This dissertation explores the impact of the state public sector legal environment as a determinant of the governance content of faculty collective bargaining agreements. Using content analysis, the legal environment and contractual content are reduced to quantities that may be explored through the lens of population ecology. Legal environment is determined to have a significant impact on the development of contractual content and individual factors of governance and statutory form are identified. Specifically, the statutory scope language and reservation of management rights are seen as the primary environmental forces determining policy and rule issues in contractual content. Further, the relevant temporal element for an ecological model appears to be the tenure of public sector bargaining in each state. National affiliation, institutional type and other temporal variables do not have a significant impact on governance language. Implications and directions for further research are discussed.

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.

Collegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students, 14 were a part of focus groups. There were three focus groups in total with four, seven, and three participants respectively. From the 14 participants, five volunteered for individual interviews to identify their perceptions of their leadership development in their own words. The research questions for this study were: What are the inputs and environmental influences that shape college students’ leadership development output from the student perspective; and, how do college students describe and understand their leadership development? The descriptive profile and close-ended responses are reviewed in chapter four and report four major findings. The first finding was “Mom made me do it”: The Influence of Family and Experiences Precollege, and the second finding was The What and Who Behind These Students’ Leadership Development in College: Purposeful Experiences and People. The third finding was The Why Behind These College Students’ Engagement in Leadership Development, which encompassed four themes to describe the reasons these students’ are interested in leadership development: encouragement from others, aspirations, self-development, and motivation to support causes they have grown to want to serve and for which they want to develop. The fourth finding was Soft Skills - Not Clear in the Terminology of These Student Leaders, Clear in Their Behaviors and included ways of defining soft skills and the exemplification of student leaders’ soft skills. Conclusions and recommendations are offered in chapter six including the proposal of a new model, Closing the Loop in College, developed from the pattern of findings that emerged in this study inclusive of reflective meaning making in college as essential for these leaders’ development. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2014-10-02T21:22:50Z No. of bitstreams: 2 Dissertação - Renata Ramos da Silva Carvalho - 2013.pdf: 8952575 bytes, checksum: 43e986a7b711ef6bae7d82f9442034fd (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-02T21:27:10Z (GMT) No. of bitstreams: 2 Dissertação - Renata Ramos da Silva Carvalho - 2013.pdf: 8952575 bytes, checksum: 43e986a7b711ef6bae7d82f9442034fd (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-02T21:27:10Z (GMT). No. of bitstreams: 2 Dissertação - Renata Ramos da Silva Carvalho - 2013.pdf: 8952575 bytes, checksum: 43e986a7b711ef6bae7d82f9442034fd (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-07-05 / This research integrates the State Line of Research, Policy and History of Education Program of Postgraduate Education, Federal University of Goias, and aims to make a study of the conditions and academic materials in the Goias State University (UEG) seeks to build and realize its teaching, research and extension, using, where possible, references to other state universities in Brazil. For the analysis, discussion and definition of the indicators used in this study was the statistical database of the National Institute for Educational Studies Anisio Teixeira (INEP) listed in the Census of Higher Education and the National Assessment of Higher Education (SINAES); database of the Coordination of Improvement of Higher Education Personnel (CAPES) and the legislation that defines and standardizes the criteria for a Higher Education Institution (IES) be university. The research starts from the understanding that the UEG has to be analyzed and understood within its administrative category: A state public university. Therefore, we performed a study of the participation of state HEIs in the context of public higher education in the country and Brazilian regions identified that these institutions are present in all regions of the country played an important participation in the provision of enrollments in higher education where public are inserted. The UEG, established in 1999, is an institution maintained by the state public power dilemmas and experiences for the exercise of their academic purposes from various sources ranging from infrastructure problems, reduced public funding to low quantity of servers (teachers and administrative technician) effective. The questions that guided the study were: What are the limits and possibilities for the consolidation of the UEG as public university? What are the challenges experienced by UEG for its consolidation? As is the UEG in the context of public higher education and state universities? What is the current scenario of higher education and Goias which the participation of the UEG in this scenario? What is the situation of the UEG, compared with other state universities in Brazil? After all, the UEG is still under construction as a university? The analysis of empirical data enabled trace some features of institutional and academic profile of the UEG and also found that the institution has several challenges to establish and consolidate itself as a university as prescribed by laws and norms specific. / Esta pesquisa integra a Linha de Pesquisa Estado, Políticas e História da Educação do Programa de Pós-graduação em Educação da Universidade Federal de Goiás e, tem como objetivo fazer um estudo sobre as condições acadêmicas e materiais em que a Universidade Estadual de Goiás (UEG) busca construir e realizar suas atividades de ensino, pesquisa e extensão, utilizando, quando possível, referenciais de outras universidades estaduais brasileiras. Para a análise, discussão e definição dos indicadores presentes neste estudo foi utilizado o banco de dados estatísticos do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) constantes no Censo da Educação Superior e Sistema Nacional de Avaliação da Educação Superior (SINAES); banco de dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e na legislação que define e normatiza os critérios para uma Instituição de Educação Superior (IES) ser universidade. A pesquisa parte do entendimento de que a UEG precisa ser analisada e compreendida dentro de sua categoria administrativa: uma universidade pública estadual. Para tanto, foi realizado o levantamento da participação das IES estaduais no contexto da educação superior pública no país e por regiões brasileiras que possibilitou identificar que estas instituições estão presentes em todas as regiões do país desempenhando importante participação na oferta de matrículas na educação superior pública onde estão inseridas. A UEG, criada em 1999, é uma instituição mantida pelo poder público estadual e vivencia dilemas para o exercícios de suas finalidades universitárias de diversas ordens que vão desde a problemas de infraestrutura, reduzido financiamento público até baixo quantitativo de servidores (professores e técnico administrativo) efetivos. As questões que nortearam o estudo foram: Quais são os limites e possibilidades para a consolidação da UEG como universidade pública? Quais são os desafios vivenciados pela UEG para sua consolidação? Como se constitui a UEG no contexto da educação superior pública e no das universidades estaduais? Qual o atual cenário da educação superior goiana e qual a participação da UEG neste cenário? Qual a situação da UEG, se comparada com outras universidades estaduais brasileiras? Afinal, a UEG ainda está em construção como instituição universitária? A análise dos dados empíricos possibilitou traçar algumas características do perfil institucional e acadêmico da UEG e também constatou que a instituição possui vários desafios para se constituir e se consolidar como uma universidade conforme prevê a legislação e as normatizações específicas.

