The literature on research-university governance is predominantly concerned with how higher education institutions become successful research universities. However, there is a dearth of studies on the perceptions of university stakeholders towards research-university governance. Therefore, this research aims to reveal the university stakeholders’ perception of research universities in Thailand, with special attention to governance. Governance is investigated through two levels of analysis: national and institutional. Two institutions in Thailand are chosen as case studies: Chulalongkorn University (CU) and Chiang Mai University (CMU). A qualitative approach is adopted, which is based on three methods of data collection: document analysis, interviews, and observations. There are 52 research participants, mainly consisting of top university leaders and academics of CU and CMU, and senior officials from governmental agencies and independent organizations. One of the key findings is that it can be argued that the Asian Financial Crisis in 1997 has significantly changed the pattern of university behavior via the introduction of quasi-market mechanisms. These quasi-market mechanisms facilitated the adoption of a university entrepreneurial culture, particularly in terms of diversifying the financial base. In addition, the crisis also promoted the emergence of autonomous universities. This research has both theoretical and practical contributions. In terms of theoretical contribution, it provides an alternative theoretical framework for examining research-university governance. This framework is called the Design of Contractual Relationships, which provides a theoretical lens to examine the perceptions of university stakeholders on the critical conditions and actions of research-university governance. It has three fundamental dimensions: (1) context-underpinning factors (2) incentive arrangements and funding and (3) monitoring and oversight mechanisms. In terms of practical contribution, this research illuminates the fundamental elements of research-university governance in Thailand and provides a comparison between CU and CMU in terms of governance. The Design of Contractual Relationships is adopted to examine the governance comparison between CU and CMU. The comparison shows that the university stakeholders? perceptions of critical conditions and actions can be broadly categorized into the following aspects: the institutional entrepreneurial culture in terms of diversified financial base, the impact of bureaucratic mindset over the university incentive arrangements and monitoring mechanisms, academic inbreeding, and the absence of a “publish or perish” culture. An examination of research-university governance at both the national and institutional levels indicates that there are four fundamental elements embedded in the university cultural structure and the university stakeholders? behavior. These elements are (1) Thai bureaucracy (2) quasi-market mechanisms (3) patronage and (4) pluralistic academic freedom. These fundamental elements have implicitly and explicitly exerted their power over university governance, affected the way in which the governance instruments are selected, and influenced university stakeholders? behavior and the university as a whole. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Thesis (Ph.D.)--University of Wisconsin-Madison, 1985. / Description based on print version record. Includes bibliographical references (leaves 396-426).

The purpose of this study was to identify faculty teaching goals at senior research universities and to determine variables which could be used to predict these goals. The eight disciplines used in this study were: accounting, chemistry, computer science, economics, English, math, mechanical engineering, and psychology. The independent variables were: gender, academic rank, course level, tenure, and four Biglan categories (pure-hard, pure-soft, applied-hard, and applied-soft). Using the Teaching Goals Inventory (Angelo &amp; Cross, 1993), the teaching goals and primary teaching role of faculty at senior research universities across eight academic disciplines were identified (N = 352). Through a principal axis factor analysis, seven factors emerged for the data gathered from the Teaching Goals Inventory, results of which were slightly different from that of previous research. Further analyses indicated differences between the teaching goals and primary teaching role of faculty at senior research universities, community colleges, and four-year colleges. Seven one-way ANOVAs and subsequent post-hoc comparisons were conducted which indicated significant differences (p < .05) among the factor means across the eight academic disciplines. Comparisons of the primary teaching role across the eight academic disciplines also indicated significant differences (p < .05) in the percentage of faculty selecting each of the six roles. Furthermore, this study provides additional evidence to support the theory that the Biglan categories help explain the differences in teaching goals across academic disciplines. Significant differences (p < .05) were detected in the teaching goals and primary teaching role of senior research university faculty across the four Biglan categories. Through regression analyses, three of the four Biglan categories, gender, and level of course entered as predictors of teaching goals. Academic rank and tenure did not enter into any of the regression equations; however, further analyses indicated these variables were intercorrelated with several other independent variables. Implications for these findings are discussed. / Ph. D.

Thesis (Ed. D.)--Temple University, 1935. / Bibliography: p. [107]-108.

Thesis (PhD (Education management and Policy studies))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (M.S.M.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on May 18, 2006). Includes bibliographical references.

