Stakeholders of higher education expect a positive return for their investment. One of the measures of success for higher education is persistence; one of the measures of persistence is retention rate. One segment of higher education, community colleges, receives a significant outlay of public resources in terms of government appropriations, student financial aid, and individual investment. This study follows the framework of Ryan (2004) and Gansemer-Topf and Schuh (2006) who successfully created models using the allocation of financial resources to predict graduation and retention rates for four-year colleges. Using data from the U. S. Department of Educations Integrated Postsecondary Education Data System (IPEDS), this study examined the relationship between the allocation of financial resources and selected institutional demographics with freshman retention for community colleges. This study found no relationship between financial allocation and selected institutional demographics with freshman retention. In addition, this study found no predictive model using financial allocation to determine freshman retention, but found a minimally effective model by adding selected institutional characteristics as predictors. Further research adding additional predictors may discover an effective predictive model for freshman retention.

In the year 2009, 667 individuals lost their lives in a highway construction or maintenance work zone (National Work Zone Safety Information Clearinghouse, 2010). Since the year 2003, 6,438 individuals have been killed in a highway construction or maintenance work zone, which is approximately 805 deaths per calendar year (National Work Zone Safety Information Clearinghouse, 2010). This eye-opening and unfortunate statistic points to the need for a re-evaluation of training methodology as it relates to work zone safety. This study reports on the use of virtual learning technology for work-zone training. This research tested the use of an Immersive Virtual Learning Environment (IVLE) simulating real-world highway work zones. IVLEs go beyond traditional visual learning by presenting images that combine a new form of visual learning and virtual-experiential learning in a way that is more congruent with an individuals visual images stored in memory, thus improving knowledge transfer and retention (Dede, 2000; Kapp & ODriscoll, 2010). The visual cues that the learner experiences in the virtual world are so similar to the visual cues in the real world that recall of virtual world lessons stored in memory are triggered by the same cues in the real world. Additionally, the student can experiment, make mistakes, and repeat the activity as often as necessary, achieving a virtual-experiential understanding of the concept that can only be duplicated in real-world experiential learning, which is often not practical (Dede, 2000; Kapp & ODriscoll, 2010). Such immersive engagement in the learning activity will allow the learners to move beyond the memorization of the presented concepts and into the application and synthesis of the material. A significant benefit of this research will be a better understanding of how educators can implement this advanced, user-friendly, semi-transparent technology to positively affect the inclusion of marginalized populations into virtual learning environments. This research will establish a solid theoretical and evidence-based link between use of the virtual world learning environment and improved knowledge transfer and retention for that marginalized population that forms the bulk of the employment pool for military, construction, maintenance, and many other industrial entry-level positions.

The purpose of this qualitative case study was to examine how 4-H programming may support positive youth development in youth with intellectual and developmental disabilities (IDD). Using Wehmeyer‟s Functional Model of Self-Determination as the theoretical framework, sixteen youth aged 14-21 years in an intact vocational training classroom engaged in a semester-long program utilizing direct instruction and environment theorized by Wehmeyer to enhance the emergence of self-determination in youth with IDD. This study drew from the fundamental principle that a person who was self-determined exhibited behaviors that reflected certain essential characteristics (Wehmeyer & Field, 2007). The study utilized data collected from three phases; pre-program, on-going, and post-program, and multiple sources including the students, their parent(s), the classroom teacher and the researcher. The data points elucidated the experiences of these participants and provided evidence as to the degree their 4-H experience supported positive development of independence, primarily in the realm of self-determination, by youth with IDD. Findings suggested that 4-H programming provided a context for youth with IDD that enhanced understanding and performance of behaviors related to self-determination. 4-H members demonstrated changes in their personal autonomy and autonomous functioning within their families and community settings. They demonstrated greater interest and competence in self-directed lives; and their families expressed increased confidence in permitting the youths to exercise more autonomous decision-making behaviors. 4-H members developed a higher level of cognitive understanding of self-regulation and demonstrated an increased ability to perform the behaviors related to self-management: self-monitoring, self-instruction, and self-reinforcement. 4-H members revealed a psychologically empowered personal posture within their families and community settings in reporting an increased feeling of control in their lives, realistic self-efficacy, a heightened sense of ownership and response to coaching for more effective performance of behaviors related to self-determination. Lastly, the 4-H members became better able to identify personal strengths and limitations and transfer this self-realization to other settings. Implications for 4-H agents and volunteer leaders and recommendations for future research on youth with IDD in 4-H programming were provided.