Public higher education increasingly relies on performance-based funding (PBF) policies to enhance accountability. These policies attempt to steer institutions towards successful outcomes via performance indicators, such as graduation rates. Nationally, PBF policies continue to grow in popularity despite limited evidence that they are effective (Hillman, Tandberg, and Gross, 2014). Motivated by the apparent conflict between the widespread adoption of PBF policies and the lack of evidence that they actually improve outcomes in higher education, this dissertation investigates the perceived impacts of PBF policies. Florida’s public university system serves as the setting for the study due to its uniquely punitive PBF policy design and the model’s non-standardized performance indicators. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

An evaluative research survey involving 694 faculty members with an academic appointment in Oregon's 4-year unionized institutions of higher education was undertaken to determine whether or not collective bargaining has supported faculty rights for participation in institutional governance. Four hypotheses were formulated to study the relationship between the independent variable of collective bargaining and the dependent variable of institutional governance, specific to: (1) professional interest, (2) economic interest, (3) educational policy, and (4) academic and personnel policy. Data received from 486 respondents' questionnaires were used for the Kruskal-Wallis one-way analysis of variance to test the four hypotheses. The four hypotheses of the study were rejected. However, findings of the study suggest that the collective bargaining process is perceived by the respondents in all three unionized institutions as having (1) facilitated their participation in the formal structure and process for institutional decision making and (2) provided for just cause in dismissal and grievance decisions.

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

Thesis (D.Phil.(Educational Management, Law and Policy))-University of Pretoria, 2007. / Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Agricultural Information Science and Education. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 172-178). Also available on the Internet.