<p> This quantitative correlational study included an investigation of potential factors effecting high attrition rates in postsecondary online courses. Online learner-instructor interaction was examined by assessing instructor response times (RTs), student satisfaction, and final course grades at an online two-year postsecondary institution. A sample (N=54) of online students in Spanish classes participated in the study by responding to 14 items in an online questionnaire. The findings from the study revealed no statistically significant difference between the RT and student final course grades. However, the linear regression test to investigate the correlation between RT and student satisfaction was statistically significant. The results indicated that while assignment RTs delivered by online instructors were essential to students&rsquo; satisfaction, the RTs did not vitally influence students&rsquo; final grades. Implications and recommendations for higher education institution administrators to reduce high online attrition are included. Suggested future research involves qualitative correlational study to observe the relationship between RTs, final grades, and satisfaction such as interviews for more in-depth understanding on types of strategies to develop to reduce online attrition.</p>

While the internationalisation of higher education (IHE) is often treated as a single global phenomenon by those who evaluate its effectiveness, internationalisation means different things in different contexts. Due to the limited number of Chinese-context-based studies and literature of IHE, this research aims to set up an empirical and contextual study of Chinese IHE considering the following points of concern: how the meaning, interpretation and evaluation of IHE are constructed in practice in a Chinese university; how these three points of concern shape IHE in specific local contexts; and whether we can understand this process through using evaluation tools developed in ‘western’ contexts of IHE. This makes it possible to understand the specific qualities of internationalisation from a Chinese perspective, which are not well represented in the English-language or Chinese language academic literature, as well as to understand its similarities (institutional functions) with western models. This research found multiple perceptions of the meaning of IHE in the Chinese context – learning for self-improvement, nationalism, platform perceptions and other marginal perceptions – which differentiate Chinese models of IHE from those in the West. Moreover, the dominant motivation for internationalisation in the Chinese university is academic development, which is different from the Western universities’ more economic rationales. These differences can be attributed to the history of the II modernisation of higher education in China, the impact of nationalist revolution on higher education and dual-managerial systems in higher education institutions (HEIs) which involve the Communist Party Committee and the university president. Finally, based on the findings of this research, the thesis also identifies national and international barriers which prevent the case university from being internationalised and introduces context-sensitive, institutional-level recommendations for the case university in China.

This study argues for EFL teacher autonomy and empowerment in Saudi higher education institutions based on the assumption that participating in school decision-making would help to enhance teachers’ perceptions, expertise, and commitment towards their own practices. This research is teacher-centred in the sense that it is written from the teacher’s point of view, at a time of multiple changes in Saudi Arabia, where teachers’ views are not always taken into consideration. The research focus is on teachers’ perceptions of current EFL practices and the role they play in curriculum development and planning, and considers what barriers are hindering them from working towards student-centred and active inquiry-oriented learning environments. The data used to examine teachers’ perceptions and experiences of current English language teaching (ELT) practices are drawn from a sample of 12 female Saudi EFL teachers, who have been awarded international degrees and who are practising ELT in a university in Saudi Arabia. Data sources include semi-structured interviews, classroom observations, focus group discussions and a drawing activity. The findings revealed: (1) Overall, bureaucracy and a top down approach adopted by the higher education institution affects teachers’ perceptions and pedagogical quality; (2) Empowerment appears to be an essential, but not sufficient condition to achieve real changes and successful educational outcomes as it depends on teachers’ expertise and their own methods of instructional practice; (3) The need for more continuous professional development (CPD) programmes is an emergent aspect that requires further attention. Three significant issues were raised for further research and comment, relating to the mismatch between current policy aspirations for professional development and the reality of teachers’ experience. At the end of this thesis, implications for in-service training of teachers in a mono-cultural society such as Saudi Arabia were discussed.

This thesis takes the critical incident of the suicide of a part-time lecturer in South Korea in 2010 and the subsequent policy response as paradigmatic of the problems of governing higher education. In terms of theoretical resources, it draws on state theories, especially a cultural approach to the state, in order to understand the multiple relations and the interplay of different layers of governing practices in the governing of higher education in South Korea. This thesis argues that mainstream theories of the state are often culturally 'blind' and that the specificities of the Korean state need to be understood with reference to its particular culture, history and context. The thesis also draws on literature on higher education governance, from which three governing principles are identified as topics for investigation, along with a process-oriented approach to professionalism. The research question emerging from this is 'how does the centrality of the Korean state play out in the governing of higher education in South Korea?' Methodologically, the enquiry is shaped by critical discourse analysis (CDA). This approach explores the ways in which higher education governing discourses are related to other social elements. By analysing policy texts and institutional characteristics, the first phase of the enquiry explores how the governing discourses have been indigenised, constructing particular state-academy relations in South Korea. The second phase scrutinises the case of part-time lecturer policy in order to illuminate the distinctive governing dynamics, by which the centrality of the Korean state is assumed to be practised.

