Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1983. / Bibliography: leaves 153-160. / xvi, 176 leaves, bound ill. 29 cm

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ed. D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 78-87) and index.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

The current study was conducted to examine the underrepresentation of African American Faculty in Illinois institutions of higher education. The researcher used the critical race theory and cultural proficiency theory to frame the study. The following research questions guided the study: (1) What challenges and barriers have African Americans experienced in receiving a quality education? (2) In what ways does family structure affect the success of African American professors toward the completion of a graduate degree? (3) What positive experiences have African Americans had throughout their educational career to encourage their pursuit of the professoriate? and (4) How can faculty diversity be obtained among institutions of higher education? The study employed a mixed-methods research design to examine the experiences of African American faculty members employed in Illinois higher education institutions. The quantitative portion of the study consisted of an online survey distributed to African American faculty members. The qualitative portion included both focus groups and interviews. Open-ended questions were designed to elicit information concerning the experiences of African Americans in their educational pursuit. An email survey was sent to 242 African American faculty members from throughout the state of Illinois. Of the 242 surveys, 216 were actually received by the intended participants. The study yielded a 43% return rate. The survey provided demographic information about Illinois higher education faculty members. It presented a synopsis of the population and the factors that affected a student's educational pursuit. In addition, the survey provided information on the family background and experiences from the faculty member's childhood throughout their college career and into their professional career. Focus groups were conducted to obtain the personal stories of African American faculty members regarding the experiences they have had in their pursuit of the professoriate. Three focus group sessions were held resulting in a total of 12 individuals participating. The challenges facing African Americans in obtaining a quality education were discussed along with discussion of their familial and educational history. This method provided a rich opportunity for discussion and insight into the lives of African American faculty members. Post-hoc interviews were conducted with six African American faculty members at a mid-western four-year research institution. These interviews provided additional information in order to connect the results of this study. The interviews presented interesting conversation and brought out different perspectives than the survey and focus groups had provided. Interview participants were asked about the positive aspects in their lives that encouraged them to pursue the professoriate. Familial and educational history was briefly discussed. The main topic of discussion for the interview sessions was the employment and tenure process for higher education faculty members and how faculty diversity can be achieved. It is recommended that students be encouraged from an early age to pursue academia as a career. College preparatory courses need to be included in the high school curriculum in order to prepare students for the collegiate environment. In addition, high school counselors should prepare all students for a college career of their choosing. New programs and procedures need to be developed and implemented. Funding programs and forgivable loans should be developed to ease the burden of educational expenses of minority students. Mentorship programs should be developed so students will have a person to go to if they need assistance or advice. Internships and teaching assistantships need to be a requirement in all disciplines. These opportunities provide valuable experience and make the students more employable upon graduation. Institutions should seriously consider hiring minority individuals prior to degree completion. There are many candidates in the pipeline and these people need to be approached and groomed for jobs in academia. Over and above all, faculty diversity needs to be included in the overall strategic plan of the institution. Central leadership and accountability for the diversification of faculty must start with the college president and be filtered down to the hiring bodies. Diversity policies and procedures must be developed and implemented in order to increase the presence of minorities in higher education institutions.

This study investigates the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited rehabilitation counselor education (RCE) programs. Furthermore, this study aims to identify which factors best predict the employment continuation plans for this population. Participants were administered The Faculty Retention Questionnaire (FRQ) to examine these relationships. The sample in this study consisted of 63 tenured and tenure-track faculty of color employed by CORE accredited RCE programs. Due to the small sample size and the violation of the assumption of normality, bootstrapping techniques were used to resample the data. A univariate general linear model (GLM) was conducted to determine if the demographic characteristics (self-reported race, ethnicity, gender, country of origin, and tenure status) could predict the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited RCE programs. Results of the GLM indicted that demographic characteristics were non-significant predictors. Multiple linear regression analysis was utilized to determine if the regression scores for the perception of academic climate components (role as researcher, tenure/promotion opportunities, workplace conditions, social climate, faculty/student relationships, role clarity, inter-role conflict, and person/role conflict) could predict the employment continuation plans of faculty of color in CORE accredited RCE programs. Results of the multiple linear regression analysis revealed that the linear combination of regression scores predicted 28.5% of the variance in the employment continuation plans. Inter-role conflict was the only statistically significant predictor. Consequently, understanding how perceptions of the academic climate by faculty of color affect their employment continuation plans will add to existing body of literature pertaining to retention of faculty of color in counselor education. Additionally, the results of this study may assist in the development and implementation of retention strategies and policies that are supportive of faculty of color.

