Doctor of Education / Department of Educational Leadership / Trudy Salsberry / Institutional advancement is a constant challenge for leaders at institutions of higher education. The continued threat to historically black college and universities (HBCU) survival, due to the lack of resources they need to operate and compete, is at the forefront of concerns for many HBCU presidents and supporters. Research suggests that to have success in acquiring more resources, universities will need to work with their alumni associations and foundations. The purpose of this qualitative, multi-case study was to contribute to the limited research on the relationships among HBCU leaders responsible for growing resources. Numerous aspects contribute to increasing alumni giving and this study will contribute to that knowledge. The discussion of inter-organizational relationships and how the processes of cooperation, coordination, and collaboration transpire should be a part of the dialogue. Exploration of these relationships and processes can highlight possible solutions and deficiencies in the success of institutional advancement. Sites for this study were purposefully selected to examine these inter-organizational relationships. Data included in-depth interviews and related documents and artifacts. Thirty patterns and three themes emerged from the data analysis. The three themes include an understanding that (a) “working together” enacts cooperation, coordination, and collaboration; (b) human capital and organizational structures affect coordination and the ability to reach goals; and (c) the goal for increased resource capacity focuses the efforts of cooperation, coordination, and collaboration. This study extends the discussion to looking at inter-organizational relationships as another perspective to enhance resources. This investigation also introduces dialogue about alumni association and foundation volunteerism as an important component in developing effective solutions. The understandings portrayed in the identified themes will help university officials, practitioners, advancement volunteers, and supporters of higher education enhance their institutional advancement strategies and help set forth norms for productive behaviors.

American higher education in general, and Historically Black Colleges and Universities (HBCUs) in particular, have experienced a 30-year decline in faculty satisfaction, which has had a negative impact on overall institutional effectiveness. The purpose of this phenomenological case study was to explore managerial solutions for faculty satisfaction by applying Herzberg's 2-factor theory to the insights and experiences of 12 tenure-track faculty members at an HBCU in the southeastern United States. Data were collected through semistructured interviews. The results were sorted, coded, and organized using content analysis software into key Herzberg factors that influenced faculty satisfaction at the study site. Work conditions, institutional administration and policies, personal attainment, and the nature of work were the primary themes. One major cause of faculty dissatisfaction was difficulty in teaching underprepared students. The results suggest the institution should focus on faculty development initiatives for effective teaching strategies, develop a faculty on-boarding process, establish an administrative leadership program, and improve the tenure and promotion process. Upon their implementation, such initiatives will promote a positive ambiance at the study site and improve faculty satisfaction and, thus, overall institutional effectiveness. The results are also applicable to similar institutions aspiring to enhance, faculty performance, satisfaction, and organizational excellence. The results of this study also create positive social change by providing managerial research that contributes to the vibrancy of Historically Black Colleges and Universities.

Since the close of WWII, higher education has been central to the growth of U.S. science, but the role of historically Black colleges and universities (HBCUs)has been under-explored within this narrative. The nation s 105 HBCUs constitute less than one percent of the U.S. higher education community, but consistently have served as a major conduit for the production of African Americans in the sciences, technology, mathematics and engineering. National Science Foundation data reflect an average 29 percent share for the period 1994-2001. The output is even more striking when examined by degrees awarded in disciplinary clusters 50 percent in the agricultural sciences, 45 percent in the physical sciences and mathematics, and 42 percent in the biological sciences. This research explores the role of HBCUs in educating African Americans in science from the boosterism period shortly following World War II, through affirmative action legislation of the 1960s and 1970s, and concluding with current federal policies. A particular analysis is undertaken of Spelman College, a private liberal arts college founded by New England missionaries in the South during the late 19th century as a seminary for former slave women and girls. Spelman presents a unique case to analyze the particularistic characteristics of race, gender and institutional setting within the context of a so-called normative structure of science. Over a 25-year period, Spelman was able to rise beyond the structural limitations of its position as a Black college, a women's college, and a southern college to become one of the single most productive undergraduate institution for African American women earning the baccalaureate degree in science. What new perspectives might the Spelman story specifically and the history of HBCUs generally offer about the history of U.S. science, the notion that careers be open to talent, and current public policy discourse regarding efforts to increase the participation of under-represented racial minorities and women in science, engineering and mathematics? My thesis is that it is the politics of particularlism, not an ideal of universalism, that has fundamentally determined who participates in science and has had a significant impact on HBCUs. Despite these constraints, the contributions that these institutions have made to the U.S. scientific workforce have been enormous.

