Thesis (Ph. D.)--Indiana University, 1991. / Vita. Includes bibliographical references (leaves 1049-1074).

Thesis (Ph.D.)--Carnegie Mellon University, 2000. / Includes bibliographical references. Also available in PDF via the World Wide Web.

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This study conducted at the University of Central Florida was of two-fold importance. First, information gathered via this study has served to continually improve the rigor and relevancy of the curriculum and program requirements to issues in education. Second, the research findings from this study served to move forward the national and increasingly international efforts to improve the Ed. D. and other professional practice doctorate programs. The review of literature was organized to present an introduction for the conceptual framework of the efforts to distinguish between the Ph. D. and Ed. D. and strengthen the education doctorate overall. The review presented discussions on the history of the doctorate, history and reform models for the professional doctorate, history of the education doctorate, the Ed. D. versus the Ph. D., differentiation of the education doctorates, and the future of the education doctorate. This study was conducted in the University of Central Florida’s Executive Ed. D. in Educational Leadership program, and employed a mixed methods approach. A series of four surveys were developed to gather both quantitative perception rating responses on a Likert scale of either one to four or one to five, as well as qualitative or open responses to enhance context. Means and standard deviations were analyzed to determine perception ratings, and one-way analyses of variance were conducted to determine differences in perceptions between cohorts and over time. This research illustrated that the perceptions of students in the Executive Ed. D. in Educational Leadership program were positive. Student respondents indicated that their reasons for applying to the program are reflected in the program design, the program is aligned well with iii the Carnegie Project on the Education Doctorate’s (CPED) Working Principles, and the program was meeting their needs at defined points in the program of study. Implications for practice include using admission and demographic information to inform instructional and advising processes, continuing to gather student perception ratings and open responses to keep the Executive Ed. D. in Educational Leadership at the University of Central Florida aligned with the CPED Working Principles and all programs with the students’ needs, and following up with graduates to gather perceptions on the perceived impact of their study. Recommendations for further research include continuing this study in a longitudinal format to gather perceptions and conduct tests for changes in perceptions over time prior to entering the program, at different points throughout the program, and after completing the program. Also, continuing to gather data on the variable of persistence, to determine relationships between whether or not a student remains enrolled in the program and predictor variables including GRE score, undergraduate GPA, and professional position. Similarly, gathering measurements of program viability including graduation rates and time to degree completion to compare with those measurements on program prior to being redesigned as well as evaluating relationships between admission requirements and time to degree completion and graduation rates.

This qualitative, phenomenological study explores the lived experiences of tenure-track faculty serving in dual roles as administrators at Carnegie classified R2 and R3 higher education institutions within the United States. Fourteen participants completed one-on-one, semi-structured interviews about their lived experiences as tenure-track faculty members serving in dual roles. Participants discussed rewards and motivations as well as challenges. Additionally, participants discussed perceptions of their academic identities. Key themes emerged during data analysis. Rewards and motivations included the following: Community change agent and student advocate, a “seat at the table,” collegiality, flexibility, confidence from prior experience and clear tenure procedures, and job security and potential for career advancement. Challenges included workload and time management, research, operational confusion, politics including power dynamics and bureaucratic or hierarchical obstacles, changing conditions in higher education, professional invisibility, untenured stress and anxiety, and personal obstacles such as family and health issues. Themes related to academic identities included self-identity in relation to audience, perceptions from others based on interaction, and metaphors of identity. The findings from this study led to recommendations for best practice concerning tenure processes and policies as well as recommendations for dual role processes and policies. The findings from this study also revealed a need for more research concerning dual roles to aid in the creation of more equitable policy and practice for faculty serving in dual roles both pre- and post-tenure.

