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Confusion regarding the Health Insurance Portability and Accountability Act (HIPAA) and the Family Educational Rights and Privacy Act (FERPA) continues to be a concern for health care professionals working in the educational environment. Following the Virginia Tech tragedy and similar incidents of school violence in recent years, educational communities and governmental agencies are analyzing the balance between individual privacy and freedom versus the safety and security of all. Health care professionals working in the school environment must stay abreast of privacy regulations regarding student records while providing needed care.

Colleges and universities are unique organizations and, as such, require a different type of approach to leadership than might we effective in other types of organizations. A participative style of leadership is advocated. It is argued participative leadership is more desirable and effective than other approaches. The effectiveness of participative leadership on structural units within institutions of higher education is discussed with the focus upon making decisions with the greatest benefit to students, now and in the future, as a top priority.

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As recent research finally starts to recognize colorism, a form of discrimination where light skin is valued over dark skin within an ethnic group, as a legitimate form of discrimination in the Black community, research on colorism in higher education still wanes. A limited amount of scholarship focuses on the manifestation of colorism in education and even less research examines the implications of complexion on Black college students and their intersectional identities. As empirical studies describe how complexion often denotes institutional degradation for dark-skinned Black students in K-12 and beyond -- from teacher perceptions, to the school-to-prison pipeline, to social dynamics with peers and more, this study privileges the voices of these marginalized students. This qualitative study uses phenomenology to detail the experiences of dark-skinned Black college students at a PWI (predominately white institution) to illustrate their lived experiences, the often intricate relationships between dark skin and intersectional identities like gender and ethnicity, and the unique phenomenon of being dark-skinned on campus. This work aims to complicate, adding rigorous research and thick qualitative description to burgeoning scholarship on colorism in education.

The infusion of market-logic has undermined American universities as democratic institutions. This issue was examined through an analysis of what role universities play in democratic governance. As a philosophical inquiry, the data were seminal texts from political science, education, and philosophy, such as those by Alexis de Tocqueville, John Dewey, and Henry Giroux. The most salient theme unveiled by this study was how central universities are to functional democracy, both as key fixtures and critics. However, universities have adopted market-logic ideologies, which inhibit universities’ abilities to function as democratic institutions. The study concludes by calling for a reinvigoration of the public, requiring universities to maintain a public nature. Such transparency lives in tension with neoliberal efforts to privatize public institutions, so universities must provide spaces for debates on that tension. In this way, universities will be able to embody the democratic dispositions necessary for supporting and defending democratic values.

Despite numerous interventions, Australian Technical and Further Education (TAFE) students continue to display extremely high rates of attrition. Typically these students are mature-aged and work full-time while studying part-time. The mature-age part-time student is considered by attrition researchers to be at the extreme end of high-risk for non-persistence in courses, having intrinsic characteristics (e.g. a long period of absence from the educational environment) and an exposure to external influences (e.g. family and work commitments) that generally make them vulnerable to dropout. Whilst there have been recent advances in self-concept theory and research, studies examining the role of self-concept in relation to attrition remain rare. The primary purpose of this research was to capitalize on recent advances in self-concept theory and research to identify the relation of the self-concept construct to attrition in the TAFE setting and the nature of self-concept for working adults. The findings provide support for : the salience of the self-concept measurement instrument used in this investigation and the research and theory on which it is based; the effectiveness of the interventions used in the present investigation to enhance persistence; and the important role of self-concept in relation to attrition / Doctor of Philosophy (PhD)