Department: Higher Education Administration ![[clear]](close-x.png "Remove this limiter")
52 matches in the database.
These are records: 1 - 30.
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1.
Abreu-Ellis, Carla.
Learning Disabilities and Success in Post-Secondary Education: How Students Make Sense of Their Experiences at a Canadian University.
Degree: PhD, Higher Education Administration, 2007, Bowling Green State University
► The purpose of this research paper was to understand how students with…
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▼ The purpose of this research paper was to understand how students with learning disabilities made sense of their experiences in post-secondary education. More specifically, this study aimed to identify what students with learning disabilities perceived as the challenges and successes they encountered in higher education at a university in Ontario. To understand the essence of the of students’ experiences, six students with learning disabilities from a post-secondary institution who were in line to graduate were recruited to contribute to this study. Findings indicated that the participants faced two key challenges while at university: They had to cope with parental separation and learn to become more independent as they adapted to the university life; and they had to come to grips with their learning disabilities and deal with preconceptions of parents, peers, and faculty as well as their own in order to succeed in higher education. In terms of success, four themes emerged from the research findings: the influence of family and school personnel motivated the students to enroll in a post-secondary institution; support from faculty, who reduced barriers and made learning more accessible, facilitated the students’ positive achievements; strong support through an office of disability services was key in the students’ success; and, most importantly, the value of the participants’ own determination and desire to succeed was indispensable in their academic journeys.
Advisors/Committee Members: DeBard, Robert.
Subjects: Education, Higher
Keywords: Higher Education; Learning Disabilities; Transition; Disability services
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2.
Anderson, Gary C.
The Transfer of Cultural Assumptions About American Higher Education in a Global Society: Perceptions of Visiting Russian Scholars.
Degree: PhD, Higher Education Administration, 2005, Bowling Green State University
► This study examined the transfer of ideas about higher education gleaned from…
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▼ This study examined the transfer of ideas about higher education gleaned from Russian administrators and faculty members, who returned to home institutions in the former Soviet Union following an exchange visit to the United States to gain insight into the workings of our complex higher education model. At the core of this assessment were these Russian educators’ perceptions of institutional output and process goals attributed to the U.S. institutions that hosted them, and their comparative experiences and expectations in the Russian system. The instrument used in this study is an adaptation of the Institutional Goals Inventory (IGI), a 95-item, Likert-type measure (Peterson, 1970) that assesses the importance attributed to 13 institutional output and 9 institutional process goals. For purposes of this study each goal was evaluated by respondents, as they perceived its associated items to reflect what they observed in the U.S., what they experience in their home institutions, and what they idealize for institutional aspiration in the Russian system. Data were gathered on-line through a Web-based survey, offered both in English and Russian, with minor modifications for clearer cross-cultural understanding. Through a combination of program participant lists, electronic networks, and direct solicitation, this method yielded a usable sample of 70 respondents, all of whom were individuals with careers in various disciplines from colleges and universities in the former Soviet Union. Most impressive to these Russian scholars were the U.S. emphases on the Research, Advanced Training, and Meeting Local Needs output goals. Equally impressive were their perceived emphases on the Community, Democratic Governance, and Intellectual/Aesthetic Environment process goals. In similar fashion these scholars attributed the greatest emphases in their own institutions to the output goals of Research, Social Egalitarianism, and Academic Development, as well as the Accountability, Miscellaneous, and Intellectual/Aesthetic Environment process goals. In addition to a range of significant U.S.-Russia discrepancies, these respondents idealized greater emphases for their own institutions on Research, Intellectual Orientation, Advanced Training, Community, Democratic Governance, and Intellectual/Aesthetic Environment. Conclusions were drawn and implications considered for the implementation of future scholar exchange programs and the conduct of additional research to evaluate their impact.
Advisors/Committee Members: Strange, C. Carney.
Subjects: Education, Higher
Keywords: Russian Higher Education; Higher Education; Institutional Goals; Web-based surveys
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3.
An, Jumei.
