Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2404. Adviser: Paul Thurston. Includes bibliographical references (leaves 111-113) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2730. Adviser: Debra Bragg. Includes bibliographical references (leaves 154-172) Available on microfilm from Pro Quest Information and Learning.

<p> Short-term, faculty-led education abroad programs are steadily becoming the leading experience for students to actively participate in an educational, overseas experience. As the number of these programs increase, so do the concerns for addressing safety within groups in a foreign country. This research identified student development theories related to study abroad, including examples of small group-learning strategies and successful community strategies as the foundations for creating community and a community contract as a strategy to mitigate risk during short-term faculty-led programs. Case study methodology was employed, and six emergent themes were identified through the triangulation of five interview participants; forty-five individual blogs from 11 participants; and 30 direct participant observations. Evidence ultimately showed that responsibility and safety were linked to the process of creating community and a community contract, which helped to mitigate risk while students participated in a short-term faculty-led education abroad experience.</p><p>

<p> Purpose. The purpose of this qualitative, phenomenological study is to explore the leadership styles of enrollment management leaders in small, private, nonprofit colleges and universities in Southern California.</p><p> Methodology. This study used a phenomenological approach to understand the leadership styles of enrollment management leaders. The researcher interviewed 10 enrollment management leaders working at small, private, nonprofit colleges and universities in Southern California. Those who fit this classification for this study included: vice presidents and deans of enrollment management and the directors, deans, associate directors, and associate deans who report to the vice presidents and deans of enrollment management.</p><p> Findings. Eight relevant themes emerged through participants&rsquo; responses to questions about their leadership styles. These themes included trust, recognition of differences, pursuit of information, clear expectations, open communication, appreciation, hands-on leadership, and work-life balance. Situational leadership and servant leadership were the strongest leadership styles reflected amongst enrollment management leaders in this study.</p><p> Conclusions. Trust emerged as the most common theme of this study. All 10 enrollment management leaders expressed a desire for a partnership approach in working environments. It was evident that staff should feel the freedom to work independently but understand that the leader is available to them if needed. Recognizing that leading with one approach would not fit all individuals and situations was another common theme. Most leaders indicated that they needed to mold to the requirements of the individual they are leading. </p><p> Recommendations. The higher education market is changing as our population adjusts to increased tuition rates, birth rate declines, and an adjustment to what the college student looks like. It is important to be mindful that enrollment management personnel must market their colleges in creative and innovative ways. That innovation begins from the top of the enrollment management pyramid. Leadership impacts the way a college&rsquo;s enrollment management team operates. Understanding leadership styles of these leaders is imperative to the success of an institution&rsquo;s goals.</p><p>

<p> Over 300,000 Chinese students are studying in the U.S., making China the top country of international origin with 31.2 percent of all U.S. international students (IIE, 2015). In addition, 2015 saw a 10 percent increase in international students in the U.S., a statistic that underscores the assumption that globally mobile students regard the U.S. as a destination of choice (IIE, 2015). In the fall of 2015, 1,758 Chinese students were studying at the University of Pittsburgh (Pitt) (University of Pittsburgh Fact Book, 2016).</p><p> The number of Chinese alumni will increase as these matriculated students graduate from U.S. universities. However, Chinese alumni university philanthropy has lagged behind domestic and international alumni philanthropy (Zi, 2014). The need for private philanthropy is clear. Higher education in the United States is in a financial crisis. Decreased funding from state and federal governments combined with rising costs have led higher education institutions to enhance efforts to raise funds from private philanthropic sources (Pew Charitable Trust, 2015).</p><p> In order to develop a philanthropic relationship between Chinese students and their U.S. host institutions, it is necessary to understand their student experience. Very little is known about this population by university departments that regularly interact with Chinese students, including the Office of International Services (OIS) at Pitt. OIS works closely with all international students during their tenure at university and is responsible for securing a student&rsquo;s Optional Practical Training (OPT) following graduation. Institutional Advancement (IA), the fundraising arm of a university, also has a vested interest in better understanding Chinese students.</p><p> This study employs a mixed-methods research design that employs a survey with Likert-style and open-ended responses. It asks Pitt&rsquo;s Chinese alumni about their experiences as undergraduate or graduate students. The findings may help universities better serve Chinese students and develop strong alumni ties. The two key findings from this study found that predictors of Chinese students&rsquo; overall satisfaction and thus future engagement potential were (1) tied to students&rsquo; ability to gain work or career building skills through their classes, a university teaching experience, and/or internships, and (2) students&rsquo; satisfaction with their interaction with OIS is tied to the amount of time allocated to their appointments.</p><p>

