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This study investigated the economic returns from higher education for re-entry women. Re-entry women are continually concerned with whether or not returning to college and acquiring a degree will result in increased earnings. While sufficient evidence exists to show that earnings increase as years of education increase, this study concluded that this may not hold true for re-entry women. As a result of prior work experience, these women may have relatively high earnings among the occupations that do not require college degrees only to acquire entry-level positions upon completion of the college degree. There may be little or no difference between the salaries of these two work levels. This study was directed by the major research question -- "Does the age at the time females obtain four-year degrees affect their subsequent earnings?" and used path analysis to test a model of the direct and indirect effects of age at the time the degree is received on earnings while holding constant the effects of other variables. These analyses included and accounted for labor market, human capital and socioeconomic variables, prior earnings, race, prior work experience, college major and occupation, all of which may affect earnings. The findings did not support the null hypothesis that earnings for re-entry women will increase after the receipt of the college degree. The findings also indicated that earnings before the degree had a significant effect on earnings after the degree. / Ph. D.

The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation. / The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included. / by Jo Ann Marie Bamdas. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

朱峰. / "2001年3月" / 論文 (哲學碩士)--香港中文大學, 2001. / 參考文獻 (leaves 150-159) / 附中英文摘要. / "2001 nian 3 yue" / Zhu Feng. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (leaves 150-159) / Fu Zhong Ying wen zhai yao. / 論文提要 --- p.I / 目錄 --- p.IV / 序言 --- p.VI / Chapter 第一章 --- 導言 --- p.1 / Chapter 一´Ø --- 槪念澄淸 / Chapter 二´Ø --- 研究回顧 / Chapter 第二章 --- 華南女子文理學院的歷史回溯 --- p.12 / Chapter 一´Ø --- 佈道家辦學…程呂底亞時期(1908-1925) / Chapter 二´Ø --- 教育家辦學…盧愛德時期(1925-1927) / Chapter 三´Ø --- 華人治校……王世靜時期(1928-1951) / Chapter 第三章 --- 社會角色的變遷：服務教會與服務社會的互動 --- p.50 / Chapter 一´Ø --- 直接服務教會(1908-1927) / Chapter 二´Ø --- 從服務教會到服務社會(1927´ؤ1949) / Chapter 三´Ø --- “爲人民服務´ح的嘗試(1949一1951) / Chapter 第四章 --- 教育角色的實踐：基督教女子高等教育的特點 --- p.77 / Chapter 一´Ø --- 宗教教育與愛國主義 / Chapter 二´Ø --- 女權辯論與家政專業 / Chapter 三´Ø --- 校友統計與個案分析 / Chapter 第五章 --- 性別角色的追尋：與福建協和大學的合倂爭論 --- p.114 / Chapter 一´Ø --- 合倂爭論的困擾 / Chapter 二´Ø --- 合倂爭論的分析 / Chapter 三´Ø --- 合倂爭論的意義 / 結語 --- p.133 / 參考書目 / 附錄一 ：2000年度問卷調˘¬表和基本數據 / 附錄二：華南女子文理學院學生畢業論文題目(部分） / 附錄三：華南女子文理學院教職員工履歷表 / 附錄四：金陵女院與華南女院各項統計數字比照(1934年） / 附錄五：華南女子文理學院財政收入比例變化表 / 附錄五：中外人名漢/英對照表

