Diversity of student populations within higher education has considerably increased, particularly for women and minority populations, which is indicative of greater access to education toward a college degree. However, increased diversity of student populations has introduced a new set of challenges for higher education administrators in that it is becoming increasingly difficult for administrators to maintain current educational methods when considering the changing needs of matriculating students. As a result, higher education institutions are compelled to strategize beyond the "one-size-fits all" approach in the way teaching and support services are delivered in order to provide a more holistic approach to learning. Researchers have sought to establish a universal definition of student success and they continue to work toward understanding the factors of that inhibit or promote success for college students. Numerous studies have indicated that student success factors are numerous and a number of individual and institutional factors work collectively in a student's decision to leave or persist in college. Yet, there has not been much emphasis on the factors of success for African American undergraduate women in college. As such, this study explored the extent to which two specific factors--social integration and student involvement--predict the level of perceived success based on self-reported gains for African American undergraduate women. In this quantitative study, the researcher utilized a purposeful, national sample of secondary data from the College Student Experiences Questionnaire (CSEQ) Assessment Program to analyze levels of social integration and student involvement of African American undergraduate college women. Included in the sample were results from 736 African American undergraduate women who were enrolled at the 26 participating large, public predominately white institutions in the United States and completed the survey the between 2005-2010 data collection periods. The majority of the sample (n = 566) was freshmen/ first-year students. Several statistical analyses were conducted to examine relationships between variables (social integration, student involvement, and self-reported gains) including multiple regression tests, analysis of variances (ANOVAs), and Pearson Product Moment Correlations. Results of the analyses indicated that the relationships between social integration, student involvement, and each of the self-reported gains were statistically significant. Additionally, findings indicated that there is no statistically significant relationship between levels of social integration and classification in college, but there is a statistically significant relationship between levels of student involvement and classification in college. There were several implications of the study. First, student affairs and higher education professionals must work to ensure that the out-of-classroom experiences work in concert with experiences inside-of-the-classroom to promote a holistic approach to learning. This includes understanding the inhibitors and promoters of success for African American undergraduate women. Additionally, professionals must also recognize that the combined factors of being both Black and female comprise a unique identity component for African American undergraduate women as research has shown that identity development occurs in light of racism and sexism. Therefore, higher education professionals must be cognizant of perceived barriers and work to eliminate them to promote optimal success for this group of students. Furthermore, institutions should understand that self-reported gains, or what students perceive or report about their own learning experiences, could possibly provide more insight into the college experience rather than the sole consideration of grades to assess learning. The conclusion of this research study is that results both support and contradict current literature related to social integration and student involvement.

Not available / text

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Cynthia Johnson. Dissertation Committee: Dawn Person. Includes bibliographical references (leaves 104-115).

Thesis (Ph.D.)--Mississippi State University. Department of Counseling and Educational Psychology. / Title from title screen. Includes bibliographical references.

abstract: This study explored the phenomenon of student affairs professionals working at Arizona State University who shifted from a student affairs unit to perform similar work in an academic unit. The conceptual framework for this exploration was social identity theory (Tajfel, 1974), which asserts that individuals develop a self-concept or image that derives, in part, from her/his membership in a group or groups. This qualitative study utilized in-person interviews to capture raw data from four purposeful participants, and a software package (NVivo 9) aided in the grounded theory approach to data analysis (Charmaz, 2006). The study found that participants placed a high value on the college-centric approach to their student affairs work, but they still identified as student affairs professionals working inside the academic unit. Findings are useful to: supervisors who have an interest in the professional development and personal well-being of staff; faculty and administrators of master's and doctoral degree programs designed to prepare student affairs professionals; associations that serve student affairs professionals; higher education leaders engaged in organizational change; and higher education administrators interested in the roles of individual biases and values in organizations. This study will interest student affairs professionals making the shift from a student affairs unit to an academic unit, and it will inform the researcher's own practice and career development through his investigation of his own organization. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