Faculty Perceptions of the Natonal Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions From 2003 TO 2008 in China.
Degree: PhD, Higher Education Administration, 2012, Bowling Green State University
► This study explored how faculty members at regular higher education institutions in…
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▼ This study explored how faculty members at regular higher education institutions in China perceived the National Undergraduate Teaching and Learning Evaluation (NUTLE). Specifically, this study examined how the NUTLE influenced faculty teaching and research and how the NUTLE influenced student learning outcomes. Primarily descriptive and exploratory, the quantitative study utilized a web-based bilingual survey that was sent to 595 faculty members affiliated with 15 institutions in Northwest China. The survey achieved a response rate of 46.9%. Descriptive statistics and cross tabulation analyses were used to better understand the relation between demographic characteristics and faculty perceptions. Findings indicated that the majority of the faculty members were informed of the NUTLE at formal meetings and were involved in preparing for the NUTLE. After the NUTLE, most faculty members reported that their universities required them to do more research than before the NUTLE. Most of them believed the main purpose of the NUTLE was to insure higher education quality, with only 7.4% believing the main purpose was to enhance student learning. While disagreeing that their institutions made every effort to improve undergraduate student learning outcomes, regardless of institution types, year of evaluation, and the NUTLE grade received, most of the faculty members' overall perception of the NUTLE was positive. The findings were analyzed and interpreted through Hofstede's framework of cultural dimensions. Implications for policy and practice were addressed, including reducing government administration and intervention in the implementation process of higher education evaluation, empowering colleges and universities by providing them more training opportunities to understand higher education evaluation both locally and globally, and setting up offices of Institutional Research to collect data for proactive self-evaluation. Recommendations were also provided for future research.
Advisors/Committee Members: Kubow, Patricia.
Subjects: Higher Education; Higher Education Administration
Keywords: Higher Education, Evaluation, Regular Higher Education, China, National Undergraduate Teaching and Learning Evaluation
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4.
Ashley, Evelyn LaVette.
The Gendered Nature of Student Affairs: Issues of Gender Equity in Student Affairs Professional Associations.
Degree: PhD, Higher Education Administration, 2010, Bowling Green State University
► This study examined the gendered nature of the student affairs profession by…
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▼ This study examined the gendered nature of the student affairs profession by investigating how three student affairs professional associations, the National Association of Student Personnel Administrators (NASPA), ACPA: College Student Educators International, and the Association of College and University Housing Officers International (ACUHO-I) handled issues of gender equity. The founding of each association was reviewed using archival information from the National Student Affairs Archives. After a review of the archival data, a profile was created for each of the three associations. Interviews were conducted with 13 participants who were members of one or more of the associations and had served in an elected or appointed leadership position. The participants provided insight into the current issues of gender equity faced in the associations. The study employed a constructivist epistemology featuring the co-construction of knowledge. Thus, the archival data for each of the associations and the participants’ interview data were considered in the process of data analysis and interpretation. The following categories emerged from the analysis of the interview data: gender equity, the messages received about gender, delegation of roles and responsibilities, policies and procedures used within the organizations, and perceptions of the symbols, images and artifacts used within each association. Implications for practice related to the development of organizational culture, maintaining the history of student affairs associations, and role modeling for undergraduate students are presented
Advisors/Committee Members: Lazarus Stewart, Dafina.
Subjects: Gender; Higher education; Womens studies
Keywords: Gender; Equity; Gender Equity; Student Affairs; Higher Education; Women; Professional Associations; History of Student Affairs
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5.
Bates Holland, V. Lynne.
Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University.
