The study analyzed the leadership and management skills, duties, and responsibilities perceived as important by current directors of university regional campuses in Northern California. Of the seven skills, duties, and responsibilities identified by the literature review for those who lead a main college campus, this study indicated that regional campus leaders do not perform those duties to a substantial degree. The seven duties performed by those who lead a main college campus, and not performed to any substantial degree by those at the regional campus level, were: academic background, fundraising, faculty and academic governance, understanding the university's culture, chief executive, advocate of higher education, and dealing with the board and trustees. This study did identify the primary duties of those who lead a regional campus centered on two tasks: recruitment and retention of students, and managing the business enterprise. Several duties and responsibilities were not performed by the regional campus leader, though were expected to be. These were: academic oversight to include curriculum management and development, promotion of research and knowledge, and alumni relations and fundraising.

This study assessed if there were differences in the academic performance, persistence, and degree completion for Associate in Arts transfer students in selected majors who enrolled in the different campuses of a multi-campus university. This causal comparative study analyzed historical student enrollment data from a large, urban, public, research university. Multiple and logistic regression techniques were used to simultaneously control for important independent variables identified in the literature. Variables that were significant (p < .05) for at least one of the three dependent variables included campus, major, community college GPA, gender, and ethnicity. Significant campus differences were found in academic performance, but not for persistence or degree completion. Significant differences by major were reported for academic performance, persistence, and degree completion.

African American men’s graduation rates from institutions of higher education are among the lowest of any demographic group in the United States. I interviewed African American men who shared their narratives on how they lived out their manhood on a mid-western public regional four-year university campus. The purpose of the study was to garner insights from their stories, and to see how the lessons learned from their lived experiences could be applied to improve the first year experience for this segment of the student population. The combination of phenomenological and grounded theory research paradigms helped me to analyze the lived experiences of African American men in an institution of higher education milieu. The main themes that I identified after analyzing the collected data, using critical race theory as a key theoretical lens, were Black Masculinity, Being Seen, Brotherhood, Support Groups, and Ideations of Success. African American men’s complex and multi-dimensional masculinities called for a sense of commitment and responsibility to community, family, and brotherhood. The respondents’ goals of graduating are similar to all other student groups, and they are most likely to thrive in their first year of college if their Black masculinities are centered; they most likely will seek assistance when made to feel valued and seen by institutional and familial support systems. Keywords: Black Masculinity, Progressive masculinities, African American college men, African American men’s first year experience, critical race theory, regional campus, PWI

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