<p> Current trends in healthcare have impacted every level of nursing education. Challenges to nurse educators to increase the level of education for all nurses have resulted in an increase in the number of students applying to baccalaureate nursing programs. With this increase in the number of applicants, schools of nursing continue to search for admission criteria that allow admission of the students who are most likely to successfully complete the program. The purpose of this study was to determine if the TEAS V, given as part of the admission process to the school of nursing, is predictive of completion of the BSN nursing program. The sample consisted of 93 nursing students (19 &ndash; 59 years old) at a private university in the southeastern United States. A correlational, retrospective review of the records was used to collect data for the study. Program completion was investigated to determine if there was a relationship to age, gender, TEAS V composite score, TEAS V subject content scores or pre-nursing GPA. The results of data analysis revealed a statistically significant relationship between age and program completion. The older the student, the more likely the student is to complete the BSN program. The TEAS V composite score, TEAS V reading score and the TEAS V science score were also identified to have statistically significant relationships with program completion. The results of the study are limited to the student population at the study school. </p><p> Recommendations include replication of the study with a different student population and a study of the relationship between the TEAS V composite score, reading score and science score with a larger sample size. As nurse educators continue to search for appropriate admission criteria for the BSN program, the TEAS V composite score may be a valid tool to identify students who are most likely to successfully complete the BSN program.</p>

<p> A review of research regarding acceptance of online degrees by employers returns contradictory results. The current research focused on human resources recruiters&rsquo; perceptions and biases toward traditional versus online education. Human capital theory, signaling theory, and stakeholder theory formed the conceptual support for understanding the potential impact of bias toward online education. The researcher used semi-structured phone interviews with 18 recruiters as the data collection method. A purposive sample ensured that the participants were selected appropriately. Interviews were transcribed, coded, and manually analyzed for themes related to the acceptance of online education. Eighty-three percent of respondents believed online and traditional educations are equal among accredited institutions. This finding marks a change from previous studies that have found mixed attitudes among employers about online education. The perceived lack of social interaction inherent in online education and reputation of specific institutions were concerns. The results suggest that attitudes toward online education are changing to a more favorable view. The majority (83%) of participants indicated online education was equal to traditional education when reviewing resumes. The researcher recommends that online students participate in outside the classroom social activities to compensate for perceived lack of social interaction. Institutions offering online programs should obtain or maintain accreditation and strengthen their reputation for their graduates to be acceptable to business recruiters.</p>

<p> Graduating globally conscious citizens, prepared to lead in a global society and serve competently in their communities, is a mission for institutions of higher learning. Short-term study abroad programs with service-learning components have increased in favor toward exposing more students to international engagement, however, few studies explore socially responsible leadership development from these programs and fewer reveal participant perspectives. The purpose of the qualitative case study was to explore and interpret perceptions had by undergraduates and faculty leaders on socially responsible leadership development from participation in the short-term, faculty-led international service-learning component of a capstone course. Utilizing the Social Change Model of Leadership Development to guide the research and organize the findings allowed a thorough exploration of the constructs, identification of experiential learning and transformative learning, along with short-term international service-learning. Findings revealed engagement, reflection, and communication were integral to socially responsible leadership development as well as challenging bias and assumption, change in perspective, trust, skill contribution, global consciousness, and knowledge acquisition. A short-term, faculty-led international service-learning experience embedded within a capstone could develop socially responsible leadership in undergraduates thus influencing their global citizenship. Recommendations for practice include considering the maturity level and learning styles of participants to reduce disengagement and enhance learning and development for all students. Future research could document the longitudinal effect of short-term international service-learning on former participants&rsquo; socially responsible leadership.</p>