<p> Colleges and universities, to remain viable social institutions, will need to serve a more diverse population of students and do this well (Bierda &amp; Chait, 2011). First, they must respond to the changing demographics of the nation. The minority population will most likely be in the majority by the next U.S. census (Humes, Jones, &amp; Ramirez, 2011). According to information from the U.S. Census in 2010, 308.7 million people reside in the United States (Humes et al., 2011). This is an increase of 9.7% since 2000, and this increase is attributed to the growing population of those who do not identify as White (Humes et al., 2011). With this change, there will be an increase in diverse students in our schools and postsecondary institutions. </p><p> While Christian colleges should have made more progress on diversity-related efforts, such as enrolling more diverse students and increasing faculty diversity, the fact is that most have not&mdash;many have failed to recognize how diversity benefits students and the institution. This starts with an awareness of diversity and diversity objectives. The problems are many, but one key element may be that they do not have a ready-made roadmap to follow to make diversity an explicit part of their mission and focus. This study will highlight two institutions within the Council for Christian Colleges and Universities that have made an explicit commitment to diversity. The study will focus on the processes employed and challenges faced by two universities that have been successful in establishing a commitment to diversity. </p><p> The study followed a qualitative approach, and interviews were conducted with participants from two different institutions. The focus of the interviews was on the diversity statement, the roles of leaders in the change process, and the obstacles the institutions faced in becoming a more diverse community. Impacts of the diversity statement on faculty, curriculum, and leadership were also analyzed. </p><p> The major themes in the findings of the study included: (a) the link between institutional mission and values in diversity efforts, (b) the roles leaders played in the change process, and (c) the role of diversity champions in creating change. The results offer recommendations to college presidents and chief diversity officers for how to create change in diversity efforts on campus.</p><p>

<p> When major transnational events occur, such as the 2015 economic crisis within Greece, the 2016 violent conflicts within Turkey, and the creation of political policies such as the 2017 President Trump Executive Orders on visa and immigration, the effects ripple throughout the field of international higher education. How higher education institutions take into consideration such external forces, ultimately, can affect their internationalization efforts, strategies, and successes. </p><p> This qualitative study explores what the external forces are that affect a university&rsquo;s internationalization strategies, specifically in inbound and outbound mobility programs. It further examined in what way these forces are affecting their strategies and how universities adapt to these forces. Using data from the <i>Open Doors: Reports on International Education Exchange</i> and the Integrated Postsecondary Education Data System (IPEDS), three private universities were selected that demonstrate large internationalization, inbound and outbound mobility strategies: Boston University, Northeastern University, and the University of Southern California. Further, this study was grounded in Kim Cameron&rsquo;s (1983, 1984) strategic choice and adaptation frameworks as a theoretical foundation, as the survival of the institution in today&rsquo;s global age is dependent on how well the institution can adapt during times of change. </p><p> The findings in this study reveal common themes across the three institutions, which resulted in seven external forces, or the Internationalization Forces. These forces have positive and negative effects on universities, which are demonstrated and plotted on a coordinate plane resulting in four distinct quadrants: Beneficial, Stressful, Harmful, and Creative. Finally, each case demonstrated that they are adapting their strategies across Cameron&rsquo;s (1983, 1984) three domains: Defense, Offense, and Creation. </p><p> Overall, the study underscores the impact that the external world has on higher education. Understanding the volatility of the Internationalization Forces can further assist higher education institutions in the facilitation of their internationalization strategies.</p><p>

