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The purpose of this single-site case study was to examine the organization and leadership change process of Palm Beach State College, a publicly funded institution in Florida, as it embarked on offering bachelor’s degree programs. The study examined the organizational change process and the extent to which Palm Beach State College’s organization transformation aligned with the eight stages of John Kotter’s (1996, 2012) Change Management Model. This qualitative research was conducted using triangulation of data collection and analysis methods via interviews, observations, and document review. This study found that the organizational transformation was a success, and that while expanding its offerings, the college remained true to its core mission. Kotter’s model was found to be appropriate to examine the change process, and the college was well aligned in all but the final stage of the model. This research contributes to the body of knowledge in the field of higher education, primarily for two-year colleges embarking on the endeavor of organizational change process to confer baccalaureates. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

In the first half of the twentieth century in the segregated South, Black laboratory schools began as "model," "practice," or "demonstration" schools that were at the heart of teacher training institutions at Historically Black Colleges and Universities (HBCUs). Central to the core program, they were originally designed to develop college-ready students, demonstrate effective teaching practices, and provide practical application for student teachers. As part of a higher educational institution and under the supervision of a college or university president, a number of these schools evolved to "laboratory" high schools, playing a role in the development of African American education beyond their own local communities. As laboratories for learning, experimentation, and research, they participated in major cooperative studies and hosted workshops. They not only educated the pupils of the lab school and the student teachers from the institution, but also welcomed visitors from other high schools and colleges with a charge to influence Black education A case study of Alabama State College Laboratory School, 1920-1960, demonstrates the evolution of a lab high school as part of the core program at an HBCU and its distinctive characteristics of high graduation and college enrollment rates, well-educated teaching staff, and a comprehensive liberal arts curriculum. The collected oral histories from former graduates testify to the perception that a laboratory high school education was considered a privilege. The history of Alabama State College Laboratory High School provides evidence that Lab High offered a "Class A" education to Black youth in Alabama despite the oppressive White social policies and practices in the South and contrary to the plentiful historical accounts of inferior secondary education during legalized segregation. As a progressive laboratory for learning, Alabama State College Lab High played a role in the development of education for African Americans in Alabama and throughout the South.

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 260-274)

Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 260-274)

ABSTRACT This study had a three-fold purpose: first, to assess the attitudes of student affairs administrators working in the Florida College System (FCS) about globalization, internationalization, and their strategies for effecting internationalization efforts at their community/state colleges. This study also investigated the relationship between student affairs administrators' attitudes about globalization and internationalization and what they considered to be the role of student affairs administrators in internationalizing the community/state college. Finally, this study examined the relationship between student affairs administrators' attitudes about their perceived role in internationalizing the community/state college and certain demographic variables. No study has been found which asks these research questions related to the role of student affairs administrators in internationalizing the community college. This quantitative study was conducted with student affairs administrators working at a FCS community or state college. The specially devised survey instrument was administered online and all responses were anonymous. Data analyses, including Analysis of Variance (ANOVA), post hoc Tukey's tests, regressions, and descriptive statistics, were calculated. Survey findings indicated that student affairs administrators working in the FCS have positive attitudes about Globalization and Internationalization, and that these positive attitudes correlate strongly with their perceptions regarding the Role student affairs administrators should serve in internationalizing the community/state college. Respondents agreed that the role of student affairs administrators is central to internationalization of the college, and they generally agreed on what activities were critical to the role of the student affairs administrator. The data showed that student affairs administrators who possess higher levels of fluency in a language other than English are more likely to view foreign language skills as being important to internationalizing the community/state college than those who are less proficient in another language or who possess no foreign language skills. Data also indicated that respondents who categorized themselves as possessing "extensive" or "very good" international activity experience, as compared with their peers who ranked their international activity as being "nominal," exhibited stronger composite mean scores related to student affairs administrators' role in internationalizing the college. This ranking indicated that those who possess more international activity experience also are more likely to have an increased perception of the role student affairs administrators should have in internationalizing their community/state colleges. Colleges desiring to enhance their internationalization endeavors might wish to support opportunities for student affairs administrators to study a language other than English since this variable had a statistically significant effect on student affairs administrators' perceptions of internationalizing colleges. Additionally, more extensive international travel experiences correlated with support for internalization activities, so colleges might benefit from providing opportunities for student affairs administrators to gain international travel experience, especially for those administrators with less higher education experience.

Education experts' predictions of increasing demand for vocational and technical education presents a unique opportunity for technical colleges to position themselves to take advantage of this trend. However, it also places a great deal of pressure on the leaders of those colleges to aggressively develop and manage institutional image in order to remain competitive.The leadership of Ivy Tech State College (formerly Indiana Vocational Technical College) realized in the early 1990s that they must institutionalize marketing and image management to remain in the forefront of technical education in Indiana. To counter public confusion about Ivy Tech that resulted from 30 years of decentralized marketing and advertising, the college changed its name, developed a new logo, and launched its first statewide advertising program to increase public awareness of the institution and to improve its public image.The primary purpose of this study was to determine and assess the current institutional image of Ivy Tech and what image the college should project, all from an internal perspective. The hypothesis asserted in this study is that a difference exists between what internal publics think Ivy Tech's current image is and what they desire the college's image to be.In conducting the study, 90 representatives of Ivy Tech's internal constituencies were asked to sort two sets of 91 statements. One set of statements indicated the image they believe the public has of Ivy Tech, while the other set indicated the image they believe the college should project. Each statement was ranked on an eleven-point most agree/most disagree scale. The completion rate for both sets of sorts was 74 percent (67 of 91). Responses were computer tabulated using the QMETHOD factor analysis program.The first sort, which dealt with what Ivy Tech's internal publics think the college's current image is, revealed a two-factor solution. Factor One is referred to in the study as the Realists. Factor Two is referred to in the study as the Boosters. The two-factor solution indicated that a difference does exist among the college's internal publics regarding what they believe Ivy Tech's current image is.Factor One, the Realists, believe the college has an image problem. This group believes the public has, at worst, a negative image of Ivy Tech, and at best, a lack of understanding and/or knowledge of the college. Factor Two, the Boosters, believe Ivy Tech has a favorable image with the public and the reputation of a quality institution.The second sort, which dealt with the image Ivy Tech's internal constituencies think the college should project, revealed a one-factor solution. The one-factor solution indicated consensus among internal publics relative to the image Ivy Tech should project.Responses to both Q sorts indicated five basic messages that should be conveyed specifically and clearly to the public. They are:1. Ivy Tech is a real college.2. Ivy Tech has a wide variety of educational programs.3. Ivy Tech provides a quality education that prepares graduates for the jobs that will be in demand in the next century.4. Ivy Tech instructors are as knowledgeable asinstructors at other institutions.5. Ivy Tech graduates can and do continue theireducations at four-year institutions. / Department of Journalism

Thesis (Ph. D.)--University of Virginia, 1992. / Includes bibliographical references (leaves 154-160). Also available online through Digital Dissertations.

Thesis (Ed.D.)--Teachers College, Columbia University, 1965. / Typescript; issued also on microfilm. Sponsor: Leland Jacobs. Dissertation Committee: Edwin Ziegfeld. Includes bibliographical references.

Thesis (M.E.S.)--Evergreen State College, 2009. / "March, 2009." Title from title screen (viewed 4/8/2010). Includes bibliographical references.