Overall, research covering access to education for students with disabilities is accumulating at a very slow rate, Lesotho is no exception. Such studies are important given the national and international commitments to equality and equity in education for all citizens. Access to education is based on four values which are central to inclusive education namely; presence, participation, acceptance and achievement. This qualitative case study must be understood as an attempt to close the gap in the literature and to provide a deeper understanding with respect to access to higher education for students with disabilities. The study uses the social constructionism and social model of disability as lenses to guide the investigation. Data collection involved various methods namely, analysis of documents (policies, internal memoranda, official letters, minutes of the meetings and pictures), individual interviews and focus group discussions with staff and students with various forms of disabilities. Data was analysed through the use of interpretative phenomenological analysis (IPA) which begins analysis with a single unit and builds meaning from the unit to reflect the general patterns of behaviour across units. Findings reveal that though admission at the university is considered non-discriminatory, it is on merit bases. All students compete equally for available spaces and the identity of students with disabilities is considered irrelevant to disclose during selection of applicants. If a student with disabilities competes with students who were not exposed to similar challenges at primary and secondary levels, admission should be viewed as unfair. Additionally, Students with disabilities have limited choice of courses or programmes due to poor administration of concessions, lack of educational resources, inflexible teaching methods and curricula. This problem conflicts with the capability principle that promotes students’ choice of desired functionings. Further, disability data is not used to secure either the academic or social support services for the students at the institution. Students with disabilities are excluded from the social and extracurricular activities of the university with some bullied by staff and peers alike. Finally, the support provided by SENA, year-level tutors and welfare personnel is inadequate and does not afford opportunities for students with disabilities to participate equitably in the university’s academic and social programmes. The study concludes that access to institutions of higher education for students with disabilities in Lesotho is problematic. They remained ignored and underserved. There is a need for fundamental transformation of policies, practices and programmes to afford all students opportunities to gain admission, participate, and succeed in education. / Inclusive Education / D. Ed. (Inclusive Education)

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-09-27T18:20:45Z No. of bitstreams: 1 daniellecastordalessi.pdf: 1108015 bytes, checksum: dd2f7e1e01588dc00d4f580f59c9f63c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-16T12:14:46Z (GMT) No. of bitstreams: 1 daniellecastordalessi.pdf: 1108015 bytes, checksum: dd2f7e1e01588dc00d4f580f59c9f63c (MD5) / Made available in DSpace on 2018-10-16T12:14:46Z (GMT). No. of bitstreams: 1 daniellecastordalessi.pdf: 1108015 bytes, checksum: dd2f7e1e01588dc00d4f580f59c9f63c (MD5) Previous issue date: 2018-07-27 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão discorre sobre as possibilidades de atuação da Pró-reitoria de Assistência Estudantil (PROAE) da Universidade Federal de Juiz de Fora (UFJF), de forma a favorecer a ampliação das condições de permanência no ensino superior, coadunando com a incorporação dos interesses da comunidade acadêmica, de maneira mais abrangente. O objetivo geral definido para este estudo foi o de compreender o novo perfil institucional que vem se delineando na PROAE/UFJF. Os objetivos específicos estabelecidos foram: descrever a Política de Assistência Estudantil da UFJF; analisar quais são os anseios da comunidade acadêmica e os projetos da própria PROAE, em relação a essa política; propor ações e estratégias direcionadas a ampliar as condições de permanência na universidade, de forma a integrar as aspirações da comunidade acadêmica com os serviços prestados pela Pró-reitoria. Assumiuse, como hipótese, que a PROAE vem acompanhando as alterações que ocorreram no perfil dos estudantes das IFES, ao reorganizar, diversificar e expandir o seu processo de trabalho. Foram utilizadas, como metodologias, a pesquisa aplicada e o estudo de caso. Para tanto, os instrumentos empregados foram: a entrevista semiestruturada, análise contrastiva e pesquisa documental. Foi possível confirmar que, realmente, a PROAE modificou o seu processo de trabalho, sobretudo devido à alteração do perfil dos estudantes da universidade e às mobilizações do corpo discente, em torno dos seus interesses. No entanto, verificou-se a necessidade da Pró-reitoria expandir e diversificar os serviços prestados, a existência de insatisfação quanto ao Programa de Bolsas e Auxílios Estudantis, bem como falhas nos mecanismos de consulta à comunidade acadêmica. Portanto, visando alcançar a equidade educacional e integração dos serviços ofertados pela PROAE com as demandas da comunidade acadêmica, propuseram-se ações direcionadas a tornar a Política de Assistência Estudantil mais participativa. / The present dissertation was developed at the Professional Master’s Degree in Educational Management and Assessment (PPGP, in Portuguese) of the Center for Public Policies and Educational Assessment at the Federal University of Juiz de For a (CAEd/UFJF). The case study discusses the possibilities of action by the Department of Student Affairs (PROAE, in Portuguese) of the Federal University of Juiz de Fora (UFJF) that will improve the conditions of permanence in higher education, in conformity with the incorporation of a wider set of interests by the academic community. The main goal defined for this study was to understand the new institutional profile that has been constructed at PROAE/UFJF. The specific goals were: to describe the current student assistance policy at UFJF; to analyse which are the yearnings of the academic community and the projects at PROAE related to such policy; to propose actions and strategies towards improving the conditions of permanence at the university, so that they may be integrated to the aspirations of the academic community as well as the services rendered by the Department. We have taken as hypothesis that the PROAE has been following the alterations in the institutional profile of the students in higher education by reorganizing, diversifying and expanding its work system. We have utilized as research methodology applied research and case study and the instruments utilized were semi structured interviews, contrasting analysis and documental research. It was possible to confirm that PROAE has indeed modified its work process, mainly due to the chance in the institutional profile of university students as well as the mobilizing of the student body regarding its own interests. However, we have verified the need for the Department to expand and diversify the services that are being provided, the dissatisfaction regarding the program of student scholarships and grants, as well as flaws in the mechanisms of surveying the academic community. Therefore, aiming to reach educational equity and integration of serviced provided by the PROAE from demands by the academic community, we have proposed actions towards making the student assistance policy more participative.

