directors as they led change in their organizations.</p><p>

<p> With changing funding models and increased competition, academic institutions are increasingly looking for new ways to finance their missions. Business schools are turning to revenue diversification through new venturing to offset declining MBA enrollment, high business faculty salaries, and changes in accreditation standards that require more engagement with industry. Diversifying revenue streams is an important challenge for business schools in California, which has experienced significant cuts in public funding since 2000. With thousands of business students across 23 campuses representing the largest concentration of future business professionals in the country, the California State University (CSU) is on the frontlines of needing to innovate for new revenue and funding sources. Despite not having the expertise or infrastructure needed to successfully launch new ventures, CSU business schools recognize the need for revenue diversification strategies and are finding ways to implement these initiatives. The purpose of this study was to examine how business schools in the CSU system diversify revenue streams. Qualitative methods were used for this study in order to uncover the stories behind the success or failure of revenue diversification strategies intended to lead to new sources of revenue and increased investment for these institutions. The research questions addressed by this study included examining what CSU business schools have done to diversify revenue streams, who were the entrepreneurs in this context (i.e., who were the drivers and implementers of these initiatives), what organizational and financial structures were used for launching these ventures, how have these schools measured success, and what have they learned. The study findings are presented as descriptive case studies of four CSU business schools that represent new venturing lessons learned that ideally could be extended to other contexts and other institutions. These institutions are finding ways to be entrepreneurial despite the lack of resources, infrastructure, or support. They are launching new initiatives designed to generate revenue; throwing mud at the walls, and seeing what sticks!</p><p>

<p> There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student activists in Virginia and Washington reveals the various forms of resources available undocumented Latino student activists and documents how these students utilize them to navigate the barriers they encounter, shape the undocumented student social movement, and achieve their educational aspirations. This study seeks to uncover what resources undocumented Latino student activists have at their disposal and how the usage of said resources impacts policy formation on an institutional, state and national level. </p><p> The study seeks to uncover whether undocumented students utilize their available funds of knowledge to achieve their educational goals and navigate through the barriers they encounter. The study finds that undocumented Latino student activists utilize their funds of knowledge in agriculture, business, construction, mechanics, music, and religion to develop strategies to navigate through educational, financial, institutional, and intrapersonal barriers they encountered. This application of funds of knowledge and community cultural wealth to student activism moves the debate from a deficiency narrative that has long permeated higher education research to an agency narrative. </p><p> This study provides valuable insight into the increase of undocumented Latino students&rsquo; participation in activism and how one can best aid undocumented Latino student activists. Through the thematic narrative analysis, the lived history and stories of undocumented Latino student activists from Washington and Virginia are woven together to unveil individual and collective routes to educational attainment and activism on behalf of undocumented students. </p><p>

<p> Chief Diversity Officers remain a relatively new phenomenon among higher education executive leadership positions. Existing literature on CDOs&rsquo; professional profile, their ability to impact campus climate for diversity, and their obstacles in the pursuit of campus climate change and deeper cultural transformation is still quite limited. This basic qualitative study explored the lived experiences of 13 chief diversity officers and two senior diversity professionals working at public colleges and universities in the United States. </p><p> Hurtado, Milem, Clayton-Pederson, and Allen's Racial Climate Framework and Gusa's White Institutional Presence formed the conceptual framework to analyze the data. The study found that while CDOs come from a wide range of academic disciplines and professional backgrounds, they share key skill sets and a profound commitment to social justice change. Given a CEO&rsquo;s backing and integrated campus partnerships and planning, CDOs can make significant impact on their institutions&rsquo; policies, practices, and systems such as diversity hiring and promotion, admissions criteria, and curriculum, though they must apply resilience, grit, and skill to confront the current socio-political context following the 2016 U.S. presidential election, the broader pervasive manifestation of White privilege in U.S. higher education settings, and problems including insufficient budgets. </p><p> Findings provide a greater understanding of the professionalization of the higher education CDO role. Findings also revealed that CDOs strike a balance between addressing a campus&rsquo; past racial incidents and developing a hopeful and forward-looking mindset, and they engage race talk using both direct and indirect means. The CDO seeks structural changes to benefit historically marginalized students, faculty, and staff which transcend campus leadership including the CDO. CDOs of Color can experience the need to use White surrogates to be heard at work and distinguish executive advocacy from activism to their racial ethnic community. Recommendations are made to replicate best practices in CDO work, influence policy makers to consider procedures affecting historically marginalized populations, and conduct further qualitative and quantitative empirical inquiries on CDO leadership and the impact on the campus climate for diversity.</p><p>