Small businesses are the backbone of the American economy, and entrepreneurship is of critical importance to women because it provides a means to becoming self-sufficient, in charge of ones own career path, and as a way to rise about the glass ceiling of the corporate world. Women who perceive themselves as having the necessary skills and knowledge to start their own companies have a higher likelihood of starting a business than those who do not. Therefore, it is important to understand the training needs and perceptions regarding the efficacy of entrepreneurship training programs specifically targeted to women. The primary purpose of this study was to determine the influence of selected demographic characteristics and business related variables on perceptions of entrepreneurship training effectiveness among women and to compare the perceptions of training effectiveness by whether or not the participants were business owners. This study was conducted through an analysis of archival data collected from participants in the Women in Business workshops offered by an entrepreneurship institute in a College of Business at a large research institution located in the southeastern portion of the United States. Findings revealed there were very positive perceptions regarding the effectiveness of the program on the part of most participants, both business owners and non-business owners. However, analysis of qualitative data collected in the study identified issues and important factors not found in the quantitative data. Some of those factors included importance of familial support and the role of a female mentor. Based on the findings, the researcher concluded that having a female mentor is important to all Women in Business attendees as is support from family members. The researcher recommended that mentoring, both in terms of finding a female mentor and becoming a mentor for other women preparing to become entrepreneurs, become a central component of the Women in Business training program.

The purpose of this study was to describe the perceived emotional effects of the seven Medical Case Managers who moved from the role of consultants of a Railway to employees of a Managed Health Care Company in order to maintain employment within their field of telephonic disability case management of railway employees. This research followed the path of an unintended change with two interviews, 2003 and 2010. The participants were seven Medical Case Managers with a combined institutional knowledge base of over fifty years. The study was a qualitative study based on in-depth interviews. Results showed that the Medical Case Managers viewed the change from consultant to employee as an involuntary change or unintended change. The perceived emotional effects were issues of anxiety, stress, fear, betrayal, mistrust and distrust aimed at the Railway. As the change progressed, the perceived emotional effects became focused on the Managed Health Care Company with those emotions noted as mistrust, distrust, frustration, and ambivalence. These feelings led to what was in essence were a time of transitional turmoil and chaos. The Medical Case Managers did not feel that they had moved past the turmoil until they separated employment with the Managed Health Care Company and individually made a new career choice. The results also highlighted several interesting aspects. The Railway missed an opportunity for a smooth transition as did the Managed Health Care Company as they failed to acknowledge the stress and turmoil of the change. Either not being aware of the existence of emotional effects that surround change or ignoring them had far reaching consequences, the very least being the loss of over fifty years of institutional knowledge. This research has suggested that organizations need to be aware of change and the emotional effects that surround the process. By doing so, there exists an opportunity for well thought out process to aid in the practice of unintended change. Researchers, also, have an opportunity to expand theory by taking a look at significant career experiences, focusing on multidisciplinary emotional components as they impact both the individual and the organizational aspects of the workplace.

The purpose of this study is to explore the type of social media technology utilized by 4-H field and state faculty to communicate with 4-H members, volunteers, and advisory board members. As youth increase their use of technology for communications it is critical for youth development agents to adapt to new communication methods Qualitative research methods were used to explore this topic. Guiding questions were developed from the empirical literature. Responsive interviewing technique was used to gather data. A purposeful sample was chosen for this study. The sample consisted of field and state 4-H Cooperative Extension Service faculty located in a southeastern state in United States. Personal interviews were conducted with individuals who utilized various forms of social media to communicate with their youth, volunteers, and stakeholder. The results of the study found that all the respondents communicate using social media and e-mail. All of the respondents communicate with youth by text-messaging and Facebook. Youth choose to use social media to communicate with youth development agents and volunteer. Youth will use phone calls as a last resort to communicate. Volunteers communicate with respondents mostly by e-mails and phone calls. Over half of the respondents communicate with their advisory board members through mail-outs and e-mails. All state and field faculty respondents continue to send newsletters, mail-outs and meet face to face with all of their cliental. This research indicates that faculty use various types of technology to communicate with youth, volunteer, and stakeholders.. Most of the information necessary for youth to participate in various events are available in several different formats in order to reach all youth. Facebook was used to inform and recruit new volunteers and advisory board members. Twitter and Facebook were also used state and field faculty to keep parents abreast of their childrens welfare during field trips and summer camp. If Cooperative Extension is going to have an impact on the youth they must adopt the new technology and communication styles utilized by youth. All Cooperative Extension employees should be mandated to take professional development courses on utilizing technology in order to communicate with their stakeholders.

