This case study investigated the influence of the Scholarship of Teaching and Learning (SoTL) on community college faculty. This study identified a five-phase progressive model of participation, entitled Questing in Conversation for SoTL faculty participants at Four Seasons Community College (FSCC). The results of participation for faculty include stronger connections with colleagues, increased curricula and pedagogical innovations, and the regular collection of student data to inform classroom practice and administrative decisions. These results occurred within an organizational field of practical and philosophical support for faculty development efforts by college administration. This investigation generated three key findings. The first finding is that the influence on SoTL fellows is cumulative and grows from progressive participation in substantial faculty development programs. Second, fellows who engage in their SoTL inquiries with a greater capacity to conduct research connect more strongly with colleagues. Third, SoTL faculty report administrative support is invaluable and is primarily experienced through the Dean of Professional Development and the programs offered through the Office for Faculty and Staff Development.

This study focuses on the topic of campus rape within the organization of a comprehensive public university. Media attention, student movements and federal legislation have focused on the issue of rape on college and university campuses. The public has become increasingly concerned about this issue and campuses have been forced to mount a response by implementing policies and procedures which respond to rape within their communities. This study looks at how one institution defines and combats rape. This investigation interviews a variety of participants (administrators, student service providers, faculty and students) within the university to see if those who share this community similarly identify and perceive efforts to eradicate rape. Conclusions from this study reveal that there is much disparity among members on how they perceive rape and the university's anti-rape policies and programs. Much of the disparity is attributable to gender and some to position within the institution. Also examined was the impact of federal legislation on members' perceptions of campus rape and institutional liability. Environmental, victim support, education and administrative considerations are examined in how members' view anti-rape policies. The academic environment and its distinctiveness is also explored in how it may obscure efforts to come to a consensus on defining and ameliorating rape. Several specific recommendations are offered, but this research does not put forth sweeping or simple solutions. Understanding that rape is a contentious, and at time, ambiguous, event may be the first step in responding effectively to the issue of rape on campus.

Institutional accreditation in higher education presents a dual reality: Accreditation is intended to hold colleges and universities accountable through external evaluation and, at the same time, accreditation constitutes an opportunity for higher education leaders to assess, improve, and communicate the quality of their undertakings. In an increasingly global field of higher education, quality practices become diffused across national boundaries. U.S. institutional accreditation is one of the quality practices embraced around the world; institutions of higher education, particularly in the Global South, aspire to obtain U.S. institutional accreditation. While important, this phenomenon has gone largely unexamined in research. This study follows an ethnographic case study approach to explore in-depth how a Mexican institution of higher education engaged in the process of institutional accreditation with a U.S. regional accrediting agency. One Mexican university located only a few miles away from the U.S.-Mexico border was selected as the site for conducting this case study. The university obtained initial institutional accreditation in 2012, which presented a valuable opportunity for conducting the study. After analyzing line by line nearly 500 pages of documents and conducting thirteen interviews with faculty and administrators from the university, this project presents findings organized around four major themes: (a) Reputational value is a central motivation to pursue U.S. accreditation given that, through accreditation, the institution in Mexico becomes connected to internationally recognized universities; (b) while desirable from many perspectives, the accreditation process triggers a set of intra-organizational dynamics and stressors, chief among them is a complex division of labor in which faculty members are necessary yet distanced from decision making; (c) compliance with highly challenging--yet perceived as fair--standards legitimizes both accreditation process and the U.S. accreditors that are perceived as reluctant players in a process mainly intended to assist emergent systems of higher education; and (d) language and translation are significant concepts to understand the accreditation process as they also establish power relations in which proximity and similarity to the U.S. grants power to the candidate institution. Based on the empirical findings, different interpretations of U.S. institutional accreditation are discussed along with the implications of the study for policy, practice, and further research.

The main purpose of this study was to investigate, through interviews, the factors influencing the career choice, role perception, and job satisfaction of 15 college health service nurse managers working in New England state colleges. The secondary purpose was to categorize nurse managers according to their attitudes and to determine the relevancy of the American College Health Association job description. The conceptual framework of the study included socialization, role theory, and job satisfaction. The 15 nurse managers who agreed to participate in the study comprise 75% of the potential subjects of this study. Interviews were conducted through the use of an open-ended interview guide. Qualitative analysis identified general themes from interview data. Selected segments of each audio taped interview were chosen by the interviewer to provide examples of key concepts related to career choice, role perception, and job satisfaction. Discussion of these findings resulted in the following conclusions: (1) Nurses need to assume a leadership role in developing policies and determining the direction for the college health service nurse managers' role. (2) Channels of communication between nurse managers and administrators must be identified and maintained to clarify role expectations and perceptions and to eliminate discrepancies. (3) Advanced education at the master's level and certification as a nurse practitioner may provide the nurse manager with the knowledge and skills needed to fulfill her role. Based on these findings, recommendations were made for future research.

The purpose of this research was to identify, describe, and analyze the extent of faculty participation in administrative decision making within selected schools of nursing. The style of participation was analyzed. The secondary purpose of the research was to observe whether the dean and faculty shared similar perceptions regarding the extent and style of participation in administrative decision making. This qualitative research study utilized in-depth interviews with the dean and two faculty members from three randomly selected baccalaureate schools of nursing in New England. The dean and faculty members were interviewed regarding the extent and style of participation in administrative decision making. For the purpose of this study, administrative decisions fell into the following areas: (1) budget, (2) policy formulation, (3) facilities utilization, (4) faculty tenure, and (5) faculty workload. The formulation of these decision making areas were, in part, taken from a study conducted by O'Kane in 1984. Although categories for the styles of participation emerged as the investigation proceeded, Lawler's (1985) classifications of styles of decision making were utilized as guidelines. Conclusions from this study included the following: (1) In each of the five areas of administrative decision making, the extent of input from the deans and faculty members depended upon the type of decision to be made. (2) Perceptions expressed by each participant regarding the extent of participation in decision making were shown to be parallel. The dean and the faculty viewed both the process and the individuals engaged in the process similarly. (3) The style of decision making utilized depended upon the area of decision making addressed. (4) The following themes were commonalities within and across schools as identified by the researcher: organizational climate, structure, and the dean's style of leadership. These themes direct the style of decision making employed within the schools of nursing.

