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Using Tinto's longitudinal model of institutional departure as the theoretical basis for this research, the purpose was to determine what extent selected motivational factors measured by the College Student Inventory (CSI) predict academic success and persistence of at-risk students at the University of North Texas (UNT). The study focused on United States citizens and permanent residents entering UNT as at-risk first-time freshmen admitted via individual approval for the fall 1994 semester. The 409 subjects were enrolled in a developmental course titled Personal and Academic Effectiveness where the CSI was administered during the first 2 weeks of class. Selected predictor variables were tested in relation to the separate criterion variables of grade point average and enrolled status during the 2nd and 4th years of the study. Grade point averages and enrollment data for the 1995-96 and 1997-98 academic years were extracted from the student information management system. The research design employed appropriate multiple regressions, multiple correlations, multiple discriminant analyses, and bivariate correlations. Findings confirmed the ability of five CSI factors to predict grade point average (p < .05) of at-risk students over the time frames used in this study. Nine factors predicting enrolled status were also significant at the .05 level; however, results were not meaningful in the 2nd year as factors classified 95% of all subjects as persisters. By the end of the 4th year, the factors were able to predict correct classification of both persisters and nonpersisters approximately 24% better than chance. This research provides support for Tinto's institutional departure model, particularly associated with pre-entry attributes and goals/commitments over time. The CSI is a viable instrument for use with at-risk first-time freshmen at a metropolitan university; however, required enrollment in a developmental course likely confounded the ability of selected variables to meaningfully predict enrolled status during the 2nd year.

The purpose of Understanding Why International Student Applicants Choose a Public Four-Year Institution was to apply a mixed-methods research approach to California State University, San Bernardino’s (CSUSB) international student population to better understand the factors associated with an international student’s decision-making processing to study abroad. Internationalization by institutions reflects the current two million international students studying around the world. In recent years internationalization has become more of an economic driving force, whereas in the past it was an opportunity for diversifying knowledge and research. Studies on push and pull factors reflect reasons why international students have decided to go abroad. Factors range from lack of access at home institutions for various programs to the desire to learn about Western culture. Seeing as the population of these studies is so diverse ethnically and culturally, it is important to be mindful of the various forms of capital students possess as an international student and the uniqueness this brings to each students experience. A questionnaire was utilized to gather quantitative data to provide descriptive statistics of the population, and interviews were conducted with participants to acquire the rich stories. The questionnaire submissions resulted in 52 returned surveys for a response rate of five percent. Six interviews were conducted, which provided a diverse group of international student representation for the analysis of the rich text allowing for a strong understanding of this specific case study. Based on the interviews conducted, responses reflected many of those that previous studies found. All but one interviewee mentioned the costs of attending as a deciding factor. Reputation of the institution and prestige of a US degree were also factors mentioned by the majority of participants. Both participants from African countries mentioned a lack of program availability as a reason to go abroad, while both Indian participants mentioned the desire to work after graduating for experience before returning home. Interestingly, most participants mentioned a connected family member to either the institution itself or the state of California as a reason for choosing CSUSB. The data that were collected for the purposes of this study did show some correlation to previous studies findings. The qualitative data proved useful in better understanding the needs of specific students, while also alluding to potential geographic considerations that need to be had when recruiting abroad and meeting the needs of international students around the world.

Enrollment management is an organizational phenomenon that emerged in the mid-1970s and has since developed into a pervasive structure and practice at colleges and universities. The purpose of this study is to identify and trace the development of the underlying organizing principles (enrollment logics) that institutionalize enrollment management practices and professionalize the chief enrollment manager position. This study focuses on how discourses among members of a prominent professional association establish, diffuse, and sustain knowledge that promotes certain expertise, assumptions, beliefs, and shared understandings of enrollment management. This is qualitative study that uses first-person accounts of 18 chief enrollment managers, authoethnographic reflections, and historical texts to reveal the regulative, normative, and cultural-cognitive elements (symbols, relations, routines, and artifacts) that signify enrollment management as an institutionalized and professionalized phenomenon. Crystallization is used as the analytical approach for discourse analysis. Institutional Theory and Structuration Theory form the theoretical and analytical frameworks for this study. Study results suggest that enrollment management is an institutionalized organizational field and an emerging profession.

Admission to medical school is key to addressing medically underserved communities because over 90% of medical students graduate and become physicians. Yet, members of populations most likely to serve medically underserved communities as physicians remain chronically underrepresented in medical education despite initiatives aimed at increasing their representation among medical students. Meanwhile, traditional determinants of medical school admission fail to fully predict success in medical school, but have a disparate impact on applicants from underrepresented populations. Other determinants are underexplored, especially undergraduate institutional prestige. This study used a quantitative case study approach to examine the relationship between undergraduate institutional prestige, admission to medical school, and potential to serve medically underserved communities via specialty. Using a synthesis of the frameworks of symbolic capital, the iron triangle, and manifest and latent functions as a lens, this study analyzes (1) the relative impact of undergraduate institutional prestige on predicting admission to medical school holding constant the effect of traditional determinants of admission to medical school (i.e., MCAT, GPA), (2) how undergraduate institutional prestige varies by admissions stage, and (3) the relationship between undergraduate institutional prestige and specialty. Overall, findings show that undergraduate institutional prestige is important throughout the medical school admissions process; yet, undergraduate institutional prestige is not related to specialty. Nonetheless, findings imply preferences for applicants from more prestige undergraduate institutions may be contradictory to fulfilling organizational missions concerned with addressing healthcare disparities.

abstract: This study provides an understanding of how administrative leaders make decisions regarding enrollment management within academic units at a major research university in the southwestern United States. Key enrollment management functions of recruiting, admissions, marketing, orientation, financial aid/scholarships, academic advising, student engagement, retention and career services were identified from the literature. Typically applied at the institutional level, this study provides an understanding of how leaders in academic units decide to implement enrollment management. A case study was conducted using qualitative data collection methods which emphasized interviews. Senior administrators, such as associate deans within academic units who have responsibility for enrollment management, served as the sample. Three main theoretical constructs were derived after analysis of the data: Theoretical Construct 1: To meet enrollment and retention goals, leaders strategically plan structures and manage resources for enrollment management functions in their academic units. Theoretical Construct 2: To increase retention, leaders intentionally strive to develop a sense of community through customized programs and services for students in their academic units. Theoretical Construct 3: To achieve enrollment objectives within a school-centric model, leaders build relationships with centralized enrollment management functions and other academic units. The discussion and analysis of the study suggests that academic units follow a similar evolutionary model to institutions as they develop enrollment management functions. Five recommendations on how leaders in academic units can more strategically utilize enrollment management principles in decision making are offered. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

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