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Since college and university students typically vary in their utilization of student services and resources, the variance in undergraduate business student engagement levels in professional development activity was explored by this quantitative study. Professional development is defined as career-related preparation of students for entry into the professional business environment and is accomplished through coaching, workshops, mentoring, student professional organization involvement, and internships that complement the content knowledge taught in the classroom. The results of a mandatory student satisfaction survey were analyzed to identify drivers/correlates of engagement, specifically relative to participation in professional development activity at a mid-Atlantic, urban research institution with an undergraduate business school population of approximately 5,700 students. The goal was to assess the demographic, organizational and motivational drivers (using a distal to proximal flow of relevance) that serve as potential initiators of variance in engagement levels related to professional development activity. This study attempted to provide insight as to the types of students who are engaged or disengaged by examining a combination of student background characteristics, pre-college credentials, college credentials, and organizational/motivational factors. The existing literature has concentrated on identification of "good practices" leading to engagement, as well as the impact of educationally purposeful activities on the higher education experience, but has not clearly identified the precise drivers of student engagement. Academic research on undergraduate student engagement in professional development activity is even more challenging to locate and is practically non-existent. The study population consisted of 864 graduating seniors who completed the mandatory senior student satisfaction survey. Student demographic data from the University's information system as well as self-reported survey responses comprised the independent variables. This information was used to create thirty drivers of engagement categorized into five variable sets. The dependent variables, identified as behavioral indicators of engagement in student professional development activity, were derived from self-reported responses in the senior survey. A factor analysis was used to create a Total DV score relative to student engagement in professional development activity. Descriptive statistics provided a picture of each group of students. ANOVA and correlational analyses were used to determine the predictive factors (by variable sets) for professional development activity engagement (PDAE). Twenty-five of the thirty independent variables produced significant correlations (.000) spanning the five variable sets thereby indicating that multiple factors are ultimately involved in this complex model of student engagement in professional development activity. / Educational Administration

High profile behavioral problems have motivated a national call for accountability by colleges and universities to better manage these issues to maintain safe and supportive campus communities. The current literature supports the use of the student conduct process as the main student behavioral intervention, but limited research has been published that examine the outcomes associated with the process. This study examines the experiences of students who participated in the conduct process and influence on their learning and future behaviors. The study also compares the experiences of students to the expressed outcomes of the professionals who administer the process. This study utilizes a qualitative research design to provide a reflective understanding of administrators’ desired outcomes pertaining to the conduct process and students’ experiences and meaning-making after participating in the same process. The study exams students’ perceptions of learning and ways future behaviors are influenced due to participating in the conduct process. This study takes place at a large four-year public urban institution located in the Northeast and includes interviews with students who participated in the student conduct process between August 2012 and September 2014 and of administrators that oversee the disciplinary proceedings at the same university. The findings from this study reveal similarities and differences between administrators and students that may provide useful in exploring ways to further prevent disciplinary issues and support students when behaviors occur beyond what is already being offered. Additionally, findings demonstrate that learning is occurring, which students attribute to interactions with administrators, active sanctions involving peer interactions, and learning to critically think through future decisions before making them. Furthermore, students’ claims that the conduct process is educational aligns with responses shared by administrators, but are not fully substantiated, due to a lack of formal outcomes and assessment measures that could validate the overall effectiveness of the conduct process. / Educational Leadership

This study addressed the role of women in higher education administration in the eight Baptist universities in Texas. The purposes of this study were to examine the standards and practices of general administration as viewed by administrators within Baptist higher education and to analyze the influences upon the role of women in administration in the eight Texas Baptist universities.

Collegiate equestrian programs are costly to operate, and cost often exceeds revenue from tuition. The local problem in this project study was the need for supplemental revenue to support a cost-intensive equestrian program, without cutbacks or raising student fees. The study examined the integration of an equine-assisted activities and therapy (EAAT) program for additional income, while capitalizing on existing institutional resources at a Midwestern university in the United States. Research questions explored how to implement an EAAT program to close the budgetary gap at the project site. Systems theory formed the conceptual framework for analyzing the relationship between program characteristics and budgetary adequacy, as well as promising points of intervention in the systemic relationship between program and budget. A mixed methods design included a quantitative survey of all U.S. post-secondary institutions (37) with EAAT programs. Survey data were expanded and validated through open-ended interviews using a panel of five experts selected from the survey group. Data analysis included the constant comparative method, member checking, and triangulation procedures. Focus groups provided feedback on analyzed data regarding application to the project site. Results revealed dominant themes: collaborations; the relationship with administration; finances; staffing; scheduling; and employability. A three-option proposal was created to integrate EAAT, which included students providing community EAAT services to enhance their professional skills, and program revenue. Beyond addressing the financial issue, the social change implications of this study include preparing college graduates for service-based careers that advance a culture of equity and diversity in the workplaces to which they will bring the values learned in the EAAT program.

The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.

Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers' mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice teachers' perceptions regarding mentoring interactions, effects on their own classroom practices, and professional growth. The purposeful sample was comprised of 17 mentor teachers from 3 elementary schools that had PDS partnerships with a local college. Individual interviews and school cohort focus group transcripts were coded and analyzed using a data analysis spiral. The researcher also collected unobtrusive data relevant to professional development activities in the PDSs. Results indicated that mentor teachers viewed mentoring experiences as positive and felt rejuvenated. Participants noted that reciprocal learning took place and that they had grown professionally. The local college has implemented changes and plans to continue to improve programs based of the study findings. Other colleges and universities can utilize the study results and the PDS model to improve inservice teachers' mentoring experiences. Inservice teachers may be empowered by successful mentoring experiences to create change in their schools as they take leadership roles, engage in action research, and promote academic success for all learners in the 21st century.