This study is a qualitative review to identify factors impacting on the management of student development and support at Nelson Mandela Metropolitan University in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for rural and urban students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socio-economic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation of NMMU by means of interviews with student affairs professionals make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the international, national and institutional levels as well as the intricate relationships between rural and urban students. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within NMMU and higher education in a developing country to ensure that it effectively positions the function within higher education as a key component of the core agenda.

The purpose of this study was to explore the self-perception of compassion satisfaction, compassion fatigue, and burnout by student conduct administrators working in the United States of America. Additionally, this study looked at the years of experience, job responsibilities, on-call responsibilities and direct student contact hours which may impact an individual’s overall professional quality of life. To accomplish the objectives outlined in the purpose statement, the following research questions were explored: 1. What is the relationship between student conduct professionals’ compassion satisfaction, burnout, and secondary traumatic stress? 2. What is the relationship between student conduct professionals’ years of experience and compassion satisfaction, burnout, and secondary traumatic stress? 3. What is the relationship between student conduct professionals’ responsibility areas and compassion satisfaction, burnout, and secondary traumatic stress? 4. What is the relationship between student affairs professionals serving in an on-call capacity and compassion satisfaction, burnout, and secondary traumatic stress? 5. What is the relationship between student conduct professionals’ amount of direct student contact and the compassion satisfaction, burnout, and secondary traumatic stress? This study utilized a quantitative methodology to collect data. For the purposes of this study, members of the Association for Student Conduct Administration were selected as the intended sample population. The study sample was comprised of 381 individuals (n=381). The web-based survey included Stamm’s (2010) Professional Quality of Life Scale (ProQOL), closed-ended questions as well as a demographic survey. The study findings indicated that student conduct and behavior intervention professionals exhibited average levels of compassion satisfaction, burnout, and secondary traumatic stress. Correlations within the study sample existed negatively between compassion satisfaction and secondary traumatic stress with a positive correlation between burnout and secondary traumatic stress. Statistically significant results included the relationship between compassion satisfaction and the job responsibilities of academic integrity and alternative dispute resolution. Additionally, a statistically significant finding between burnout and the job responsibilities of student organizational conduct and Title IX investigation and adjudication. Lastly, a statistically significant difference between hours of direct student contact hours and secondary traumatic stress as well as a statistically significant predictor between hours of direct student contact hours and compassion satisfaction were established.

No description available.