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This quantitative study was used to determine the perceptions that may have caused a decline in membership in fraternities and sororities and to examine active organization involvement between affiliated and unaffiliated students at a single higher education institution in northeast Texas. Eight perceptions were given regarding fraternity and sorority life and why students chose to remain unaffiliated with fraternities or sororities. The instrument used was a modified version of the Extracurricular Involvement Inventory, created by Winston and Massaro (1987) and was administered to participants online via Survey Monkey. There were 206 participants total: 55.3% were female, and 44.7% were male. Regarding ethnicities, 47.0% were African American, 37.5% were Caucasian, and 15.5% were Hispanic/Latino. Out of the participants, 20.9% were in their freshman or sophomore year, 23.8% were juniors, 33.5% were seniors, and 21.8% were graduate students. Participants’ ages ranged from 18 to 32, with a mean of 22.89 (SD = 2.81). The research questions were analyzed using two techniques: logistic regression for the first question and multiple regression for the second question. Findings for the first research question indicated that lack of values, lack of diversity, poor academic attitudes, and a requirement of too much time were primary reasons unaffiliated students chose not to join a fraternity or sorority. Findings for the second question indicated that Greek-affiliated students averaged higher involvement intensity scores when compared to unaffiliated students. Practical implications and future research are discussed.

The purpose of this study is to investigate students’ opinions of factors that influence student motivation in a positive way, as a means to identify school improvement processes that can be initiated. In schools where one wishes to strengthen teacher awareness of factors that scientific studies have found crucial for boosting student motivation, the results of this study can be used as a starting point.  Data has been collected using a quantitative questionnaire that was filled out by students at a primary school in a municipality in the west of Sweden. The questionnaire investigates students’ opinions on factors that scientific studies point out as important for student motivation. The study shows that there is a coherence between the factors that science points out as important for student motivation, and what the students indicate is typical of what they experience in school. Regardless of sex or grade the coherence is consistent. The factors that students point out as most important for student motivation is “that the teacher instructs me how to solve a task correctly”, “that the teacher believes in my ability”, “that the teacher lets me take part in planning how we work”, and ”that the teacher gives me assignements that I can manage”. For one of these factors there is lesser coherence between what students say is important for student motivation, and what they indicate is typical of what they experience in school. The students indicate that “that the teacher lets me take part in planning how we work” is crucial for student motivation. When it comes to what the students say is typical for what they experience in school, they indicate this factor to a lesser extent.

The problem of this study was to determine and report the attitudes of selected undergraduate military veterans toward selected campus organizations at North Texas State University. The purpose of this study was to provide a basis for evaluating and possibly improving the campus organizations at this university. As a result of this study, it was concluded that the majority of responding veterans had very little knowledge concerning the majority of campus organizations. It was concluded that the majority of responding veterans preferred the miscellaneous type of organizations as opposed to the national honorary and professional, departmental, and social types. It was also concluded that all the responding veterans stated the overall groups of campus organizations were between "good" and "fair," and felt they needed help from their advisors about the organizations on this campus.

A qualitative phenomenological study was conducted to understand the transition and integration experiences of first-year freshmen who participated in an outdoor orientation program at 2 higher education institutions in the Southeastern United States. Student attrition from the first year to the second year and increased time to degree completion are challenges for a number of higher education institutions in the United States (Hamilton & Hamilton, 2006; Pascarella, Terenzini, & Wolfle, 1986; Tinto, 2006). First-year to second-year attrition and lack of persistence to degree completion may be due to an unsuccessful transition to college, the inability to integrate into the campus community, or a lack of student involvement (Braxton & McClendon, 2001; Tinto, 2006). The research setting included 2 public higher education institutions that offer outdoor orientation programs for incoming first-year freshmen. The sample was purposefully selected, using 4 criterion: (1) first-year students who had participated in a university sponsored outdoor based program prior to their first year of college, (2) students who had successfully completed their first semester of college and remained enrolled as a student during the data collection term of the research, (3) students meeting the definition of traditional age (18-21 years old) college freshmen, and (4) students willing to participate in data collection. Traditional age first-year students who participated in outdoor orientation programs at 2 institutions during the summer 2015, and who were enrolled in the spring 2016, were eligible research participants. The sample chosen provided information-rich, illuminative detail on the phenomenon of first-year student transition and integration to college. Data collection included the creation of 3 concept maps followed by a semistructured in-depth interview. The highest number of mentioned areas on the research participant concept maps included friends, family, and organizations/clubs. A comprehensive support system, the right environment, and engagement in fun campus activities were found to be cornerstones of successful transition and integration to college. The study provides higher education leaders with insight on the lived experiences of first-year student transition and integration as well as evidence related to the impact of first-year experience programs that may guide and enhance institutional efforts.

An undergraduate student’s level of engagement in non-academic activities has demonstrated to be a robust predictor of their success in higher education. Previous research indicates positive outcomes associated with student engagement including social benefits and sense of community gained by the students. Little is known about what motivates millennial students to join these activities and what students gain through these types of experiences. This study explores motivations and experiences of 11 undergraduate millennial students involved with student-run organizations at the University Of Victoria. The findings of the study suggest that today’s students are motivated to become engaged in non-academic activities due to professional and social benefits, encouragement from others, and personal interests. Additionally, through their participation, students have a better experience in university and learn about ideas of leadership and leadership skills. The findings from this study provide insight on how universities can create programs and policies to foster student engagement and student success. / Graduate

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This work develops methodological provisions for managing the involvement of consumers of educational services in the higher education market. / В данной работе проводится развитие методических положений управления вовлеченностью потребителей образовательных услуг на рынке высшего образования.