Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2002. / Includes abstract and vita. Includes bibliographical references (leaves 141-148).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2002. / Includes abstract and vita. Includes bibliographical references (leaves 141-148).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2002. / Includes abstract and vita. Includes bibliographical references (leaves 141-148).

ABSTRACT ACADEMIC CULTURE, BUSINESS CULTURE, AND MEASURING ACHIEVEMENT DIFFERENCES: INTERNAL AUDITING VIEWS by Benjamin Sterling Roth This study explored whether university internal audit directors’ views of culture and measuring achievement differences between their institutions and a business were related to how they viewed internal auditing priorities and uses. The Carnegie Classification system’s 283 Doctorate-granting Universities were the target population. Directors for 144 institutions (51%) returned questionnaires providing their views of academic culture and measuring achievement differences; the importance of internal auditor attributes, and types, subject areas, and determinants of internal auditing work; and whether operational audits of research, teaching, and public service were appropriate. Data collected included directors’ age, gender, race and ethnicity, education, certifications, and work experience and information on their reporting officials, boards/audit committees, audit departments, and institutions. Chi-square tests of independence, p ≤ .05, determined statistically significant relationships, and Cramer’s V, effect size. Dichotomous categories of “businesslike” and “distinct” were used to label views from the university’s perspective. Fifty-six percent viewed university culture distinct; 65% viewed measuring achievement businesslike. Thirty-eight percent viewed both businesslike; 30%, both distinct; 26%, culture distinct and measuring achievement businesslike; and 6%, culture businesslike and measuring achievement distinct. Culture views were related to measuring achievement views with medium effect, and with large effect for respondent subsets, such as older (≥ 50 years) males, certified internal auditors (CIAs), and directors at schools with higher research funding and/or a medical school. Also, with small effects, a distinct culture view favored awareness of culture and missions; a businesslike culture view favored operational audits; and a businesslike measuring achievement view favored operational audits in research, teaching, and public service. Older males had the highest percentages viewing culture businesslike and both culture and measuring achievement businesslike. CIAs had highest percentages viewing culture distinct and both culture and measuring achievement distinct. With culture and measuring achievement views related, internal auditor awareness of university culture and missions might warrant greater emphasis. Businesslike views favoring operational audits might encourage management practices historically decried by scholars as ill-fitting an academy, or might conserve resources to make more available to enhance academic practices and outcomes.

Cette thèse met en question la place du territoire dans les missions universitaires à partir de deux cas d’étude Syracuse University (État de New York, États-Unis) et Paris Nanterre (France). L’analyse propose le concept d’implication universitaire et interroge alors les positionnements et actions volontairement entrepris par des universités ou des universitaires envers et avec des acteurs non académiques pour apporter une contribution à la société dans le cadre de leurs missions et activités universitaires. L’approche comparée met en regard deux universités qui portent une posture d’université engagée comme levier de différenciation et d’attractivité institutionnelle en fonction de leurs modèles nationaux respectifs. L’analyse de la mise en œuvre de cette posture d’implication met en lumière les contrastes de moyens d’action des deux établissements, tout en distinguant des logiques de territorialisation communes : le territoire de l’université est à la fois cadre d’inscription, terrain d’investissement et enjeu de transformation et de délimitation. L’échelon des enseignants-chercheurs est enfin étudié dans ses rapports avec l’institution de rattachement, mettant en lumière à la fois les types d’incitations adressées par les universités à leurs membres pour les intégrer à leurs projets et politiques d’implication territoriale, et les stratégies des enseignants-chercheurs à l’égard de leur établissement. / This thesis deals with the place of the territory in university missions using two case studies: Syracuse University (New York State, United States) and Paris Nanterre (France). Based on the concept of university engagement, the analysis questions the positions and actions voluntarily undertaken by universities or academics to contribute to society issues. The comparative approach looks at two universities that are using their commitment as an argument to be more attractive according to their respective national models. The leaders of the two universities promote a renewed theorization of the university's missions and its territorial functions. The analysis of the implementation of this posture of engagement highlights the different means of action of the two institutions, while distinguishing similar territorial logics: the territory of the university is at the same time a frame of action, a land of investment, and an asset to be changed and defined the way the universities want it to be. The faculty level is also studied in its relations with the institution, highlighting at the same time various types of incentives addressed by the universities to their members to integrate them in their projects, and the faculty strategies towards their institution.