Since the implementation of the 2012 fee and funding regime in England, that notably increased the maximum undergraduate tuition fees to £9000, the focus of policymakers and those in the higher education sector has been on student participation rates. Thus, to date little is known about the extent to which the 2012 fee and funding changes have affected students’ higher education decision-making. The purpose of this research was to explore students’ study mode, subject and institution choices under the 2012 fee regime, with the aim of contributing new knowledge in this area. To this end, a comprehensive approach to mixed methods was used to generate quantitative and qualitative data on students’ decision-making (Hesse-Biber, 2010a). Two methods were used to generate the data, which were questionnaires completed by 550 students and follow-up interviews with a sub-sample of 30 students. The students, aged 17 to 21, were from six schools and colleges across Greater London and in the final year of their level 3 qualifications (NQF/QCF). The timing of the fieldwork was pivotal to the research and generated data at a specific moment in students’ decisionmaking, after they had submitted a UCAS application (January 2013) and prior to the publication of their level three qualifications (August 2013), which has provided new knowledge of students’ responses to the increased costs of higher education. Informed by Hodkinson and colleagues’ theory of pragmatically rational decision-making (Hodkinson, Sparkes and Hodkinson, 1996), this research provides evidence that the 2012 fee and funding regime has altered and constrained students’ higher education choices. In terms of students’ study mode choices, despite policymakers expectations of increased diversification, the traditional mode of three years of full-time study towards a bachelor degree qualification in a face-to-face teaching and learning environment remains as highly, if not more highly, favoured, with some students avoiding four year courses (typically sandwich courses) to minimise costs. Over half of the students in this research reconsidered and altered their subject choices to those they perceived as improving their graduate employability. This decision was taken by students to ensure that the costs of participating in higher education were beneficial to their future career. The increased costs of higher education has also caused students to live at home whilst studying to reduce their debt and expenses, which was a decision disproportionately made by black and minority ethnic students from all social classes. The findings from this research provide new insights into students’ decision-making that contrast with prior literature, particularly in relation to trends by social class (Bates, Pollard, Usher and Oakley, 2009; Callender and Jackson, 2008; Reay, David and Ball, 2005; Usher, Baldwin, Munro, Pollard and Sumption, 2010). The research argues that the 2012 fee and funding ‘reforms’ have been counterproductive; as opposed to putting financial power into the hands of learners” (BIS, 2010, p.5), the ‘reforms’ have disempowered students by limiting their choices to those that are perceived as affordable.

This study examined an aspect of enrollment management at a private liberal arts college. Factors related to enrollment decisions of students accepted for admission to Milligan College were analyzed by comparing two groups: matriculants and nonmatriculants. The population consisted of 438 traditional-age applicants for the 1995 fall semester. Data were collected from the application for admission, financial aid application, and a survey instrument designed to obtain information relative to influences on the enrollment decision. The Purposes of the research were to determine if significant differences existed between the two groups and to identify the characteristics of the students most likely to enroll at the college. Analyses were conducted by calculating measures of central tendency, the chi-square test of significance, the independent t-test for equality of means, and multiple linear regression. Among the variables considered were financial aid resources, academic achievement, distance from the campus, church affiliation, attendance by relatives, and campus visit. Subjects were also asked an open-ended question on the survey regarding the primary reasons for their decisions. Major findings revealed significant differences between matriculants and nonmatriculants with respect to completion of the financial aid award process, church affiliation, scholarships and grants received, ACT scores, and campus visit. The survey respondents identified as primary reasons for a decision to enroll, the Christian atmosphere, programs of study available, and quality academics. Primary reasons for a decision not to enroll included, distance from the college, high cost, and the desired program of study was not available. Based on the results of the research the following recommendations were made. Steps should be taken to ensure completion of the financial aid award process is a high priority for all applicants. Scholarships and grants should be awarded at the optimum level for each qualified applicant. Recruiting efforts should focus on those areas, geographically and demographically, in which the prospects who are most likely to enroll can be identified, based on selected characteristics.

This study of principal preparation programs composing the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was conducted to identify and compare the perceptions of program faculty and program coordinators of their respective instructional planning and teaching practices, and their like perceptions of department expectations of faculty regarding these same roles. Variables were constructed using a pilot survey with selected faculty who were members of the Southern Region Council for Education Administration. There were three major findings. Faculty and program coordinators ranked their perceptions of their own practice highly. Faculty and program coordinators ranked their perceptions of their own instructional planning and teaching higher than they ranked their perceptions of department expectations of faculty regarding their teaching. Faculty and program coordinators ranked their perceptions of their own practice higher than they ranked their self-reported use of various instructional planning and teaching strategies, and methods and resources. Several recommendations resulted from this study. Among the most notable were the following: faculty and program coordinators in DPPSP programs need to conduct research which focuses on graduate perceptions of the quality of instructional planning and teaching they experienced while in the preparation program: similar research which focuses on other principal preparation program faculty teaching practices needs to be conducted, possibly using a qualitative approach: in light of the disparity between faculty and program coordinator perceptions of their instructional planning and teaching practices, and their self-reported utilization of various instructional planning and teaching methods and resources, it was recommended that DPPSP faculties and coordinators engage in critical assessment of the assumptions under which they plan for and enact teaching and learning activities.

This study of sophomore students' at East Tennessee State University was conducted to determine students' impressions of the institutional academic advising program, to assess students' level of satisfaction with the academic advisor's assistance with those topics discussed in academic advising sessions, and to determine students' impressions of their academic advisor. The data collected in this study revealed that the sophomore students at ETSU were slightly dissatisfied with their advisor's assistance. Data derived from comparative analyses for differences in impressions of academic advising services found that specific demographic groups were basically neutral in their satisfaction with advising. Few statistically significant differences were found in these demographic groupings. A comparative analysis of ETSU students to a national norm study revealed significant differences in the impressions of academic advising services. The ETSU students were significantly less satisfied than students from the national norm study. The data in this study indicated there was a need for improving the academic services available at ETSU. Several recommendations were made. Institutional strategies and programmatic strategies were outlined to improve academic advising at ETSU.