Degree: PhD, Higher Education Administration, 2008, Bowling Green State University
► This study was undertaken to develop a deeper understanding of the lived…
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▼ This study was undertaken to develop a deeper understanding of the lived experience of a select group of international teaching assistants and was specifically designed to explore the processes that these individuals engaged in while learning to teach at a Mid-western, regional, comprehensive university. Naturalistic inquiry governed the overall methodological philosophy for the inquiry and a qualitative multi-case study approach was used to collect, analyze, and interpret data. Data collection included document analysis, classroom observations of teaching sessions, and individualized interviews. Analysis of data involved thematic coding and meta-analysis. Research findings indicated that international teaching assistants preconceived expectations about their role as a teacher were incongruent with the reality of their actual experience. Learning to teach occurred by participating in acts of teaching and what international teaching assistants believed about teaching and learning influenced classroom behaviors. These beliefs were frequently in conflict with what was valued in the classroom setting. Knowledge construction occurred through a process of integrating new information with what was already known. Furthermore, the process of learning to teach was complicated by the necessity of integrating multiple intersecting roles. By deploying protocols of qualitative research for analyses of the international teaching assistant experience at the site institution, there were two sets of recommendations. The first set called for practical measures that would reduce the stresses associated with acclimatization to institutions of higher learning. The second set of recommendations called for further research that would: situate the complexity of the international teaching assistant problem in the context of the constraints and challenges of the larger system of higher education within the United States, encouraged revisiting the theoretical framework for international teaching assistant research, encouraged critically exploring the pedagogical principles that undergird United States higher education, and recommended examining the sometimes unstated hilosophical/epistemological worldviews that are at the root of it all in light of the experiences of international teaching assistants.
Advisors/Committee Members: Coomes, Michael.
Subjects: Education; Higher education
Keywords: international teaching assistant; graduate teaching assistant; foreign teaching assistant; college teaching; university teaching
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6.
Begley, Mary Ann.
THE EXPERIENCES OF LATINA STUDENTS AT A PREDOMINANTLY WHITE UNIVERSITY.
Degree: PhD, Higher Education Administration, 2011, Bowling Green State University
► This qualitative study used focus groups to explore and understand the experiences…
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▼ This qualitative study used focus groups to explore and understand the experiences of 13 self-identified Latina students who were attending a predominantly White university in the Midwest. The use of Chicana feminist theory and academic and social integration theory helped frame the study. Similarities and differences among Latinas, as well as an exploration of the intersections of gender, race, ethnicity, and culture in relation to the experiences of Latinas while attending college at a predominantly White university in the Midwest were highlighted. Through the exploration of their lived experiences, participants identified the factors and conditions affecting their experiences in college, how family and culture shaped their experiences, and how their perceptions of the campus environment shaped their experiences while in college. The results of this study suggest that maintaining close ties to family members, having a space on campus to practice and enjoy Latino culture, being resilient, and finding their niche in the campus environment through programs focused on underrepresented students were the keys to their persistence in college. Another major finding of this study, that requires further study, is the undesirable change in the relationship between Latina mothers and daughters as the daughter furthers her education. Many participants’ close relationships with their mothers were instrumental to their enrolling in college yet tension arose between mother and daughter as the daughter progressed toward graduation.
Advisors/Committee Members: Broido, Ellen.
Subjects: Education; Ethnic Studies; Gender; Higher Education; Hispanic Americans; Hispanic American Studies
Keywords: Latina students; higher education; ethnic identity; bicultural identities; educational barriers; minority students; higher education; academic integration; social integration
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7.
Benedict, Louis M.
The First Amendment and Academic Freedom: Faculty as Employees and Citizens.
Degree: PhD, Higher Education Administration, 2008, Bowling Green State University
► The events of recent years have caused increased concern over the First…
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▼ The events of recent years have caused increased concern over the First Amendment free speech rights of faculty, often referred to as academic freedom. In addition to individual schools' contract and policy terms, it has been asserted that faculty speech is also protected by the First Amendment of the United States Constitution. There is continuing debate over the extent of First Amendment protection and to what extent, if any, faculty should be treated differently from other public employees for First Amendment analysis. Although the United States Supreme Court has stated that academic freedom is a "special concern" of the First Amendment, the Court has not defined First Amendment academic freedom or the extent of its protections. The United States Supreme Court has recently declined to address the issue of the extent of First Amendment protection for academic freedom, continuing to leave it to lower courts to decide these issues on a case-by-case basis. However, faculty at state colleges and universities are also public employees and the Supreme Court has decided First Amendment cases dealing with public employee speech. Thus, the Court's public employee speech doctrine must be examined and analyzed with regard to its application to faculty speech. By examining and analyzing the current Supreme Court guidance relating to academic freedom being considered a special concern of the First Amendment and the Court's public employee speech doctrine, higher education administration can have a better idea of how to apply the concept of academic freedom in policy and practice.
