Thesis (Ph. D.)--University of Wisconsin--Madison, 1936. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 201-202).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 226-233).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 53-54).

Thesis, PlanA (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Yes / The aim of this paper is dual: a) to elaborate a systemic concept of intrapreneurship in academia which will be reflective of complexities and idiosyncrasies of the University as a multi-mission multi-function organisation; and b) to empirically test this concept in the context of relatively neglected outputs of academic intrapreneurship such as graduate employability and graduate wellbeing. Guided by an intrapreneurial ecosystem framework, our analysis is based on a combination of administrative and survey panel data for 141 UK higher education institutions. We arrive at several contributing findings. These suggest that the intrapreneurial ecosystem within academia is increasingly predisposed towards enhancing the quality of graduate outcomes rather than simply promoting raw measures such as graduate jobs or the number of graduate start-ups. Furthermore, we reveal the critical role of University national stakeholder networks for graduate career satisfaction, start-up generation, and undergraduate employment. Finally, our empirical exercise and its results demonstrate the practical value of the proposed concept of the intrapreneurial ecosystem for University management and practitioners, not least because it systematically identifies areas for an immediate, medium- and long-term action.

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The purpose of this study was to discover how employed mothers who were graduate students coped with their many societal personas and still achieved their academic goals. Eight employed mothers who were graduate students were interviewed. Narrative inquiry guided the structure of the study. Phenomenological interviewing was used to gather evidence. A preinterview, a life history interview, a contemporary experience interview, and a reflective interview were conducted with each participant. All interviews were audiotaped and transcribed. Profiles for each participant were created using thematic analysis and were member checked to ensure accuracy.Themes identified through the literature review were verified through thematic analysis of the transcripts. The themes identified were strength, persistence, time, self-improvement, and gender bias. The basis for the participants' strength and persistence were the life-altering events and achievements they had encountered. The participants self-identified as "survivors." To fulfill their responsibilities they were adept multitaskers and used extensive support networks. Participants pursued their graduate degrees for better employment as well as self-fulfillment. Internalized gender bias was a significant contributor to each woman's feelings of guilt. Guilt was attributed to the societal expectations imposed through being a mother, an employee, and a student. Significant tension in the form of guilt occurred between participants' perception of the role of mother as nurturing and the role of the student as empowering. Each participant managed her guilt by realizing the "self as able." The participants came to appreciate "I am good at what I do," and achieved merged identities.Global, institutional, and individual implications came from this study. In order for U. S. society to compete on a global level, more women must be educated to compete for leadership roles. Societal stereotypes made earning a graduate degree difficult for the women in this study. Institutions of higher education and those who make policies within those institutions must realize that the majority of graduate students at the master's degree level, and those in education at the doctoral level, do not fit the traditional graduate student stereotype. Women, especially, experience role conflict. The tensions participants experienced were real. Institutions of higher learning must address such issues as childcare, time to degree completion, and course accommodation if they wish to attract and retain high-level graduate women. Overall, this study found that employed mothers who are graduate students do experience significant tension and in spite of many barriers, do succeed. / Department of Educational Studies

Thesis (Ed.D.)--Teachers College, Columbia University. / Includes tables. Typescript; issued also on microfilm. Sponsor: Florence B. Stratemeyer. Dissertation Committee: Robert L. Thorndike. Includes bibliographical references (leaves 286-288).

Thesis (Ph. D.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed June 28,2010) Catherine Y. Chang, committee chair; Henry G. McMahon, Catherine J. Brack, Gregory L. Brack, committee members. Includes bibliographical references.