Disparities exist in health care quality among racial and ethnic minority groups. Minority Americans receive lower quality health care than non-minorities even after adjustment for insurance status and income. A leading cause of these disparities is the biases and prejudices of health care providers. The primary purpose of this study was to determine if a relationship exists between levels of cultural intelligence (CQ) and selected demographic and biographical characteristics among mid-level managers of home health care systems throughout the United States. This research provides an understanding of factors influencing cultural intelligence among site directors in home health care. An examination of selected characteristics to determine their relationship with CQ revealed 13 variables related to overall cultural intelligence levels. International experience presented the strongest relationship with cultural intelligence, a finding consistent with prior literature. Regional variation was found between cultural intelligence levels of site directors in the East South Central division and the West South Central, South Atlantic, and Pacific divisions. Three clinical specialty areas including case management, general nursing practice, and nurse executive also related to cultural intelligence. Results found five models existed that explain a significant portion of the variance in each of four subscales and overall cultural intelligence levels. Characteristics that positively related in multiple models included prior international work experience and duration of international work and non-work experience. Prior clinical experience in general nursing positively correlated to cultural intelligence in four of the models, and a negative relationship between the East South Central division and cultural intelligence existed in four models. These results provide insight on antecedents of cultural intelligence and allow for greater understanding of cultural intelligence within the context of health care.

Hispanic immigrants come to the United States with hopes to obtain a better life for their families through perceived better wages and educational opportunities. One source of income for Hispanic immigrants is through employment in crawfish farm operations. Crawfish farm operations benefit from the employment of Hispanic immigrants through government programs that supply workers to the industry. Therefore, many crawfish farm operations in Louisiana employ both Caucasian U.S. citizen and Hispanic immigrant labor to operate efficiently. The purpose of this study was to compare selected characteristics of crawfish farm workers as well as to explore values related to education, monetary values, career expectations, and perceptions of migrant workers held by each ethnic group. The results of this study indicated significant differences associated with Hispanic immigrant and Caucasian U.S. citizen crawfish farmers educational backgrounds, demographics, monetary values, career values, and perceptions of migrant workers. The Hispanic immigrants are younger and have a lower overall educational attainment than the Caucasian U.S. citizens. Also, education is equally important for Caucasian U.S. citizens and Hispanic immigrants. Hispanic immigrants perceive monetary earnings and migrant workers as more important than is perceived by Caucasian U.S. citizens; while Caucasian U.S. citizens perceive career plans and working on crawfish farms as more important than is perceived by Hispanic immigrants. The results of this study can be used by extension services and other educational programs to direct future educational activities based on collected information related to values and perceptions of crawfish farm employees in Louisiana. These activities can enhance the value of extension and educational programs that are meant to serve all populations in Louisiana.

The purpose of this study was to explore the Southern Association of Colleges and Schools Commission on Colleges role of Accreditation Liaison to (a) explore the characteristics of the professionals who fill the Accreditation Liaison role and (b) understand factors that support or challenge liaisons. Within the theoretical framework of Kurt Lewins Field Theory, a sequential mixed-methods research design was employed to collect data in two phases. The quantitative method in the first phase was an on-line survey. The instrument focused on respondents educational, professional, and demographic characteristics, as well as their roles, responsibilities, and practices as Accreditation Liaisons. The second, qualitative, phase of the study relied on telephone interviews for data collection. Confidential interviews served to clarify survey responses, as needed, and to collect data regarding the factors that drive/support or block/challenge respondents in their roles as Accreditation Liaisons. Research findings are presented for both phases of the study, followed by meta-inferences, recommendations for future research, and considerations for higher education professionals whose work focuses on accreditation.

Previous research indicates a positive relationship between creativity and entrepreneurship. Research also indicates a tendency for successful entrepreneurs to possess certain skills and abilities and to engage in activities that reflect their political astuteness. In addition, numerous studies have supported the importance of behavioral intentions as they relate to actions. Thus, this research endeavor focused on intentions, as it investigated the relationship between creativity and entrepreneurial intentions among female and male students, and attempted to determine whether political skill moderated the relationship. The results revealed that there was a statistically significant positive relationship between creativity and entrepreneurial intentions among both female and male undergraduate students. These results supported the findings of Olawale (2010), Hamidi et al. (2008), Zampetakis and Moustakis (2006), and other researchers in the literature, who concluded that creative students were more likely to have intentions of becoming entrepreneurs in the future. The results also revealed that although political skill did have a positive correlation with entrepreneurial intentions, it did not moderate the relationship between creativity and entrepreneurial intentions. It may be that a sample of undergraduate students does not possess sufficient diversity in terms of age and experience, for political skill to be fully understood, developed, and used, in order to affect the relationship between creativity and entrepreneurial intentions. The researcher concluded that the study should be replicated using older men and women at various stages of their lives, and women in Women in Business programs that are especially tailored to address the challenges and opportunities encountered by female entrepreneurs. Future research should also examine the political skill dimensions separately, to determine whether moderating effects exist for each dimension.