Thesis--School of Advanced Airpower Studies, Maxwell Air Force Base, Ala., 1995-96. / Title from title screen (viewed Oct. 9, 2003). "June 1996." Includes bibliographical references.

Thesis--School of Advanced Airpower Studies, Maxwell Air Force Base, Ala., 1998-99. / Title from title screen (viewed Nov. 3, 2003). "November 2000." Includes bibliographical references.

The purpose of the study was to examine the administrative structure needed to coordinate the numerous institutions of higher education offering postsecondary degree programs on an Army installation. The study then identified the management problems and solutions to those problems, as perceived by Education Services Officers when coordinating among the participating institutions. The population consisted of representatives from eleven U.S. Army Continuing Education Services Centers.The Education Services Center representatives having the responsibility for coordinating the postsecondary programs were interviewed by telephone to collect the data. An interview form was designed to elicit non-directed responses to perceived major problems confronting the representatives, problems at Department of the Army and possible solutions to the problems.Education Services representatives encountered difficulty in providing a quality program during a period when on-Post program effectiveness was evaluated by Department of the Army. Major problems existed in the coordination among several institutions with differing administrative policies, requirements, and recognition of transfer credit.Solutions to the problems included the adoption of an Advisory Committee concept to assist in academic advisement and evaluation, the incorporation of evaluation in program, the development of guidelines for evaluation, and clarification of the requirement for negotiation of the institution agreement. Other recommendations were to develop more concise guidelines for quality assurance and evaluation, and for the closer correlation between academic needs of Army students and professional development needs of the U.S. Army. The reduction of the number of participating institutions was seen as a positive way to improve management and quality control of the on-Post programs.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2004. / Thesis advisor(s): Thomas Lucas. Includes bibliographical references (p. 101-104). Also available online.

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No description available.

Thesis (M.S.)--Naval Postgraduate School, 2008. / AD-A488 040. "NPS-SP-08-004." Includes bibliographical references. Also available via the World Wide Web.

Women have long been confronted with challenges to their "right" to participate in the labor force on a level equal to men. I posit that this confrontation is situated in a conflict over gendered roles and the "appropriateness" of certain jobs for women. Such an arrangement sets up a contradiction for women in the military. If a woman possesses those attributes seen as desirable, she may be seen as violating traditional gender norms. Yet, a woman possessing attributes seen as feminine may be viewed as not possessing those attributes required to be a "good soldier." Is there a narrowly defined range of acceptable behaviors for women in the military? Are there penalties for women who are perceived to be "too feminine" or "too masculine?" What might those penalties be? Finally, do women employ strategies to manage gender and, if so, what types of strategies do they employ? About two-thirds of the women in this study believe that there are penalties for women perceived as "too feminine" or "too masculine." Women who are perceived as "too feminine" face a number of penalties such as being perceived as weak, incompetent, or sexually available. The dominant penalty for being perceived as "too masculine" is to be labeled a lesbian. Forty-one percent of respondents acknowledged utilizing strategies to manage perceptions of gender. Of this group, seventy-one percent strategize toward femininity only. Seventeen percent strategize toward both femininity and masculinity and twelve percent strategize toward masculinity only. While lesbian and bisexual women were more likely to indicate that penalties exist, they were no more likely than heterosexual women to engage in management strategies. This research adds to our knowledge of how women negotiate gender conflicts. It provides empirical support for the claim that gender is not simply a role, but is an ongoing accomplishment situated within everyday encounters. Additionally, the barriers that women confront have as their foundation a complex interweaving of social constructions of gender and sexuality. By examining this relationship, this research contributes to theory which examines the intersection of gender and sexuality, and its impact on women throughout society.

Thesis (M.B.A.)--Naval Postgraduate School, March 2004. / Thesis advisor(s): Gail F. Thomas, Leslie E. Sekerka. Includes bibliographical references (p. 139-143). Also available online.

The purpose of this study was to gauge the perceptions and attitudes of participating soldiers toward the Servicemembers Opportunity Colleges Associate Degree (SOCAD) Program. SOCAD is a voluntary off-duty associate degree program designed for Army noncommissioned officers and warrant officers. Two major research questions guided this inquiry. The first question was designed to determine the perceptions and attitudes of participants toward SOCAD. The second question related to the relationship between soldier participation and selected demographic variables such as age, gender, educational level, pay grade, marital status and term of enlistment. The questions were investigated by conducting a cross-sectional survey of the views of SOCAD participants on eight factors: (a) overall program impressions, (b) program mechanics, (c) program quality, (d) motivation, (e) benefits, (f) leadership influences, (g) progress toward the associate degree, and (h) demographics. From a verified Army Data Master File, 1,959 SOCAD participants were stratified by pay grade and randomly selected from a population of 9,799 active duty respondents to participate in the survey. A 65% return rate was attained. The questionnaire schedule was used as the principal method of gathering the information. The instrument was pilot tested for validity, and reliability was established at .83 by computing an internal consistency alpha level. All data gathered were coded and analyzed using the SPSSX software package. The chi-square test of association was used to determine statistical significance of relationship between SOCAD participant satisfaction with the program and selected demographics. Summary of findings: (a) 85% of the SOCAD participants reported that they were satisfied or very satisfied with the overall operation of the program; (b) over three-fourths of the respondents rated counseling support as good or excellent; (c) nearly 85% of all respondents indicated that they were satisfied or very satisfied with the educational services provided by SOCAD colleges; (d) the top motivating factors for entering SOCAD were desire to get a better job when discharged from the Army (93%), being able to work on associate degree regardless of location (93%), and opportunity to use tuition assistance (85%); (e) one-fourth of the respondents agreed that involvement in SOCAD has encouraged them to stay in the Army; (f) among all pay grades, 34% agreed that they receive leadership encouragement to participate in the program; (g) slightly more than two-thirds of the respondents were satisfied with their rate of progress in the program; (h) when stratified by demographics most SOCAD participants were satisfied with the program. Very few differences in satisfaction levels were noted among the subgroups used in the study, and even then the differences were only slightly significant. Open-ended comments and additional analysis supported the above findings. In conclusion, the SOCAD program was perceived by the respondents to be a very effective and highly respected program that is meeting its goal of providing soldiers the opportunity to earn associate degrees in selected technical areas. Several program operational areas are identified for further study. / Ed. D.