A debate surrounds the topic of best practices for faculty development. There are those that hold the position that faculty are more likely to develop as a faculty member when they experience an enhancement program, rather than training and development. Still others argue the opposite position claiming that there are unintended negative consequences from faculty mentoring programs. This research examined the practices of mentoring among full-time faculty at member schools of the Council for Christian Colleges and Universities (CCCU). This study was adapted from “The Nature of Workplace Mentoring Relationships among Faculty Members in Christian Higher Education,” a study done by Cunningham (1996). This research described the nature of mentoring among faculty in Christian higher education institutions by explaining the actual mentoring practices taking places in CCCU member schools, by examining the institution’s prioritization of mentoring, and by describing the conditions that might affect the development and maintenance of successful, ongoing mentoring relationships. Finally, this research provided a four-factor description of mentoring’s best practices: Career Guide, Friend, Discipleship, and Information Source. This study provides a clear picture of mentoring practices and how they might be generalized to best fit all Christian higher education institutions. Because Christian higher education institutions are uniquely positioned within society to have significant impact on current and future generations, and because the literature base is lacking in the area of Christian higher education faculty development and mentoring practices, this study provides a convincing argument for the use of mentoring as a best training practice in Christian higher education.

Thesis submitted in fulfilment of the requirements for the degree MEd education in the faculty of education at the Cape Peninsula University of Technology / Teaching methods in the higher education sector has changed over the years from traditional teaching methods (also known as talk and chalk) to that of a more participatory level. The private higher education institution that I selected to do my study at was of the opinion that it is in order to appoint lecturers who have completed a degree and have the necessary industry experience in the field of the programme (course) to be taught at the institution. Very few, if any, lecturers have completed an education qualification such as a post graduate certificate in education or have little or no teaching experience. Moving with the challenges that education sets for educators today, it became clear that the students at this institution were no longer satisfied with the teaching methods that the lecturers used to present their classes. This information was gathered from the quarterly lecturer evaluations that were done at the institution. It is done by means of criteria in the form of a questionnaire to all students. This questionnaire was drawn up by professional educators in management and was piloted and adjustments were made before it was handed to the students. One student asked the question in the additional comment box whether the lecturers at the institution were ready for the first cohort of students who matriculated with the outcomes based education system. This was discussed with the management team of the institution and a decision was made to do a research project on the teaching methods currently used by lecturers at this institution and to underpin the study with the activity theory that originated with Vygotsky. The institution gave me the necessary ethical clearance to do the study in the business faculty. Only the business faculty and not the art, design and information technology faculty was considered when gathering information from the quarterly questionnaires issued to the students. The reason being that the feedback indicated that there were problems regarding teaching methods in only the business faculty and not in the art, design and technology information faculty. The aim and objectives of this study were to determine (1) what teaching methods are currently used by lecturers in the business faculty; (2) what the perception is of the lecturers and students towards teaching methods currently being used in theoretical subjects in the business faculty; and (3) could participatory (active) teaching methods possibly bring about the emancipation of students in the business faculty. The research methodology used to collect this information was of a quantitative and qualitative nature. Section A of the questionnaires to the lecturers and questions in section A for the focus group interviews for the students were used as quantitative data collection. Qualitative data collection was gathered from section B and C in the questionnaires for the lecturers and section B which contained the questions asked to the students in the focus group interviews. To triangulate the data collected from the lecturers (questionnaires) and that of the students (focus group interviews), observation as a qualitative method of data collection was used where at least one lecture of each lecturer who participated in this study was observed. All lecturers in the business faculty were asked to participate in this study. The total number of lecturers who participated in the study was 9 (n=9). The total number of students in the business faculty at the time of the study was 241 of which four students (n=4) from the business management programme, eleven students (n=11) from the secretarial studies programme, eleven (n=11) from the event management programme and five (n=5) from the business marketing programme were selected to form part of the focus group interviews. All questionnaires and observation sheets were piloted before the study took place and the necessary adjustments were made. All lecturers and students were assured of their anonymity and no one’s names will be revealed to the management team of this institution. It was found that some lecturers in fact do use participatory teaching methods and one lecturer in particular made use of a method that could be likened to the flipped classroom concept. However, from the results of the questionnaire it was evident that the teaching methods of two staff members in particular were cause for. There is therefore scope for staff training to improve the teaching methods at this institution to deliver a far better service to its clients: the students, parents and industry. Recommendations for staff development as well as an improved induction programme for the novice students will be given to the management team of the institution.