The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study. / by Leigh A. McFarland. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Thesis (Ed.D.)--University of West Florida, 2009. / Submitted to the Division of Teacher Education. Title from title page of source document. Document formatted into pages; contains 185 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.

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).

The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising. / Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style. / by Jess Everet Tuck. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 265-279). Also available on the Internet.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 3, 2010). Includes bibliographical references (p. 208-227).

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 265-279). Also available on the Internet.

This study was designed to identify the unique shaping of the university/student relationship through the lens of the in loco parentis concept. The questions asked were to what extent has in loco parentis defined the relationship of Virginia Polytechnic Institute and State University and its students through the institution's history as framed by: (a) the institution's mission, (b) university governance, (c) the definition of in loco parentis, and (d) institutional culture? Has in loco parentis found its sustenance at this institution through legal or cultural justification, or both? Qualitative case study methodology was utilized to examine in loco parentis within four time periods: (a) Shaping of a Land Grant University, 1891-1907, (b) Expansion of VPI Post World War II, 1945-1955, (c) Establishing the University, 1945-1955, and (d) Framing the Present, 1988- 1992. The research concluded that in loco parentis was historically grounded in the legal interpretation provided by the court. In loco parentis was sustained within this study by the culture of one particular land grant university grounded in its original charge of structuring a military lifestyle. The legal system provided a steady and constant external sustenance of in loco parentis and the institutional culture provided internal justification for in loco parentis as demonstrated within the history and tradition of Virginia Polytechnic Institute and State University. Each time period studied provided a view of the University that defined its role to its students in place of parent under the dominant influence of presidential leadership. / Ph. D. / incomplete_metadata