Thesis (Ph.D.)--University of Idaho, February 2006. / Major professor: Karen Guilfoyle. Abstract. Includes bibliographical references (leaves 138-153). Also available online in PDF format.

Thesis (Ph. D.)--Carleton University, 2004. / Includes bibliographical references (p. 503-530). Also available in electronic format on the Internet.

This thesis analyzes coeducation as a process between 1914 and 1964 at Virginia Polytechnic Institute (VPI), as it was called during the period of study. The date for women's full-time admission came in 1921, but this thesis argues that, in the process of coeducation, the date for official access represents only one marker for VPI. Since women had taken courses during the summer before 1921 and did not encounter a welcoming environment after that date, this thesis contends that the relative importance of this "first" needs to be put in perspective. This thesis explores VPI as a case study to analyze how society's gender roles and women's place affected the decision to admit women and their treatment on campus after access. Examining social, political, and economic events in Virginia and the nation, this thesis places VPI within the context of events at the time. In particular, this thesis discusses how federal legislation, during the 1910s, prompted VPI to admit women, an area previously unexplored by historians of higher education. Throughout the period of study, this thesis argues that VPI - its students and administration - limited women's access and inclusion on campus in an effort to maintain its identity as a white, male, military institution. / Master of Arts

More women than ever before are entering the halls of higher education. According to the National Center for Education Statistics (NCES), more women than men are obtaining bachelor's, master's, and doctoral degrees (U.S. Department of Education, 2011a) According to Home (1998), at the end of the 20th century, women with families were the fastest growing population at the university level. At the beginning of the 20th century, students over the age of 25 were the fastest growing population in higher education (Carney-Crompton & Tan, 2002). These statistics beg the question, Why do women return to school? What are their challenges? What are their stories? More importantly, how do they do it all? How do they balance the demands of home and school and, most often, employment as well? My research examined the tensions women face going to school, specifically women who have children at home, commonly referred to as nontraditional age students. I was interested in the competitive demands of balancing two challenging roles, that of student and mother. Additionally, I wanted to know how these two roles affected their health and self-care. I designed a qualitative study to explore life as a graduate student mother. I specifically sought to learn about strategies of balancing the challenges as well as how, or if, schooling affected their health and self-care. Using the Roy Adaptation Model, I searched for ways in which women balance their multiple roles. With this research, I aim to help these women in their efforts to be successful in school and in life. I utilized both individual interviews and a focus group. Themes for interviews included I'm a Mother first, I'm the Captain of the Ship, "We got there together," the Adventure is Stressful, Finding Joy in the Journey, Attitude Determines Altitude, and Letting Go. Additionally, two overarching themes surfaced from the focus group: 1. Stress is Ubiquitous and 2. Identity Crisis. From this study, health educators can begin to understand how graduate school mothers experience graduate school, thus obtain a greater ability to develop and implement strategies to help this population.

Thesis (M.A.I.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 53-58). Also available on the World Wide Web.

No description available.

Thesis (MPA.) -- University of Limpopo, 2004 / Refer to document

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Leila Villlaverde; submitted to the School of Education. Includes bibliographical references (p. 222-240).

Women make up a majority of those employed in higher education, yet they are still a minority in leadership positions. Completing a doctoral degree, relocating for career advancement, and working in demanding, high time commitment roles are typically required to achieve the chief student affairs officer (CSAO) position, as well as contributors to burnout and attrition in the field. This study sought to gain a deeper understanding of the intersection of career progression (work), balance (nonwork) and relationships (network) of women chief student affairs officers, specifically, how gender is an influence, understanding life roles and whether there is a cost of achievement in the field. The literature in the field suggests the achievement and constant maintenance of balance, which is viewed through a male construct, is the norm. It is evident that the need to understand the particular phenomenon of work and nonwork intersections of women, particularly in the chief role, gives voice to an issue for women that have been rarely heard in the field. This study utilized the naturalistic inquiry paradigm of research. The author conducted in-depth interviews of nine women CSAOs at colleges and universities across the United States. Data were analyzed using a constant comparative method which allowed the findings to emerge. The results show that women CSAOs felt that gender had a clear impact on their career both in their choices and how they were treated by others. The impact of gender has been felt at all stages in their careers including in their roles as CSAOs on issues of discrimination, leadership style, spousal expectations, and choices regarding if and when - or whether - to have children. Respondents also articulated the different domains of their life in terms of roles, but did not seem them as distinctly separate in the manner in which they manage their lives. Additionally, all of the respondents felt their public and private lives intersected and that keeping them in separate domains was not only impossible, but unnecessary. Lastly, there were significant and ongoing costs of achievement in the field, mostly notably lack of friends and short and/or long term health problems.

M.Tech. Business Administration. Business School. / The purpose of this study is to investigate the extent to which female managers utilise the transformational leadership style as a feature of their normal dealings as managers. Much of the available literature on leadership typologies refers to the need to identify leadership styles that are suited to managing in different and changing environments. In this regard, various leadership styles or orientations have been identified as useful for managing change. However very few studies have been pre-occupied with understanding the extent to which a particular type of leadership styles may be preferred over another particularly from a gender perspective.