Advisors/Committee Members: DeBard, Robert.
Subjects: Higher education
Keywords: Academic Freedom; First Amendment; faculty speech
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8.
Brown, Kirsten Ruth.
Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting.
Degree: PhD, Higher Education Administration, 2012, Bowling Green State University
► Almost 11% of college students have a disability (Newman, Wagner, Cameto, Knokey,…
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▼ Almost 11% of college students have a disability (Newman, Wagner, Cameto, Knokey, & Shaver, 2010). Existing research indicates that students with disabilities have difficulty with retention and graduation (Newman, Wagner, Cameto, & Knokey, 2009). Autism Spectrum Disorder (ASD) is a type of disability that has increased among students in secondary education (Rice, 2009), yet the prevalence of students with ASD in postsecondary education is just starting to be documented. Information about programs, services, and reasonable accommodations in higher education that support students with ASD remains incomplete. This study applied a mixed-methods approach to a randomly selected national sample of postsecondary institutions to provide insight into effective interventions that support students with ASD. This study used a web-based survey and yielded a 41.9% return rate. Findings indicate that a “base level” of support exists at the vast majority of institutions. Additionally, 28.3% of institutions offered ASD specific services free-of-charge; whereas 2.2% provided ASD specific services for an additional fee. This research revealed significant differences in the number of students with ASD by institution type; however, there were no significant differences in the provision of ASD specific programs. Fifty-five to sixty percent of institutions used workshops, in-services, or online information to educate faculty regarding ASD specific issues. Logistical regression models indicated that existing programs are the strongest predictors of whether or not an institution offers ASD specific services and educates faculty regarding ASD issues. Successful interventions that support students with ASD educate community members (e.g., residence life staff), target ASD specific issues (e.g., transition), and address the institutional culture (e.g., diversity on campus). Successful interventions also have a proactive purpose and honor the value criterion of equity. Pitfalls to avoid when designing interventions include “one-size-fits-all” programs. Practitioners must carefully consider cost, feasibility, and political support for neurodiversity. Institutions without ASD specific programs support students by using existing reasonable accommodations or general services. Implications of the findings and recommendations for future research are discussed. Notably, future research should consider exploring the effectiveness of transition programs to support students with ASD.
Advisors/Committee Members: Coomes, Michael.
Subjects: Education; Education Policy; Higher Education; Higher Education Administration
Keywords: Autism Spectrum Disorder; ASD; postsecondary; higher education; services; reasonable accommodations; mixed-methods; web-based survey; ASD specific services; ASD education; one-size-fits-all; transition programs; Aspergers; neurodiversity
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9.
Brown, Michael Scott.
The Nature of Spiritual Questioning Among Select Undergraduates at a Midwestern University: Constructions, Conditions, and Consequences.
