Thesis (M.A.)--Baylor University, 1965. / Shelved in the Library's Special Collections; access is restricted. Includes bibliographical references (leaves 95-99) and abstract.

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This study was designed to analyse university presidents' perceptions of the student role in university governance. A comparison of these perceptions was made with the written policies and with student perceptions of actual student participation in the governance process on the individual campuses. These comparisons were made to determine if the presidential responses were congruent with or divergent from the stated policies and the perceived practices. The areas of university governance that were investigated were: faculty concerns, student services, physical plant, academics, and administrative concerns. A review of literature was conducted to determine what areas should be considered when dealing with student participation in the university governance process. This information provided a basis from which a questionnaire was developed for the purpose of interviewing university presidents, student leaders, and student government advisors. Handbooks, policy manuals, and other documents stating policies were obtained from the sample institutions to ascertain what the written policies were for each campus. The interviews with the student leaders and advisors provided information that was used to determine the student-perceived practice of university governance on each campus. A content analysis was made of the presidential responses and then the comparisons were made and placed on tables to simplify recording the information. The findings of the study indicate that there are many varied perceptions among university presidents in regard to the student role in university governance. The highest rate of congruency with stated policy and with student-perceived practice on campus came in the area of student services. The lowest rates of congruency were found in both the academic concerns and the administrative concerns. There were no strong patterns shown in making comparisons based on the type of institution, state or private, or the size of the institution, the three largest institutions as compared to the three smallest institutions. In the beginning of the study two predictions were made in regard to the presidential responses. These predictions were stated as follows: (1) The presidents' perceptions of the student role in university governance of state institutions will be more divergent from the stated policies on the student role in university governance than the perceptions of presidents of private institutions. (2) The smaller the institution, the more congruent the presidential perceptions of the student role in university governance will be with the student-perceived practice of university governance. In the final analysis, that made by totaling all responses, it can be concluded that prediction number one is true. The final analysis proves prediction number two to be false. There is a higher rate of congruency among the larger institution presidents than among the smaller institution presidents.

The social and political role of Black college presidents in the 1930s and 1940s via annual radio addresses is a relevant example of how the medium of the day was used as an apparatus for individual and institutional agency. The nationalist agenda of the United States federal government indirectly led to the opportunity for Black college leadership to address the rhetoric of democracy, patriotism, and unified citizenship. The research focuses on the social positioning of the radio addresses as well as their role in the advancement of Black Americans. The primary question that informs the research is whether the 1930s and 1940s was a period of rising consciousness for Black America. The aim of this study is to examine the significance of radio during the pre- to post-war era, its parallel use by the United States federal government and historically Black colleges and universities (HBCUs), and the interrelationship between education, politics, and society. The use of social history allows historical evidence to be viewed from the lens of identifying social trends. The social trends of the period examined include the analysis of economics, politics, and education. An additional benefit of using social history is the way in which it examines the masses and how they help shape history in conjunction with the leaders of a given period of examination. The research method also entails an in-depth analysis of 14 annual radio addresses delivered by three Black college presidents in the South during the 1930s and 1940s: Mordecai W. Johnson, James E. Shepard, and Benjamin E. Mays. Common themes found among radio addresses include morality and ethical behavior; economic, political, and social equality; access and inclusion in a democratic society; and a collective commitment to a just society. Black education as a form of racial uplift unveiled the meaning of access and the collective advancement of the race. Agreeing to deliver the radio addresses as a part of government-sponsored programming resulted in an inter-racial alliance between Black college leadership and the federal government. To this end, Black college leadership operationalized their access and education to benefit the needs of their race.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Barbara J. Mallory. ETD. Electronic version approved: July 2007. Includes bibliographical references (p. 102-115) and appendices.

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 107-113).

Thesis (Ed.D.)--Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 182-194).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: vii, 237 p. : ill. ; 1 Mb. UMI publication number: AAT 3350254. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: xi, 185 p. : ill. (some col.) ; 2 Mb. UMI publication number: AAT 3350372. Includes bibliographical references. Also available in microfilm and microfiche formats.