Thesis (M.S.M.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on May 18, 2006). Includes bibliographical references.

yes / University lecturers are required to undertake teaching and also to produce high quality papers for REF. This can be a very hard situation, especially for early career researchers. They always face the diplomas of no starting-up funding and no man power to start a new research area. This could be very challenging. Apart from constantly pursing funding and establishing collaboration, I integrated student research projects teaching into my own research. I summarise main points which help me to achieve. 1) Designing a multidisciplinary project. Research informed teaching is the key to success. Based on my own research plan, I designed interdisciplinary project to attract students with particular attention to decompose comprehensive research proposal into small parts which is achievable within students’ ability and time scale. For example, in the past two years I designed a series projects for final year undergraduates and MSc students based on my own projects of “interaction of nanoparticle with cell membrane”. Within these projects, students will have chance to expose themselves to research. For example, students will be able to explore new research area of nanotechnology, especially on nanoparticles; basic biological lab skills like cell culture, treating cells with toxins; and physiological implication of nanoparticles interacting with human body etc. These greatly inspire students thinking. At the meantime, giving student freedom and full supervision allow them to be successful. Through carefully supervision I am confident that I could get preliminary data from students’ experiments for my grant application. 2) Integrating resources to exert full. I deliberately arranged students at different levels to join in my own project at different stages. For example, final year undergraduate projects starts from Oct every year and last till March, then MSc project starts from Feb every year and last till August. I also apply for small funds to have summer students from July to Sept. Therefore I can always have students doing some experiment in the lab. The budgets from student projects are really good boost and supplementary for my own project. There is also a consistency in the projects to avoid waste and unnecessary repeat. I included students in materials, equipment preparation and explained key updated skills to increase students’ passion and to inform them of how to start a new topic from scratch. 3) Setting high standard to achieve. I continuously encourage students to achieve. It would be great to have someone who can work through whole period of your new research proposal. I particularly encourage students to design experiments, to deliver ideas, to write scientific reports for conference, and even to draft paper for submission. This would not only help students for their future career but also help myself to quickly build up my own research. It is hard process but worth.

This study examined the role and function of public relations in public higher education institutions by focusing on the messages being communicated by four public research-oriented universities. This study was designed to determine if and how these universities communicate their public good responsibility and how that communication is perceived by two constituent groups—higher education reporters and state legislators. The researcher used two qualitative methods: thematic analysis and in-depth/elite interviews. Thematic analysis was used to analyze the universities’ mission and vision statements, strategic plans, legislative appropriations requests, presidential speeches, and 800 press releases (200 from each of four universities), to determine whether references to the public good were either present or absent in messages the universities disseminated during 2006 and 2007. In-depth/elite interviews were used to obtain the perspectives of the chief public relations officers at each of the four public research-oriented universities about their public relations strategies and communication goals. Higher education reporters covering these respective institutions and members of the legislature in positions of leadership on committees involved with higher education policy and funding issues were also interviewed to understand their perceptions about the universities. This study found the following 24 references to public good: the core concepts of research, teaching and public service; the benefits the universities create as engines of economic development; diversity; the recruitment and retention of faculty; the university as a center for arts, entertainment and cultural events; faculty and student achievement; student career enhancement; and institutional prestige, among others. The study demonstrated that public research-oriented universities are using public relations strategies and techniques to construct and distribute messages to their key constituents about the benefits they provide to the State and its citizens. Major findings also include the observation that higher education reporters cover higher education as a statewide beat which focuses on the state’s two flagship or Tier 1 universities—the University of Texas at Austin and Texas A&M University and the institutions in the reporters respective cities. In addition, the higher education reporters write about “issues” related to higher education rather than institutions per se. The study also found that State Legislators only recognize the two Tier 1 institutions as research institutions and their perspectives about these institutions are driven by how these universities are funded. / text

This study used case studies to examine the leadership frames of female presidents of four-year, public and private, coeducational research institutions both from the Intensive and Extensive Carnegie classifications within the United States. The population (N=30) surveyed was sent the Leadership Orientation Questionnaire (Self) developed from the previous research conducted by Lee Bolman and Terrance Deal. The Bolman and Deal leadership frame theory condensed existing organizational theories into a four-frame perspective consisting of a structural, human resource, political, and symbolic frame. Bolman and Deal theorized that the ability to use more than one frame is considered to be critical to the success of leaders and intensify that leader's capacity for making decisions and taking effective actions. The Leadership Orientation Questionnaire (Self) contains five sections that include rating scales for personal demographics, the four frames, eight leadership dimensions, and management and leadership effectiveness. The research questions sought to identify the demographic characteristics and academic histories of the survey participants and the associations between these variables, the leadership frames represented among the survey participants, and how many, and which, of the four frames the survey participants use collectively. This study allowed its participants to examine their perceptions of their own leadership frames in order to analyze the frame that dominates the way certain universities communicate. Thirteen of the thirty presidents (43%) completed and returned the survey. Survey participants who had 20 or more years of experience were more likely to exhibit the human resource or symbolic frame as their dominant style; presidents whose years of experience numbered less than 20 years exhibited a mulitframe perspective in their decision-making process. Overall, this research found that the survey participants exhibited most often the human resource frame, followed by the symbolic, structural, and political frames.