<p> Vulnerability is the ability to risk emotional exposure, chance making a mistake, or disclose personal information because the outcome is viewed as favorable. Vulnerability is a highly effective way to build trust with others. Trust is a valued leadership trait within corporate business because it encourages employees to take risks, share information, and ultimately become more effective and productive (Robbins &amp; Judge, 2013). This paper explores the practicing of vulnerability in college-level business classrooms to appropriately prepare business students to become leaders who are able to build trust within the workplace.</p><p> To further understand vulnerability in the classroom and develop a preliminary operational definition of the complex construct of vulnerability, a mixed methods research study was conducted at Sierra Nevada College that included a two-stage factor analysis followed by short interviews with instructors to gain further insight into the data collected. First, students from four randomly selected business classrooms were asked to participate in a study by completing a survey with 18 variables that describe vulnerable, productive teaching techniques. Then, the same survey was distributed to the five classrooms of instructors who were nominated for the 2014 or 2015 Nazir and Mary Ansari Excellence in Teaching Gold Medal award or Teacher of the Year award. The four Nazir and Mary Ansari Excellence in Teaching Gold Metal award candidates and the Teacher of the Year were interviewed for 30-minutes to provide insight and commentary on the findings from the first round of surveys. The goal of this study is to create a preliminary operational definition of the construct of &ldquo;vulnerable teaching techniques&rdquo; and to have an assessment tool to further understand vulnerability in a classroom setting.</p>

<p> This qualitative research study explored student affairs administrators&rsquo; spirituality and leadership. In light of recent research into the spiritual lives of students and faculty in higher education, this study sought to explore if student affairs administrators could articulate any connection between spirituality and their leadership, as well as how they view and support the spiritual concerns of their students. By interviewing 8 participants, 4 themes emerged, (a) I know who I am, (b) different paths to leadership, (c) working with others, and (d) supporting student spiritual concerns. These 4 themes demonstrate how student affairs administrators articulate their spirituality, how that spirituality influences their leadership, and how they support the spiritual concerns of their students. This study adds to the research on spirituality in higher education, and offers recommendations for further exploration into the spirituality of student affairs administrators.</p>

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Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

This exploratory study investigated diverse facets of internationalisation at selected public higher education institutions in South Africa during the period from 1994 to 2001. The central aim of the research was to explore the responses of the South African public higher education sector to international student influx in the immediate post-apartheid era, a period characterised by the rapid restructuring and transformation of the sector. The study was undertaken with the rationale to address the gap in the research literature on internationalisation in general, and student mobility in particular, with specific reference to South Africa. An exploratory study of this nature could also inform higher education policy makers and was deemed to be appropriate at a time when South Africa had rejoined the international community after years of isolation. In seeking a conceptual framework for this research, a multi-disciplinary approach was pursued because globalisation and internationalisation are concepts that cut across several disciplines. The conceptual framework was thus informed by debates about globalisation and internationalisation, migration theory, international relations, political economy and higher education. Insights and knowledge from these theoretical perspectives were analysed and synthesised to formulate a plausible framework for the emergence of South Africa not just as a new global destination for international students, but also as one of the top 10 host nations in the world and the leading host country on the African continent. A two-phase or mixed-method research design was adopted for this study. Both qualitative and quantitative research methods were used in a complementary fashion. Five institutional case studies were selected as a snapshot of the (public) higher education sector in the immediate post-apartheid period between 1994 and 2001. In addition, the actions of other influential bodies and role players such as the Department of Education, the Council on Higher Education, the International Education Association of South Africa, the South African University Vice-Chancellors’ Association, the Committee of Technikon Principals and student formations were critically examined. The institutional case studies as well as research participants were purposefully selected on the basis of predetermined criteria, as explained in the methodology chapter. Primary and secondary data were gathered from the above iii institutions, staff and students using documents and semi-structured individual and focus group interviews. The interviews were transcribed and content analysed manually in order to generate emerging themes upon which the conclusions are based. In addition to institutional data, national data on international student enrolment trends also informed the findings of this research. Alluding to the findings, a variety of responses by South African (public) higher education institutions to international student influx between 1994 and 2001 are apparent. Whereas some institutions, mainly the larger, historically advantaged universities were more proactive and consciously decided to internationalise by adopting internationalisation policies and putting in place structures such as International Offices, other institutions, more specifically the smaller historically disadvantaged institutions, were unable to deal with internationalisation to the same extent and rather focussed on addressing the more pressing national higher education imperatives. While the responses of institutions within the South Africa (public) higher education sector have been diverse, reflecting their unequal historical legacies and future visions for strategic growth and development, it is argued that for the South African higher education sector to be more beneficial as a resource to the country, the Southern African region and the continent at large, a holistic, integrated national policy framework on internationalisation is required.