Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2002.

Market orientation, the manifestation of the marketing concept, is central in services marketing. However, the contemporary market orientation models are less service-oriented in nature. An extension of market orientation that incorporates the service concept is deemed necessary so as to be more effective in influencing the service performance of service organizations. Besides, a customer-defined market orientation is needed in order to demonstrate the real and market oriented spirit of the service providers. / This dissertation proposes an extension of market orientation called the service-driven market orientation (SERVMO) that is found to be potentially essential for improving service quality specifically in the higher education sector. The development of this strategic construct and the analyses on its consequences on service quality are based on the perceptions of 558 customers (students) from a few institutions of higher learning in Malaysia. The items in the survey instrument are generated based on a review of the related marketing literature and Critical Incident Technique. SERVMO is believed to be a valid and reliable measure for service-driven market orientation in higher education. This 32-item scale is a multi-dimensional construct comprising six multi-item components: customer orientation (6 items), competitor orientation (5 items), interfunctional orientation (5 items), performance orientation (5 items), long-term orientation (7 items), and employee orientation (4 items). SERVQUAL is also confirmed to be valid and reliable for measuring service quality, the main criterion variable, in higher education. / There are no significant differences for SERVMO according to the demographic characteristics of the customers, except for the types of institutions the students are from. The public institutions are found to be more market oriented in serving the students and also having higher score for service quality. SERVMO is found to have a positive and significant effect on service quality (SQ). This direct relationship is relatively stronger as compared to its relationships with customer satisfaction and customer loyalty. On the other hand, service quality has stronger effects on customer satisfaction and customer loyalty. SERVMO seems to influence customer satisfaction and customer loyalty indirectly, through service quality. The institution type (public or private) does not significantly moderate the SERVMO-SQ relationship in higher education. / Based on the identified limitations, it is recommended that future research can focus on areas like validation of the proposed SERVMO measure and causal relationships investigations. The present study that merely focuses on the student's perceptions should be complemented with perceptions of other customers like employees. Besides, since higher education services are commonly internationalized, contextual and environmental specific examinations especially in terms of cultural differences should be of great importance. Future research should also widen the scope to include other industries. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2005.

Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2004.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references. Also available in print.

Thesis (M. BM)--University of Adelaide, Faculty of Economics, 1980.

Kresge College is located on the innovative and interdisciplinary campus of the University of California at Santa Cruz. Kresge was begun in the early 1970's as an experiment in undergraduate education that was deeply influenced by humanistic psychology and encounter and sensitivity training groups. During the late 1970's, U. C. Santa Cruz was transformed into a mainstream liberal arts university, in which disciplinary boards of study became predominant. At the same time Kresge College was redefined as a humanities oriented liberal arts college, focused upon the modernist and post-modernist perspectives. This ethnographic study suggests that, in the late 1980's, students and faculty at Kresge College still maintained some remnants of the original founding ethos. The elements which have persisted include: a personal classroom interaction atmosphere open to intimacy between teachers and students; the use of a consensus decision making process by student organizations; an array of educational values focused upon the realization of human possibilities; and the display of awareness of the power of personal and social transformation, in the celebration of public ritual occasions.

<p>Higher education institutions have been adding global contexts to their mission/vision statements, strategic plans, objectives, and initiatives in an effort to meet the needs of organizations dealing with the phenomenon known as globalization. Phrases such as &ldquo;ensuring our students are globally competitive,&rdquo; &ldquo;international competitiveness,&rdquo; &ldquo;success in a highly competitive global and technological marketplace,&rdquo; &ldquo;global perspective,&rdquo; and &ldquo;global competency&rdquo; are becoming more common within higher education. Organizations are looking to higher education institutions to fill the need of future leaders with the leadership competencies required to manage effectively in a rapidly changing global environment. The purpose of this study was to explore and to better understand the concept of individual global competitiveness from the perspective of academic business and technology professionals from around the world. The study was commissioned to evaluate the eighteen factors extracted from the three theoretical models identified during the literature review process and to determine the importance of these factors to the development of an individual&rsquo;s global competitiveness. The three basic research questions were: 1) How do academic business and technology professionals around the world define the term &ldquo;individual global competitiveness&rdquo;?; 2) What components from the three models are critical to influence, increase, or change an individual&rsquo;s global competitiveness?; 3) What other factors, not represented in the three models, influence, increase, change, and define an individual&rsquo;s global competitiveness? A mixed methods study was conducted, which consisted of an online survey and face-to-face interviews conducted at a conference in Helsinki, Finland. For the qualitative portion of the study, structured interviews were utilized which consisted of ten questions around the eighteen factors identified from the three theoretical models. The analysis of both data sets indicated three overriding factors that emerged during the study as essential to an individual&rsquo;s global competitiveness: communication/language, collaborating/sharing, and adaptability. The results from the research indicate that it takes more than simply having a global mind-set for an individual to be globally competitive, that the ability to communicate, to collaborate, and to be adaptable are even more paramount and therefore need to be embedded into the context, curriculum, and culture of higher education institutions. </p>