This study of sophomore students' at East Tennessee State University was conducted to determine students' impressions of the institutional academic advising program, to assess students' level of satisfaction with the academic advisor's assistance with those topics discussed in academic advising sessions, and to determine students' impressions of their academic advisor. The data collected in this study revealed that the sophomore students at ETSU were slightly dissatisfied with their advisor's assistance. Data derived from comparative analyses for differences in impressions of academic advising services found that specific demographic groups were basically neutral in their satisfaction with advising. Few statistically significant differences were found in these demographic groupings. A comparative analysis of ETSU students to a national norm study revealed significant differences in the impressions of academic advising services. The ETSU students were significantly less satisfied than students from the national norm study. The data in this study indicated there was a need for improving the academic services available at ETSU. Several recommendations were made. Institutional strategies and programmatic strategies were outlined to improve academic advising at ETSU.

The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.

The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation? (4) What strategies could be developed to assist new higher education faculty in the development of instructional skills? (5) Are there differences between faculty who teach at institutions classified according to the Carnegie Classifications (1987) regarding the importance of methodological preparation and the amount of training received? The conclusions of the study were that new faculty were not prepared for the overall duties of the career as college teacher, except for being knowledgeable in their subject area. New college faculty also indicated a large difference between what they should know prior to beginning their college teaching and what they actually know. There were differences between faculty at two year colleges and at four year colleges, both in what was perceived as important to know and in the amount of training received. The recommendations of the study were that training programs for new college faculty should prepare these faculty in more than content; that as more non-traditional students return to college, faculty need to know more about how adults learn, different student learning styles, and how to increase student motivation; colleges should include training mechanisms for new faculty, such as how to teach, developing mentoring relationships, or creating internships; and orientation programs should be set up for newly hired faculty.

The purpose of this study was to determine what activities from the ETSU experience influence students' opinions about their growth and development. This study also examined the influence of sex, age, and classification in college. Three research questions and five hypotheses were examined. The Third Edition of the College Student Experiences Questionnaire (CSEQ) was the instrument used in this study. The CSEQ was administered to 50 undergraduate classes at East Tennessee State University during the Spring Semester 1994. There were 19 independent variables and five dependent variables in this study. The 19 independent variables included students' scores on the 14 Quality of Effort Scales along with sex, age, and classification in college. The dependent variables were five factors extracted from the Estimate of Gains Scale. This study utilized a correlational research design with five hierarchical multiple regression models (one for each of the five factors). All hypotheses were tested using an alpha level of.05. Results showed that the five factors extracted accounted for 60.8% of the variance in the Estimate of Gains Scale. The five factors were Factor I (Personal/Social Development), Factor II (Intellectual Skills), Factor III (Science/Technology), Factor IV (General Education, Literature, Arts, and Social Sciences), and Factor V (Vocational Preparation). For each of the five factors, the combined effects of age, sex, classification in college, and the Quality of Effort Scales explained more of the variance in the Estimate of Gains Scale than did age, sex, and classification in college alone.

This quantitative study examined the perceptions of selected university administrators and legislators concerning levels of support for Tennessee public higher education. The purpose of the study was to gain a greater understanding among the various constituents as to the needs and restraints facing higher education funding. The population targeted for this study was comprised of 132 members of the Tennessee General Assembly, the Executive Director of the Tennessee Higher Education Commission (THEC), the Chancellor of the Tennessee Board of Regents (TBR), the President of the University of Tennessee System, and 36 Chief Administrators at nine state-supported universities. The principal investigator used a web-based survey development company to design, collect, and store survey responses. Analysis of the data revealed that legislators and higher education administrators in the State of Tennessee perceived funding for higher education differently. There were significant differences between the two groups concerning: use of higher education reserves during weak economic times, the explanation for tuition rises, how much costs students should incur for higher education, level importance placed on state appropriations for funding higher education, and how they perceived priority of higher education in the state budget. There was a significant difference between one’s political party affiliation and their perception of access to higher education being an issue. A significant difference was also found between one’s education level and ranking of higher education in the state budget.

Public higher education has evolved over time under the control of each individual state. The public system in each state is made up of distinctive types of institutions that together provide higher education in different formats. Public institutions may largely be classified into three groups based on the level of education provided including community colleges, regional institutions, and research universities. While the institutions employed are largely the same in each state, the extent to which each is utilized and the support given reflect the individual characteristics of the state. This dissertation examines appropriations and enrollments by state and year in three classifications of universities: research universities, regional universities, and community colleges. The appropriations and enrollments in regional and community settings are measured relative to the same for research universities. The explanatory variables are political, economic, and demographic variables relevant in state finance to the allocation of state budgets. There are three empirical chapters. The first uses Granger causality concepts to examine whether appropriations and enrollment have strong predictive effects on each other in the following year. Enrollment has no such effect on appropriations, while there is a weak effect the other way. The second chapter studies relative appropriations, finding that the proportion of appropriations allocated to regional institutions has remained consistent, while states have proportionally shifted toward community colleges. The third chapter studies enrollment, which is very stable for regional universities and has shifted toward community colleges relative to research universities. Again, political and economic factors are somewhat different in these models. Examining year effects net of economics and politics, there are no such effects on appropriations; but for enrollment, regional universities grew somewhat relative to research universities in the earlier years (1986 to 1993), and community colleges grew throughout the period with pauses. The Great Recession is clearly visible in community college enrollments, growing as usual during an economic downturn.