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Despite a growing body of literature on women in leadership, few studies have empirically investigated the leadership and management experiences of female academic heads of department. It is against this background that this study investigated the experiences of these women in universities in South Africa and the United Kingdom. The position of women in higher education in these countries, together with the status of their representation in senior positions in the academe and obstacles to their advancement into such positions was reviewed. The study was carried out within the framework of a cross-sectional survey research design employing both quantitative (questionnaire) and qualitative (interview) data collection methods. The study consisted of thirty two female participants who were either currently or previously heads of academic departments in universities. For the interview a separate group of nine female academic heads of department, from the same universities as the participants in the survey, were selected. Purposeful sampling was used to select all the participants. A structured, pre-coded questionnaire was used to collect quantitative data from one group of twenty three female participants with a minimum of two years' experience in the position. A video conference focus group interview was used to obtain in-depth (qualitative) information on a number of selected issues. The quantitative data was analysed using a relevant statistical package. Key-findings from both survey and interviews were then co-ordinated. The major findings indicated that, apart from lack of mentorship and formal preparation for the position, the women did not experience any major obstacles prior to becoming head of department. The women were confident about several skills related to managing an academic department. They were not certain, however, about stress management, delegation and entrepreneurial skills. Leadership style tended toward 'interactive leadership' which is considered appropriate for today's leadership in organisations. The findings suggested that institutional and other barriers to women's advancement still exist, and that the challenges and demands women experience may be a source of stress and tension for them. Recommendations, using these findings, were made for aspiring women managers, for institutions, for policy makers and for future research. / Educational Studies / D. Ed. (Education Management)

The purposes of this study were to apply a model of achievement-related behaviors to a sample of eighth-grade girls and to ascertain whether this theoretical model continued to describe girls' internal beliefs regarding mathematics.

The problem of this investigation was an analysis of selected variables that affected woman's role-concept. Specifically this research was concerned with how a woman's role-concept was influenced by education. This research concluded that the level of education influenced role-concept. Respondents with more than a high school education were very contemporary. Other variable such as marital status, age, parental views, ethnic group, and major seemed to have little effect on role-concept. All groups surveyed were more contemporary than traditional. Further research to determine if all women are becoming contemporary would be meaningful.

Submitted in fulfillment of the requirements for the Degree Master of Management Science in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2016. / The purpose of the study was to explore the empowerment of women leadership, focusing on the Durban University of Technology. Statistics around the world have highlighted that women are under-represented in decision-making positions, with a specific focus on the academic sector; this study aims to review these statistics and establish which barriers prevent females from progressing to leadership positions. The target population was comprised of staff members from the Durban University of Technology and ranged from leadership, management, and lecturing, to entry-level employees. The technique of probability sampling was chosen in this research, with a sample size of 100 participants drawn from the population. Questionnaires were designed with both closed-ended and some open-ended questions, and were personally administered to all campuses of the Durban University of Technology, namely Ritson Campus, Steve Biko Campus, ML Sultan Campus, City Campus, Indumiso Campus and Riverside Campus. This study revealed that, although women are still under-represented in Higher Education, there are efforts being made to bridge this gap. This study found female leaders more productive than male counterparts at the Durban University and are able to run their department smoothly and efficiently. The study also found that there are internal respondents agreed that there are hidden difficulties in their department that women face and prevent them from moving into higher positions. Additionally, the study found that there are programs at the Durban University that empower women into leadership. This study contributes to knowledge of gender-based leadership and female empowerment into leadership positions, in the higher education sector. / M

The purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods were utilized to collect and analyze data from the three sites. Factor analysis and logistic regression were used to analyze the quantitative data. The quantitative data retrieved from the survey instrument revealed that participants who were self motivated, felt they had a safe learning environment, and were engaged by the university were more likely to persist in engineering and math. Additionally, the survey revealed that race and ethnicity does not predict persistence of undergraduate women maj oring in engineering and math. Qualitative analysis of open-ended survey questions revealed that the most important factor that helps female students persist in engineering and math major was self-confidence and determination. They also indicated that discrimination and stereotyping were the most difficult factors for female students to overcome. To enable more women to be successful in the pursuit of a engineering or math degree, participants made an overwhelming reference to intervention as student engagement. / Student engagement consists of the following: outreach programs, support programs, study groups, homework sessions, women clubs, engineering or math clubs, math and sciences activities, math and science tours, engineering and math societies, educational programs focusing on engineering and math, online courses, women organizations in STEM, positive role models, female teachers, women mentors, exposure to engineering and math, and expanding the career outlooks of young women. They suggested that student engagement must start early and must be continuous throughout every level of the educational pathway and professional life. Recommendations are provided for policymakers and university administrators to continue supporting women majoring in EM and to increase awareness and access that encourage persistence of women in the pursuit of EM career goals. / by Jessica Pena-Lopez. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.