The purpose of this study was to investigate and analyze career sponsorship of selected current women senior-level administrators in higher education to determine whether mentor/protege relationships occurred in their careers and whether the sponsorship was a factor in their career advancement. / Regionally accredited public and private institutions in the United States granting at a minimum the baccalaureate degree were chosen for inclusion in this study. During the 1978-1979 academic year, 1,644 individuals were employed as presidents at their institutions. Of this number 113 (6.8 percent) were women. During the same period, 6,774 individuals were employed as vice-presidents, of whom 521 (7.7 percent) were women. A Survey of Women Senior-Level Administrators (SWSLA) was developed and mailed to a sample of 245 of these women. Responses to the SWSLA were received from 179 individuals (73.1 percent). / The majority of the respondents ranged in age from 30 to 50 years and had become senior-level administrators during the same age span. The majority had been in higher education administration between five and twelve years and had spent one to four years in their current position, if not members of religious orders, and five to fourteen years if they were members of religious orders. / Over 70 percent of the presidents and 50 percent of the vice-presidents reported the highest degree earned was the doctorate. Two-thirds of the presidents and half of the vice-presidents who were not members of religious orders reported being married or having been married during their careers. The majority of the respondents were employed at private coeducational institutions with fewer than 2,500 students. / The respondents selected as the most important factors in the advancement of their careers being competent, possessing the appropriate academic credentials, and being in the right place at the right time. Having drive and determination and being sponsored were the next most frequently selected factors. / The respondents enumerated bosses, female professors and teachers, husbands, mothers, fathers, and female friends and colleagues as the persons who had most directly influenced their careers. / Encouragement, reinforcement of a sense of competence, guidance and advice, and role modeling were the most frequently mentioned types of assistance provided by the influential persons. Few mentors in the classic sense who nurtured, supported and taught the protege were described by the respondents. The types of assistance described appeared instead to fall along a continuum of advisory/support relationships. / Using guidelines describing a mentor as "a person who sponsors or grooms," nearly two-thirds of the women indicated the presence of mentors in their careers. The mentor was of help to more than half of the women in gaining their present positions. There was a high level of agreement among the women that having a mentor is helpful to a woman beginning a career in administration. / Over three-fourths of the women indicated that they had acted as a mentor in the past. Nearly all the women indicated that they would act as mentors in the future, expressing their support for women seeking careers in higher education administration. / The relationship between having had a mentor and the background variables of the respondents were tested by the chi-square distributions and none were found to be significant. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0961. / Thesis (Ph.D.)--The Florida State University, 1980.

The problem of the study was to determine if there were differences in student retention related to financial aid packaging for Troy State University students classified as freshmen during the fall quarter of 1974-75. Data were collected from students' permanent record files maintained by the Troy State University. Statistical analyses of the study were performed using a census of 271 freshmen financial recipients to form one group and a systematic random sample of 271 nonrecipients of financial aid to form the second group. / The first group was used for testing the study intragroup interactions of financial aid packaging and personal characteristics as they related to retention. The second group was used to compare retention differences between recipients and nonrecipients of financial aid. / Stepwise multiple regression analysis was the basic statistical approach utilized to provide descriptive information, basic correlational data, regression analysis data, and regression equations. No significant statistical differences were found in retention at the p < .05 level between recipients and nonrecipients of financial aid using persistence to graduation as the retention criterion. Significant statistical differences were found in retention using length of time a student remained enrolled at the university, at the p < .05 level, between recipients and nonrecipients of financial aid. The interaction of the type of financial aid package awarded to a student and the student's academic ability, sex, age, ethnic origin, or family income did not explain a significant proportion of the variance in student retention at the p < .05 level. / It was concluded that students' educational opportunity is limited only by their ability to meet reasonable academic standards. Financial aid does permit a student to persist in college, but it could not be stated that persistence is the result of any particular type of financial aid package. The amount of award was the most important financial aid factor in retention. Grants have a positive effect on persistence. Work-study, as a form of financial aid, is less desirable than grants. Loans appear to be negatively related to persistence. It appears that grants should form the major proportion of any type of financial aid package. If additional financial aid is required, it would be preferable to consider work-study before loans. / The type of financial aid package is important in retention, but the primary reasons for its importance were beyond the scope of the study. Further research is needed with large regional data bases to measure positive retention effects, if there are positive effects. A need exists to isolate what student characteristics or forces substantially explain retention in relationship to financial aid. A study of the relationship between retention and the Basic Educational Opportunity Grant Program and College Work Study Program is especially warranted. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0960. / Thesis (Ph.D.)--The Florida State University, 1980.

This is a case study of terminated sex discrimination complaints filed with the Office for Civil Rights against public institutions of higher education in Florida. Included are the perceived effects of complaint action on the grievant and the aggrieved institution, collegial relationships, as well as, stratagems employed by the grievant to protest inequality. Sources of information were the Office for Civil Rights, Letters of Findings, and participants' responses to a questionnaire and an interview. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0962. / Thesis (Educat.D.)--The Florida State University, 1980.