<p> The new spirit, which asked serious questions of American democracy in the 1960s, turned into the actions and deliberations of the 1970s. Within Alabama, tectonic shifts in culture, economics, and politics&mdash;but especially civil rights&mdash;underpinned much of the Alabama experience in the 1970s. How would a 33-year-old president of a flagship university in the Deep South respond? The ethos guiding the Mathews&rsquo; Administration was a product of his times, which sought, in the words of President Lyndon B. Johnson, the "dignity of man, and the destiny of democracy." Two questions dominate this period in University history: First, what large issues confronted the University of Alabama during the 1970s, and what philosophical bases formed President Mathews&rsquo; decision making in confronting them? Second, what policy and political shifts existed in Alabama in this era? As Mathews quietly pushed the University of Alabama forward from desegregation toward full integration, many external factors began to weigh on the presidency of the University. Once an office of high autonomy, the presidency shifted as increasing pressures changed the University&rsquo;s sense of identity and its relation within the state's political, economic, and social structures. Utilizing analytical essaying, this dissertation addresses the public flagship&rsquo;s role to the public it serves while also understanding the implications a wider environment can have on a university&rsquo;s mission. Ultimately asking whether this institution is a university <i>in</i> Alabama or the University <i>of</i> Alabama, Mathews saw education&mdash;more specifically the University's graduates and thus the University itself&mdash;as the best option toward improving the general welfare of Alabamians.</p><p>

abstract: The amount of time and effort that university researchers spend writing grants and executing grant administration responsibilities is one of the biggest challenges for science policy. This study aims to explore the complexity of the phenomenon of burdens in the administrative procedure for principal investigators (PIs) in sponsored research. The findings make a theoretical contribution to the study of burdens and red tape by closely examining the processes in which the burdens emerge, increase, and decrease; in doing so, this research will lay the groundwork for future studies of burdens and sponsored research systems. This study assumes that burdens are embedded in the social process, not merely in the number of required documentation or time spent on the procedure. The two overarching research questions are as follows: (1) What do researchers perceive or experience as a burden in grant proposal preparation and submission in sponsored research? (2) What are the possible factors or hypotheses to explain the generation, increase, and decrease of burdens? This single case study of a large research university examines the burdens faced by university researchers as they prepare and submit grant proposals. Primary data comes from semi-structured interviews with thirty-one PIs in science and engineering schools, and four interviews with research administration staff. Based on the interview data and theoretical arguments, this study illustrates the burdens in two categories: Burdens related to the proposal system, rules, and requirements; and burdens PIs experience with pre-award staff and relations. In addition, this study assesses each PI’s burden level in terms of the number of tasks in the proposal process, and the quality of the pre-award staff and services the PI experiences. This study further examines possible contributing factors and tentative hypotheses of burdens. In the discussion, this study develops theoretical arguments about the nature and consequences of burdens and fundamental issues in the grant system, and discuss prescriptions for PIs, universities, and sponsored research systems. / Dissertation/Thesis / Doctoral Dissertation Science and Technology Policy 2018

<p> Everyone, at some time in their life, has been a target of or witnessed bullying; Think of the grade school bully on the playground taunting a classmate or the high school bully humiliating a peer through name-calling, isolation, or mobbing. It is difficult to believe incivility continues into adulthood and even into the workplace. With higher education in the United States a privilege rather than a right, the academy has become its own entity with its own housing, law enforcement, governing body, and unique population. Institutions mirror societal conventions with a hierarchical organization evincing the same social and professional interactions as a system based on power and privilege. Though incivil interactions may take place, bullying behavior may not be as transparent as seen in children, but research attests to workplace incivility and bullying as an area of concern. The 2017 Workplace Bullying Survey revealed 35% of Americans experienced workplace bullying and 15% had witnessed it happening to others; this equates to at least 50% of people have been involved in workplace bullying, either as a target or a bystander (WBI, 2017). This study examined the phenomenon of incivility among faculty and staff in institutions of higher learning through the lens of descriptive quantitative research. This study also collected information to identify common characteristics of targets and their perpetrators. Study participants were administered the Negative Acts Questionnaire-Revised (NAQ-R), the leading instrument to measure perceptions of workplace bullying. The staff, faculty, and administration subjects were employed at four-year brick and mortar found when examining only the sample of self-identified targets. Meaningful differences were found and patterns emerged with comparative analysis and the inclusion of non-victims with the target population. Demographic factors provided further significance identifying commonalities of targets and non-victims, including race, longevity at the institution, orientation, and gender. The majority of respondents witnessed or were targets of bullying and incivility.</p><p>