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A docÃncia à estudada em relaÃÃo à atuaÃÃo do docente nas instituiÃÃes de trabalho e na busca de algumas doenÃas ocupacionais tradicionalmente encontradas no trabalho docente. Este estudo objetivou conhecer as representaÃÃes sociais do enfermeiro quanto ao trabalho docente e qualidade de vida e comparar as representaÃÃes sociais do enfermeiro docente no Ãmbito do ensino pÃblico e privado. Foi do tipo descritivo-exploratÃrio, quantitativo e qualitativo, realizado de marÃo a junho de 2010, fundamentado na Teoria das RepresentaÃÃes Sociais, de Serge Moscovici. Os dados foram obtidos por meio da ficha do respondente, do Whoqol â Bref, questionÃrio com 26 perguntas, o TALP TÃcnica de AssociaÃÃo Livre de Palavras cujos estÃmulos foram: trabalho, qualidade de vida e qualidade de vida em si bem como uma narrativa escrita sobre a decisÃo de trabalhar docÃncia. Foi aprovado pelo Comità de Ãtica e Pesquisa, com o Parecer n 05/2010. Foram 37 enfermeiros docentes do sexo feminino e um do masculino. Destes, 30 casados, seis solteiros e dois separados, com mÃdia de idade de 46,5 anos. Eram professores-doutores, com exercÃcio da docÃncia na graduaÃÃo e pÃs-graduaÃÃo em trÃs instituiÃÃes de ensino superior, duas pÃblicas, estadual e federal e uma privada. Os resultados foram apresentados em seis tabelas e trÃs quadros, por meio da estatÃstica descritiva em nÃmeros absolutos e percentuais. As narrativas de 15 sujeitos tomados por sorteio, com destaque para quatro categorias: a primeira sobre qualidade de vida e o exercÃcio da docÃncia na graduaÃÃo; a segunda acerca da qualidade de vida e o exercÃcio da docÃncia na pÃs-graduaÃÃo; a terceira como prazer e a quarta acerca de publicaÃÃo. Ao analisar as tabelas de 3 a 6, observou-se que nos domÃnios fÃsico e psicolÃgico a soma dos percentuais dos escores nada/muito ruim/muito insatisfeito, muito pouco/insatisfeito, mais ou menos/mÃdio nÃo apresentou diferenÃas relevantes, visto que, no primeiro foi de 47% e no segundo 43,4%, entretanto, para os domÃnios das relaÃÃes sociais e do meio ambiente, foram 22,2% e 30,6%, respectivamente. Infere-se que as representaÃÃes sociais dos trÃs grupos sobre o trabalho foram ancoradas nas palavras: responsabilidade, compromisso, dinheiro e prazer; sobre qualidade de vida, ancoraram-se nas palavras saÃde e paz acerca da qualidade de vida em si nas palavras saÃde, famÃlia, trabalho, e tempo. A triangulaÃÃo dos dados possibilitou a compreensÃo do significado das representaÃÃes sociais, na complementaridade dos achados pelos diferentes mÃtodos. / Teaching has been studied through the relation of the docent practices with the educational institutions, in order to detect occupational deaseases usually found on docentâs job. This study has intended to ackknowledge the nursesâsocial representations related to their docent job and life quality, as well as comparing the docent nursesâ social representations at private and public institutions, attending to a descriptive and exploratory method, quantitatively and qualitatively. It was developed from March to June of 2010, based on Serge Moscoviciâs social representations theory, and approved by the Ethics and Research Committee under register n 05/2010. The data were collected from preformed personal informations, the Whoqol â brief, a questionnaire with twenty-six questions, the TALP, abbreviation for a free wordsâ association technique, where the main themes were work, life quality (in general) and life quality in particular (itself). It was also included a written narrative about the decision to work with teaching. The research was made with a total of thirty-eight docent nurses; thirty-seven women and one man. Thirty of them were married, six singles and two divorcÃe. Forty-six year old was the average of their age; all professors at graduate and postgraduate educational institutions: one private institution and two public - State and Federal â ones. The results were presented in six tables and three boards showed in absolute and percentage numbers with descriptive statistics. Narratives of fifteen docent nurses were chosen randomly focused on four categories: life quality and docent practices on graduating education, life quality and docent practices on post graduating education, enjoyment, and publications. By analyzing the tables three to six, it was observed that over physical and psychological qualities the sum of the percentage scores nothing / very poor / very dissatisfied, very little or not satisfied, more or less / medium didnât show significant differences, whereas to the first was forty-seven percent (47%) and forty-three decimal four percent (43,4%) to the second; however, to the social relationships and environment domains we had twenty-two decimal two percent (22,2%) and thirty decimal six percent (30,6%) respectively. It was inferred that social representations of the three groups over the study were anchored by the words responsibility, commitment, money and enjoyment. General life quality was anchored by the words peace and health, and particular life quality was anchored by the words health, family, work and time. The data triangulation has allowed us to understand the significance of the docent nurseâs social representations, the complementarities to the findings by the different methods.

This quantitative study analyzed data from ModernThink’s Best Places to Work survey to describe if employees of different ethnic groups in a community college district held similar or different perspectives on aspects of the work place. ModernThink’s survey describes the perspectives of employees from the view of the individual, the workgroup, and the organization on the competencies of organizational: leadership, communication, respect, and alignment. The study analyzed responses from 457 faculty and administrators to describe workplace perspectives across the district, at seven campuses, and by ethnic group. The results revealed that the employee workgroup was neutral in its perceptions of both the perspectives and competencies for the district; by ModernThink’s criteria the district was not a best place or a poor place to work. Based on the overall responses, four campuses rated as a best place to work; three campuses were rated as neutral. Of the perspectives, one campus rated best in all three factors and two campuses rated best on two of three factors. Rating variations between the two ethnic groups were minimal across the district and only diverged at two of the seven campuses. Although the study did not examine campus culture or climate, the findings suggest that campus climates vary and likely influenced the survey responses.