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Abstract Fundraising is a critical element for the success and survival of higher education institutions. These institutions are all dependent on financial contributions from alumni as well as philanthropic organizations and private benefactors to support the institution. The presidents of these institutions are instrumental in seeking and obtaining funds in order to maintain the stability of these colleges and universities. Presidents should be knowledgeable of the nuances that make an institution successful and must aim to create those environments. The purpose of this qualitative investigation was to examine college presidents’ approaches to fundraising at selected Historically Black Colleges or Universities (HBCUs) in the South Eastern region of the United States (US). This study examined the strategies employed by these institutions and particularly their presidents. It also examined the philosophies, experiences, and fundraising strategies currently being employed by the selected college and university presidents. In this study a blend of existing theories was used to construct the conceptual framework. Therefore, the conceptual framework addressed the cultural and social aspects of race and the role it plays in the participant’s environment through the use of Critical Race Theory and the relationship between presidents and benefactors through Social Exchange Theory. Stakeholder Theory defines those groups within an organization without whose support the organization would cease to exist (Freeman, Harrison, Wicks, Parmar, & DeColle, 2012). In this study, stakeholder theory was used to address and identify the parties that exist to support the organization such as the Board of Trustees, faculty, staff, students and alumni, as well as how these stakeholders’ interests are met. Lastly, Transformational Leadership Theory was used to address the leadership elements of the participants and how they communicate their vision and strategies for their fundraising campaigns. The results of the study, which intended to explore the experiences of presidents as they seek funds on behalf of their college or university, revealed that while the president of the institution is responsible for leading the fundraising efforts, additional entities also play a major role in the institution’s ability to successfully raise funds. Analysis of the data using a thematic approach produced themes regarding the president’s role in fundraising, the importance of messaging, fundraising strategies and barriers to fundraising. Implications for leaders of HBCUs include investing in and providing resources for the advancement office as that is the foundation for successful fundraising, actively and aggressively embracing fundraising as the primary duty in their role as president and selecting members with proven track records of giving for the Board of Trustees as they play a critical role in fundraising for the institution. Understanding the participants’ experiences and the challenges they face can greatly assist others currently in the field as well as incoming presidents as they assume the role as leaders of an HBCU institution.

This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012 were identified for the study of which 12 participants fully participated in the study. This study utilized data collected from the participants through the Teacher Quality Enhancement Subcontract Grant Summer/Fall/Spring 2011-2012 Workshop Series held at the private HBCU. The research design used a QUAN- QUAL-QUAN to triangulate the data through three methods of data collection: GACE early childhood education (ECE) data, GACE ECE survey questionnaire and class of 2012 member interviews. The first QUAN correlations were run on the 17 participants. The survey instrument (qualitative and descriptive statistical constructs) was completed by 12 participants. The last QUAN correlations were run on the 12 participants who completed the survey instrument. Correlation analysis was used to determine if a significant relationship existed between the independent variables (Scholastic Aptitude Test (SAT), American College Testing (ACT), high school grade point average (HSGPA), grade point average prior to preservice teaching (GPAPST), cumulative grade point average (CGPA), number of failed attempts test # 001, number of failed attempts test # 002) and dependent variables (GACE ECE test # 001 pass or fail, GACE ECE test # 002 pass or fail, exam first time pass or fail). Descriptive statistical analyses were extrapolated from the selected Likert scaled items collected from the survey instrument to test selected research questions. The findings from the survey items related to program quality for the participants’ mean was 3.05 (n =12) on a 1 to 5 Likert scale. The findings from the survey items related to motivation for the participants’ mean was 4.35 (n=12) on a 1 to 5 Likert scale. A limitation was the total participants that were available for the case study of majors for the degree in the class of 2012 (n = 17). Correlation analyses revealed a statistically significant relationship between first time pass or fail and number of failed attempts on #001; first time pass or fail and number of failed attempts on #002; test failures after first attempt on test #001 and SAT; test failures after first attempt on test #002 and SAT; program quality and GPAPST; first time pass or fail rate and perception of program quality. Recommendations for future studies include a concentrated study from public and private HBCUs and or minority serving institutions with teacher preparation programs enrolling more than 30 candidates of color in their graduating classes.

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