Thesis (Ph. D.)--University of Texas at Austin, 2004. / Includes vita. Includes bibliographical references (p. 393-404).

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 133-152)

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jay D. Scribner. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 96-112). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Includes tables. Sponsor: Daniel R. Davies. "This study was sponsored by the Council for Administrative Leadership in New York State."--Leaf 8. Includes bibliographical references (leaves 429-432).

Thesis (M.R.E.)--Conservative Baptist Theological Seminary, 1972.

The purpose of this study was to qualitatively analyze the perceptions of student affairs professionals in their experience with diversity training to find effective diversity training methods. Directors of student affairs departments at Ball State University were asked to name post-master's professionals in their area who they felt were committed to diversity. One professional was selected from each of the ten participating departments.The interpretation of qualitative data revealed that diversity was consistently described by the participants as "difference;" that commitment to diversity was derived from personal experience; and effective diversity training methods included connecting to personal experience, allowing ample time for training, encouraging contact with diverse groups, and utilizing effective presentation style. Departments could better prepare their professionals for dealing with issues of diversity by having extensive training throughout the year and making diversity a part of the department's values. / Department of Educational Studies

The purpose of this qualitative study was to examine the experiences of healthcareadministrative-educators and middle managers from three Midwestern hospitals about employer-provided management education for middle managers. The vision of the Chief Healthcare Administrator (CHA) of each hospital is reflected in the vision, mission andstrategic plan. The availability of formal training and development programs for middle managers is evident in the CHA's commitment to education. Using individual interviews of one-hour, the study examined the behaviors of managers and reactions to the experience of ongoing formalized middle-management education.Non-profit institutions selected had over a 250-hospital bed size with a formal department or division of management education. Hospitals chosen were HCIA Sachs designated "100 Top Hospitals" for 1999 or 2000. Each participant signed a consent form. The sample size was a minimum of one administrative-educator responsible for delivering middle manager education, two clinical managers, and two non-clinical managers from each hospital. The administrative-educator selected the interviewees. Managers interviewed had at least three years of management experience. Attitudes and practices varied due to social, political and contextual variables.Respondents were free to withdraw from the study at any time. For verification and enrichment, participants reviewed their individual interview transcripts. Managers described experiences with management education, reported increased levels of confidence, listed helpful resources, and named driving forces to support management education. Findings revealed clinical and non-clinical managers have common learningneeds. For successful management education, administrative-educators address the hospital's social, political, and cultural needs.Interviews were electronically recorded and kept confidential, as well as the verbatim transcriptions of the interviews. After the research process was complete, all tapes were destroyed. Each institution received a summary of the final document.In future years, the anticipated benefit to the participants will be that hospitals utilize the collective information to plan and deliver improved educational programming for the middle manager. This study found common themes among the respondents to develop new ways of thinking to improve managerial performance. Results may direct others to set a standard of managerial competency in healthcare. Healthcare middle managers' learning needs warrant further investigation. / Department of Educational Studies

The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments.<p> Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity.<p> Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation.

The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments.<p> Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity.<p> Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation.