Thesis (M.Ed.)--Montana State University--Bozeman, 2005. / Typescript. Chairperson, Graduate Committee: Betsy Palmer. Includes bibliographical references (leaves 84-92).

No description available.

The problem with which this investigation is concerned is that of providing research on the development of the Coordinating Board, Texas College and University System, and to describe the manner in which it presently functions.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. John Bertot, Florida State University, School of Information Studies. Title and description from dissertation home page (viewed Mar. 3, 2004). Includes bibliographical references.

This dissertation provides historical insight into the design and implementation of one strategic plan of a public higher education system in an effort to inform future similar strategic planning processes. On July 1, 1994, the Board of Regents appointed Stephen R. Portch the ninth Chancellor of the University System of Georgia. The timing was advantageous because then Governor Zell Miller was determined to leave his legacy as Georgia’s “education governor,” and in those prosperous economic times, the Governor was eager to pour money into the university system. The regents selected Portch because they recognized his potential to lead the system through a period of unprecedented transformation. They were looking for a leader with vision, and they saw that in Portch. The goal of the Portch chancellorship was to move the University System of Georgia into the national forefront, and he achieved this objective via strategic planning. The strategic planning process occurred in three phases. The first phase was the development of a vision statement; the second stage was the ratification of 34 guiding principles; and the final stage was implementation of the plan. This dissertation provides an analysis of the strategic planning process and its resulting policy directives. Using historical research methods, I carefully examine the primary goals the strategic plan set forth, and whether and how it met those goals. Further, I examine Portch’s leadership style, identifying both strengths and weaknesses, as well as how his leadership influenced the success of the plan. Using oral history methods, I interviewed the Chancellor Emeritus as well as members of the Board of Regents and the University System Office staff who played key roles in the development and implementation of the strategic plan. I also interviewed faculty members, students, and legislators to solicit their perspectives on the Chancellor, the plan, and their legacy. In the mid-1990s, the university system benefited greatly from the synergy of having a unified board, a supportive governor and legislature, and a booming economy. These conditions enabled Portch, a chancellor with a vision and strong leadership skills, to move the system forward significantly in a relatively short time.

In recent decades, the use of construction manager-at-risk (CMAR) has surged as an innovative construction project delivery method in comparison to traditional competitive bid procurement methods. The conceptual pros and cons of the method are widely accepted throughout the construction industry; however, very little quantitative research exists validating such beliefs. The study presented in this technical paper empirically compares the performance of CMAR to that of the more traditional method of competitive sealed proposal (CSP) in the construction of higher educational facilities. In a study of 33 projects constructed by The Texas A&M University System, 19 procured using CMAR and 14 procured using CSP, observed results show a reduction in schedule growth and change order quantity when using CMAR over CSP. However, additional results show that CSP is more apt to result in decreased project and construction costs than CMAR. Business practices of The Texas A&M University System, statistical significance testing of research data, and practical applications of research findings are included.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Ralph S. Brower, Florida State University, College of Social Sciences, Dept. Public Administration and Policy. Title and description from dissertation home page (viewed Sept. 24, 2004). Includes bibliographical references.

Thesis (M.P.A. )--Kutztown University of Pennsylvania, 2005. / Source: Masters Abstracts International, Volume: 45-06, page: 2938. Typescript. Abstract precedes thesis as 1 leaf (ii). Includes bibliographical references (leaves 80-83).

The purpose of the study was to understand and appreciate the methodologies and procedures used in determining the extent to which an information technology (IT) organization within the eleven member State University Systems (SUS) of Florida planned, implemented, and diffused emerging educational technologies. Key findings found how critical it was that flexibility be given during the planning stages and not rely on standardized models which may or may not be of use any longer. Research also found that the SUS institutions have to be prepared to organize and preserve the deluge of digital data if they intended to remain relevant as a "tower" of knowledge transmissions. The literature found that institutions of higher education needed to keep abreast of the new technologies, new pedagogies, and never before open-access concepts because authors found these ideas were converging and producing an unprecedented period of innovation in learning. Furthermore, the implications of perpetual connectivity to information, peers, and teachers garnered a great deal of attention among educational technologists. However, those implications had not been gauged, especially in Florida's SUS institutions. A survey of those institutions regarding how technologies were planned for, implemented logically, and thoroughly diffused, along with lessons learned could potentially save resources and ensure Florida's institutions continue to be on higher learning's forefront.

Florida's undergraduate organization of higher education is a 2 + 2 system in which students are encouraged to complete freshmen and sophomore years at a community college and then transfer to a state university. Florida statutes provide for a highly articulated educational system to facilitate seamless transition from one public institution to another. The researcher investigated the transfer function's effectiveness among community college students subsequent to enrollment at a large, urban, doctoral/research extensive university in Florida using a course-based model of transfer success. The research explored whether differences existed in academic performance in targeted upper-division undergraduate courses between native and Florida Community College System (FCCS) transfer students who completed prerequisite courses prior to transferring to the university. Four upper-division courses were chosen specifically because many transfer students complete prerequisite coursework at a community college prior to matriculating at the university. A total of 764 native students and 1,053 FCCS transfer students were enrolled in at least one course of interest in fall 2002. Preliminary investigation of selected demographic characteristics identified statistically significant differences between these two groups. Native students were younger and more racially/ethnically diverse; more native students were enrolled full time (for 12 or more credits) than transfer students. Although first-term transfer students experienced transfer shock, university native students who were enrolled in three courses also experienced declines in fall 2002 GPA when compared to their previous GPA at the university. Statistically significant mean grade differences occurred between transfer and native students in three courses; transfers outperformed native students in two courses. Additional comparisons of fall 2002 term GPA between native and transfer students yielded no significant differences. Findings lend support to the effectiveness of Florida's community colleges in preparing students for upper-division undergraduate coursework, but that transition for some is not seamless, suggesting need for collaboration among universities and community colleges.