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abstract: The cost of education is increasing, and the use of mandatory fees to offset costs is increasingly becoming more prevalent. Mandatory fees in higher education are not a new occurrence and have been associated with higher education institutions since their inception. However, the use and number of mandatory fees have grown, especially within the last decade, to include more fees that support core initiatives that were once covered by higher education institutions. Despite the vast amount of research concerning costs associated with attendance at higher education institutions, there is less research on how undergraduate students understand these costs, and how understanding of educational expenses may influence students’ behavior. Moreover, there is a dearth of research that explores students' engagement in services and programs supported by mandatory fees at higher education institutions. This investigation fills the gaps, as it studies undergraduate students’ understandings of and attitudes toward mandatory fees while addressing their engagement in fee-supported services and programs. The data collection process utilizes a survey given to undergraduate students at a large research institution in the southwest United States. The survey uses multiple formats (i.e., Likert-scale, open-ended questions, multiple choice), to measure students’ understandings of costs and information about mandatory fees, frequency of use of services, and students’ prior knowledge about higher education institutions before enrollment. Students’ perceptions of costs differ by individual and family, and the costs associated with fees can be a surprise for many students entering institutions of higher education. While fees are utilized to help retain and graduate all students, increasing fees change the total price for students. There are relatively few studies that measure the extent to which students engage in services or programs funded by the mandatory fees. While price is at the forefront for many federal and state policymakers, the need to make college more affordable for everyone without losing quality services and programs, must be addressed. / Dissertation/Thesis / Embargo document / Doctoral Dissertation Educational Policy and Evaluation 2020

Data-driven decision making is an integral part of higher education and it needs to be rooted in strong methodological and statistical practices. Key practices include the use and interpretation of effect sizes as well as a correct understanding of null hypothesis significance testing (NHST). Therefore, effect size reporting and interpreting practices in higher education journal articles represent an important area of inquiry. This study examined effect size reporting and interpretation practices of published quantitative studies in three core higher education journals: Journal of Higher Education, Review of Higher Education, and Research in Higher Education. The review covered a three-year publication period between 2013 and 2015. Over the three-year span, a total of 249 articles were published by the three journals. The number of articles published across the three years did not vary appreciably. The majority of studies employed quantitative methods (71.1%), about a quarter of them used qualitative methods (25.7%), and the remaining 3.2% used mixed methods. Seventy-three studies were removed from further analysis because they did not feature any quantitative analyses. The remaining 176 quantitative articles represented the sample pool. Overall, 52.8% of the 176 studies in the final analysis reported effect size measures as part of their major findings. Of the 93 articles reporting effect sizes, 91.4% of them interpreted effect sizes for their major findings. The majority of studies that interpreted effect sizes also provided a minimal level of interpretation (60.2% of the 91.4%). Additionally, 26.9% of articles provided average effect size interpretation, and the remaining 4.3% of studies provided strong interpretation and discussed their findings in light of previous studies in their field.

Cette thèse vise à étudier et comprendre l’histoire de l’Université de Caen de la Révolution à la destruction de ses bâtiments lors de la Libération. Cette étude permet de retracer l’histoire des institutions sur la période donnée, c’est-à-dire l’évolution structurelle de l’enseignement supérieur à Caen, bouleversé pendant la Révolution puis réorganisé sous l’Empire sous la forme de facultés et enfin rassemblé en université en 1896.L’étude ne vise pas seulement à retracer l’histoire institutionnelle de l’université de Caen mais tend à envisager cette histoire sous plusieurs angles, comme l’évolution des bâtiments et surtout en intégrant l’ensemble des ses acteurs : professeurs, personnel administratif et étudiants. Leur positionnement et le rôle politique des étudiants et des enseignants sont également étudiés.Enfin, un dictionnaire biographique présentant trois cent cinquante notices de professeurs et de recteurs de l’université de Caen du XIXe et du XXe siècle permet de mener une étude prosopographique de ce personnel. / This thesis aims to study and understand the history of the University of Caen from the Revolution to the destruction of its buildings during the Liberation. This study makes it possible to trace the history of the institutions over the given period, that is to say the structural evolution of higher education in Caen, upset during the Revolution and reorganized under the Empire in the form of faculties and finally gathered in university in 1896.The study not only aims to trace the institutional history of the University of Caen but tends to consider this story from several angles, such as the evolution of buildings and especially by integrating all of its actors : teachers, administrative staff and students. Their positioning and the political role of students and teachers are also studied.Finally, a biographical dictionary presenting three hundred and fifty records of professors and rectors of the University of Caen of the 19th and 20th century allows a prosopographic study of these personnel.

In an effort to harmonize worldwide accounting standards, the two primary parties, the Financial Accounting Standards Board (FASB) and the International Accounting Standards Board (IASB), are taking a topic-by-topic approach in an attempt to develop accounting standards that are acceptable to both bodies. Upon completion of this project, the similar accounting standards will be used worldwide. However, the harmonization of accounting standards is made more difficult by the different approaches taken toward accounting standards setting. The FASB uses a rulesbased approach to standard setting while the IASB uses a principles-based approach. The current project under discussion by the two boards is one of the more difficult areas to harmonize - accounting for leases.