Degree: PhD, Higher Education Administration, 2012, Bowling Green State University
► This study explored the constructions of spiritual questions in the lives of…
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▼ This study explored the constructions of spiritual questions in the lives of undergraduates at a Midwestern University, with regard to the nature of the spiritual questions they construct during the college experience; the sources, motivating forces, and factors that trigger their materialization; circumstances and contexts that influence the spiritual questioning process; how such questions relate to and impact the various aspects of their lives; any associated effects and outcomes of these queries being asked; and how such questions align with a range of potential identifiers. Employing the emergent methods of constructivist inquiry, this qualitative study included a sequence of two semi-structured interviews with each of sixteen undergraduate students who represented a wide variety of ethnicities, nationalities, college levels and majors, and religious, spiritual, and secular traditions. A subsequent iterative analysis of interview transcriptions and observation notes allowed for the categorizing and organization of themes, first within individual participant cases and then across all cases. Reports were generated for each participant and then aggregated to form a general construction of the problem in response to the research probes. More than 900 spiritual queries emerged during the study and were arranged within a grounded framework of eighteen different topical groups across six broad categories and twenty-three distinct question types within four larger classifications. Moreover, eleven major conditions for these students’ spiritual concerns were identified, including thirty sub-categories of circumstances and contexts that influenced their spiritual questioning process. Furthermore, participants reported numerous consequences of their spiritual questions which were grouped into five major categories and nineteen sub-categories. This study extended previous inventories of such questions, provided additional depth and detail, and added clarity to the religious, spiritual, and secular storylines of a select group of contemporary college students. In doing so, the data yielded implications for scholars and practitioners alike, especially in regards to the nature of the spiritual questions themselves, the associated conditions and consequences of such queries, and the intersectionality of personal descriptors. The study concluded with recommendations for campus-based practice and for future research, incorporating suggestions for more effective strategies and additional methodologies.
Advisors/Committee Members: Strange, C. Carney.
Subjects: Higher Education; Religion; Spirituality
Keywords: College Students; Spirituality; Spiritual; University; Qualitative; Religion
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10.
Carter, Allia L.
Collaborative Leadership Practices Among Ohio's Early College High School Prinicpals and Their Post-Secondary Partners.
Degree: PhD, Higher Education Administration, 2012, Bowling Green State University
► This constructivist multiple-case study examined the collaborative leadership practices of seven secondary…
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▼ This constructivist multiple-case study examined the collaborative leadership practices of seven secondary and seven post-secondary leaders who participate in Ohio's Early College High School Initiative (ECHSI). The 14 educational leaders in this study partnered in an effort to respond to the access and success of traditionally underrepresented (i.e., ethnic/racial minorities, low-income, and first-generation students, and/or non-native English speaking) students in higher education. Therefore, it was proposed that relationships are essential to fulfilling the ECHSI mission, and seeks to: (a) explicate the leaders' understanding of their school-university partnership and (b) explain the relationship between Early College leaders and the Relational Leadership Theory and its components (purpose, ethics, empowerment, inclusion, and process). Collaborative leadership is a complex and dynamic process for which strong evidentiary support is required. Therefore, this dissertation applied an exploratory multiple-case study approach to analyzing seven within-case and cross-case comparisons. The foundation of this study was based on qualitative interviews, supported by a web-based survey which yielded a 100% return rate. Additionally, document analysis was used to gain a better understanding of how relationships across secondary and post-secondary educational sectors create comprehensive, seamless systems of learning. The participants explained the interplay between individual and organizational backgrounds, experiences, leadership styles, values, and goals that promoted the development of their inter-organizational relationship. In this study, three major findings uncovered that cross-sector educational programs make sense and strengthen the educational pipeline between K-12 and higher education. Secondly, the development of a collaborative working environment can be optimized through the Relational Leadership Model. Finally, true collaboration occurs through meaningful connections with open communication, trust, mutual respect, commitment, accountability, and professional knowledge and competence. Implications of findings and recommendations for future research are discussed. Notably, future research should consider the exploration school-university partnerships to build effective transitional and support services in addition to developing state-wide and national educational policies that strengthen America's educational pipeline.
Advisors/Committee Members: Pauken, Patrick.
Subjects: Community Colleges; Education; Educational Leadership; Higher Education; Higher Education Administration; School Administration
Keywords: Early College; PSEO; pipeline education; seamless learning; P-16; P-20; Relational Leadership Model; collaborative leadership; Ohio; principal; college administration; school-university; educational partnerships; multiple-case study
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11.
Cesarini, Lisa McHugh.