<p> The purpose of this study is to examine how out-of-state tuition and fees affects international undergraduate enrollment at U.S. four-year institutions. This study adopts the student demand theory as the theoretical framework to guide the quantitative design of the research. The data source was the Delta Cost Project version of IPEDS. The dependent variable of this study was the total number of international undergraduate enrollment at a four-year institution. The key independent variable was the out-of-state tuition and fees charged by an institution. Additionally, three vectors of variables for measuring the quality of institutional inputs, process, and outputs respectively were added as controls. Analytically, fixed effects regression was conducted to both a full sample data range from 1991 to 2010 and a shorter sample focused on the specific period of 2005-2010. The results of this study suggest international undergraduate students are generally inelastic to the changes of tuition and fees during the last two decades (1991- 2010), but tend to become less inelastic in recent years (2005-2010). However, this general inelastic relationship between international undergraduate enrollment and tuition and fees can vary significantly across different institution types. The findings of this study have important implications to student demand theory, institutional policy-making and future research.</p>

<p> Cyberbullying is a growing phenomenon, causing concern among students, parents, and professionals in the educational community. Although no federal law specifically addresses cyber-harassment in higher education, institutions have a legal obligation to address all claims of harassment, regardless of the location or platform in which the harassing behavior occurs. Recent court cases are setting precedents for obligatory institutional response and potential penalties for lack thereof; conversely, institutions are left to their own devices to employ and develop policy statements and sanctions that prohibit or discourage cyber-harassment behaviors. As the legal and political environment regarding bullying and cyberbullying behaviors continues to evolve, universities are challenged to administer policies and procedures that address misconduct that occurs in physical and virtual environments.</p><p> Qualitative by design, this study examines the perspectives, insights, and understandings of those individuals responsible for developing and operationalizing policies in the areas of cyber-harassment. Accordingly, participants in this research study provided key insights regarding strategies, best practices, and challenges experienced by policy administrators when developing and implementing cyber-harassment, prevention and mitigation policies and programs. Participants&rsquo; perspectives provided an insightful understanding of the complexities of interpreting legislation and the implications associated with higher education policy.</p>

<p> This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignmenfts actually become better critical writers and thinkers. Proponents argue that this method establishes better writing and thinking skills among college and university students, while critics argue that since these skills do not necessarily transfer to other courses and/or disciplines, FYC should either be abolished or largely revised. This thesis suggests that the benefits of FYC clearly outweigh the problems many have cited and that key mitigation measures can be used to improve FYC courses. </p>

<p> Regional accreditation&rsquo;s major component, the institutional self-study, is a significant learning opportunity for universities that are often too large and complex for any one individual to have a complete picture of its present or future. The self-study is a resource-intensive endeavor with great investigative utility beyond satisfying the requirements of the accrediting body, and yet the systems put in place to conduct it are often discarded and rebuilt from scratch every decennial review. Senge&rsquo;s Learning Organization model for understanding and fnbuilding organizational learning potential, especially its focus on double-loop learning, suggests that using a self-study as a jumping-off point (as opposed to a hurdle) could provide immediate and long-term benefits to an institution. </p><p> The purpose of this study was to investigate the individual and organizational effects of the preparation of a regional accreditation-related self-study at two large research universities. Qualitative case study methods were used for within- and cross-case analysis. Findings centered on how a hierarchical flow of information and a completion-oriented mindset can constrict learning to the scope of the assigned tasks and reduce the potential for continuation of the learning started by the process. This results in a dilemma: either universities should simply satisfy the requirements put forward by accreditors with minimum expenditure of resources, or purposefully approach the self-study as a starting point for an ongoing and self-sustaining change process.</p>

<p> This comparative case study provides a qualitative exploration of how four private tuition-dependent colleges approached a tuition price reset, including the organizational context, approaches, and strategies involved. As evidenced by the literature reviewed, there is an increasing awareness that the traditional business model of &ldquo;high tuition/high aid&rdquo; is no longer viable for less selective, tuition dependent colleges and universities caught in the middle of the market. Some of these colleges and universities are trying to innovate to remain competitive and financially sustainable. One innovation is to drastically reduce undergraduate tuition sticker price; a trend referred to as tuition price resets. A tuition price reset is a strategy that shifts the pricing model for an institution from &ldquo;high tuition/high aid&rdquo; to &ldquo;low tuition/low aid&rdquo; by lowering published tuition and financial aid awards, often in similar, but not necessarily equal proportion. There are a number of tuition dependent colleges that either have or will consider resetting tuition. This study provides valuable insight for those individuals and institutions seeking to understand the process that colleges and universities go through in evaluating the tuition price reset strategy. Critical factors in each institution&rsquo;s motivations, challenges and lessons learned are explored, including the background behind the analysis and decision, planning and implementation, as well as the outcomes of the decision.</p>

Doctor of Education / Department of Educational Leadership / Kakali Bhattacharya / David C. Thompson / Mary H. Tolar / This qualitative discourse analysis examines discourse related to performance-based measures such as, state of the state speeches, policy documents, reports, and other discourse to explore the purpose(s) higher education has in Kansas, as manifested in discourse from 1997 to 2015. The research explores discourse produced by elected and appointed state level officials’ related to higher education policy, purpose, and governance, with a specific focus on performance-based measures in Kansas. The purpose of this research was to understand more fully how discourse shapes and reflects understanding of the role and purpose of higher education in the state of Kansas. This study explored the power of discourse to shape a narrative in a state and influence policy and governance. Using discourse analysis as the methodological framework, this qualitative study included analysis of policy documents, speeches, reports, budgets, and other discourse related to performance-measures in Kansas. Discourse analysis, informed by political and critical discourse analysis were the primary approach to this research. Using a multiperspective approach to data analysis and coding, data was examined for themes of power, social, economic, and political influences. The study has implications for higher education policy and for policymakers, administrators, and other actors in higher education in Kansas.