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Throughout the twentieth century so-called Poor Whites caused anxiety in countries where racial domination was crucial, such as South Africa, the colonies of European empire and the United States. The Poor Whites were troubling for a number of reasons, not least because they threatened white prestige and the entire system of racial control. The efforts of various governments, organisations and experts to discipline, control and uplift the group necessarily disadvantaged other races. These controls, such as colour bars and Jim Crow laws, had an enormous effect on the countries where the Poor Whites were seen as a problem. The results can still be seen in the profoundly unequal contemporary racial landscape, and which is given expression by protest groups such as Black Lives Matter. Yet the efforts to manage the Poor Whites have thus far been examined on a national basis — as a problem of the United States, or of South Africa, to name just the most significant locales and regimes. This dissertation attempts to expand our understanding of the geography of the Poor Whites by arguing that the ‘Poor White Problem’ was a transnational concern rooted in racial interests that transcended national concerns. The racial solidarity displayed by so-called ‘white men’s countries’ was also extended to the Poor Whites. Efforts to control and discipline the population were thus in service of the white race as a whole, and ignored national interests and national borders. The transnational management of the Poor Whites was done through a network of transnational organisations such as the League of Nations and the Rockefeller Foundation, as well as the careering experts they employed. The dissertation argues that these attempts constituted a transnational ‘governmentality’ according to which these organisations and their experts attempted to discipline a Poor White population that they viewed as transnational in order to uphold white prestige and tacitly maintain both global and local racial systems. This dissertation examines some of the ways in which Poor Whites were disciplined and racially rehabilitated. It examines health and sanitation, education and training, housing standards and the management of urban space, and finally photographic representation.

ABSTRACT College and university mission statements commonly declare contributions for the public good and the development of engaged and responsible citizens as central to their institution's work. Yet, a different narrative is often revealed when rhetoric meets reality in the promotion and tenure policies for faculty. Since Ernest Boyer's seminal work Scholarship Reconsidered (1990) called for an expansion of the way we think about and reward scholarship in academia, a preponderance of studies have considered the degree to which community engagement and public scholarship has been integrated into higher education faculty reward policies. Such research has helped chart the progress that has been made in this area over the past twenty-five years. Many past studies have focused on land-grant and public research universities, both of which have specific mandates informing their institutional missions. Fewer studies look specifically at private or faith-based institutions. This study specifically considers how Catholic higher education is addressing the challenge of recognizing and rewarding community-engagement in its faculty policies. The overarching research question guiding this study asks: To what extent is institutional mission operational in faculty recruitment, reappointment, promotion, and tenure policies at Catholic colleges and universities designated with the Carnegie Foundation's Community Engagement classification? The study employs a qualitative, content analysis of the mission statements and recruitment, reappointment, promotion, and tenure policies of 31 Catholic colleges and universities. The institutions in this target cohort are members of the Association of Catholic Colleges & Universities (ACCU) that received the nationally recognized Carnegie Community Engagement classification in 2015. These two affiliations suggest that each institution in the cohort has a distinct Catholic identity and demonstrates a high commitment to community engagement. I first explore how these 31 Catholic institutions articulate their mission, values, and identity. Next, I evaluate their recruitment, reappointment, tenure, and promotion policies. Through a comparison of the findings, I determine the extent to which these Catholic institutions align their faculty reward policies with their faith-based foundations and espoused missions through a commitment to community engaged teaching and scholarship. Further, through a cross-case analysis, I reveal policy exemplars from Catholic colleges and universities that can inform institutions interested in strengthening the alignment between their Catholic mission/identity and faculty roles and rewards.

The purpose of this study was to identify current practices in study abroad offices and to investigate factors that may impact the number of minority students that participate in study abroad programs. The predictors, commitment to study abroad, proportion of staff and student workers, and awareness were selected for this current exploratory study are a result of the literature review. The other selected variables: endowment, financial aid and SAT/ACT scores are predictors typically used in higher education. This exploratory research focused on the policies, procedures, and strategies implemented allowing us to comprehensively describe the activities and efforts study abroad personnel employ in American higher education. We used as our population the Carnegie 101 public doctoral/research extensive universities that serve undergraduates. The researcher implemented the Study Abroad Office Survey to collect the data. The researcher conducted multiple regression analyses to examine whether the proportion of all students studying abroad is influenced by endowment, percent of a university's students receiving financial aid, university's commitment to internationalization and study abroad, the SAT/ACT scores, and the proportion of staff. The results of the regression reveals that the proportion of staff was highly significant Analysis of the standardized regression coefficient and associated p value reveals (β=.5 18, t=5.233, p The researcher conducted independent samples t tests to address the awareness factor. Results indicate that there is a significant difference in the proportion of the undergraduate student population studying abroad when presentations by study abroad office faculty/staff at student club meetings are implemented as a recruitment activity (t = is 2.595, 70 df, p = .012).Employing systems theory, the researcher recommends that higher education administrators should consider embedding internationalization in the curriculum by finding ways of making an international experience a more routine part of attending a twenty-first century university. The researcher further recommends continued lobbying efforts regarding the fate of the Abraham Lincoln Fellowship legislation.