A Comparison of Academic Administrators and Enrollment Managers' Perceptions of Undergraduate Enrollment Management Functions at a Subset of Four-Year Public Institutions.
Degree: PhD, Higher Education Administration, 2011, Bowling Green State University
► The purpose of this study was to examine perceptions of various enrollment…
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▼ The purpose of this study was to examine perceptions of various enrollment management functions at a subset of four-year public institutions. Specifically, this study compared perceptions of academic administrators with enrollment managers as they related to the availability, need, and effectiveness of certain enrollment management functions. In addition, perceptions between these two groups were compared on the real versus ideal enrollment management structure for their own campus. Chi-square analyses and descriptive statistics were conducted as appropriate on responses to a 58 question online survey. Findings indicated the most significant differences on questions of availability of enrollment management functions, followed by effectiveness, then need. In addition, significant differences were found in responses to activities within the marketing, financial aid, admissions, and orientation functional areas. Finally, rank ordering showed similarities between enrollment managers and academic administrators. In terms of percentages, as well as converted scores, both groups identified the enrollment management division as the most desirable enrollment management structure with the staff coordinator model as the least desirable. Implications for practice were provided, including the recommendation that enrollment managers and academic administrators routinely share information and collaborate more to be truly effective. In order to be most effective, enrollment managers and academic administrators must engage in partnerships well before recruiting begins to align the marketing and recruitment of students best suited to an institution’s strengths and programs so those students can be retained and graduate. Some functional areas measured greater similarities in perceptions of enrollment managers and academic administrators, such as academic advising, career services, and institutional research. It was suggested that practices in those areas could provide insight into more effective practices for functional areas with the greater differences. Suggestions for future research included comparing self-reported with institutional data for each campus on the availability, need, and effectiveness of various enrollment management functions, conducting focus groups or individual interviews with both academic administrators and enrollment managers to follow up on responses that yielded the greatest differences, comparing enrollment management models in place on a given campus with the ability of that campus to achieve certain metrics such as retention and graduation rates, and conducting within-campus comparisons for academic administrators and enrollment managers.
Advisors/Committee Members: Coomes, Michael.
Subjects: Higher Education Administration
Keywords: enrollment management; enrollment managers; academic administrators
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12.
Clark, Renita Renee.
A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.
Degree: PhD, Higher Education Administration, 2009, Bowling Green State University
► The purpose of this study was to examine college students’ lived experiences…
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▼ The purpose of this study was to examine college students’ lived experiences in an interactive skill-building course for first-year students. The research addressed four areas of inquiry: (a) students’ perceptions of what they learned from the course, (b) students’ perceptions of the course’s impact on their transition to college, (c) students’ perceptions of the most long- lasting impact of the course, and (d) students’ perceptions about the course. As first-year students enter institutions across the country, they are required to make numerous decisions that will influence various aspects of their college experience. Some first-year students encounter academic difficulties or struggle with adjusting to the campus culture. Students must quickly learn to navigate the rigors of college life, which may be extremely different from their previous educational experience. Some first-year students are away from home for the first time and might feel isolated. Many colleges and universities provide programs and services to help first-year students achieve a successful transition into higher education. In order to provide a comprehensive and authentic account of the participants’ experiences in a skill-building course for first-year students, a phenomenological study based on the emergent paradigm was employed. Five students participated in the study, and the researcher conducted two phases of in-depth semi-structured interview sessions. Some of the themes that emerged from the inductive analysis of data are communication and self-confidence, meeting people and making friends, positive and negative interactions, and getting used to something new. The majority of the participants expressed that the skill-building course, along with other factors, provided support during their first year of college. Institutions of higher education must strive to create a learning environment that is conducive to first-year students successfully achieving their educational goals. Providing intentional and meaningful opportunities for first-year students to enhance such skills as communication and self-assurance can equip them with tools necessary to be successful in the classroom environment and to negotiate issues concerning their professional and personal lives. Courses specifically designed for first-year students can help to build campus community through a supportive interactive environment while giving guidance to assist this vulnerable population to adjust to college and persist to graduation.
Advisors/Committee Members: Chiarelott, Leigh.
Subjects: Higher education
Keywords: First-Year College Students; First-Year Courses; Springboard; Conditionally Admitted Students
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13.
Click, Sally Evelyn.
Melvene Draheim Hardee: Music Maker and Dreamer of Dreams.
Degree: PhD, Higher Education Administration, 2009, Bowling Green State University
► Dr. Melvene Draheim Hardee, a higher education administrator, scholar, and leader spent…
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▼ Dr. Melvene Draheim Hardee, a higher education administrator, scholar, and leader spent her weekends tending to a 900‐acre Georgia pine tree farm. Born in Clarion, Iowa in 1913, she earned degrees at Iowa State Teachers College, Teachers College Columbia University, and the University of Chicago. The majority of her professional career played out at Florida State University where she first served as coordinator of counseling and later joined Dr. Hugh Stickler and Dr. Raymond Schultz as one of the original faculty members of the FSU higher education graduate preparation program. Between 1958 and 1989, she advised 120 doctoral students to the successful completion of their degrees and she advised and mentored many more master's degree students. Hardee assumed leadership positions in several higher education professional organizations. This study sought to determine her contributions to the student affairs profession's philosophical and practical development especially in light of her time in history, a time when women were underrepresented in leadership roles.Archival evidence was gleaned from two collections, the Melvene Draheim Hardee Papers housed in the National Student Affairs Archives located at Bowling Green State University in Ohio, and The Melvene Draheim Hardee Center for Women in Higher Education Collection housed by Florida State University Libraries. This information was analyzed along with data derived from interviews with 16 former students and professional colleagues and one family member. The resulting chapters include an overview of Dr. Hardee's life, an analysis of her writings for publication, speeches, and presentations, and a compendium of recollections from people who knew her from a variety of perspectives. Hardee contributed to the early development of faculty advising constructs, the development of an association for Southern student personnel professionals, and the Joint Statement on Student Rights and Freedoms. During her presidential term, she introduced the commission system to the American College Personnel Association. Her legacy at FSU includes the establishment of the Center for the Studies on Women in Educational Management Systems that was later named in her honor.
Advisors/Committee Members: Coomes, Michael.
Subjects: Academic guidance counseling; Education; Education history; Teaching; Womens studies
Keywords: Melvene Draheim Hardee; women in higher education; student affairs leaders; Florida State University; The Life Net; Photographs; ACPA; American College Personnel Association; Southern College Personnel Association
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14.
Coates, Chad O.
Private Higher Education in Jamaica: Expanding Access in Pursuit of Vision 2030.
Degree: PhD, Higher Education Administration, 2012, Bowling Green State University
► The purpose of this study was to gain insight on why private…
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▼ The purpose of this study was to gain insight on why private higher education institutions have flourished as key providers of higher education in Jamaica, how these institutions facilitate access to higher education, and to what extent private higher education institutions contribute to the achievement of Jamaica’s national higher education goals. The researcher also examined the extent to which the neo-liberal framework, which supports the notion of education as a tool for economic development, is appropriate for understanding how higher education is unfolding in Jamaica. Although the neo-liberal principles are evident within the Jamaican higher education system the neo-liberal framework alone is insufficient in providing a full understanding of how private higher education is unfolding in Jamaica. The findings of the study suggest that local private higher education institutions in Jamaica serve to challenge the status quo by making higher education accessible to members of the society who have been previously marginalized and underserved by the public higher education system. Local private higher education institutions in Jamaica have emerged in response to excess demand for higher education that the government was unable and unwilling to supply.
Advisors/Committee Members: Kubow, Patricia K.
Subjects: Caribbean Studies; Higher Education; Higher Education Administration
Keywords: Private higher education in Jamaica; Tertiary education in Jamaica; University Council of Jamaica; International higher education; Caribbean higher education; neoliberal; quality assurance in higher education
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15.
Collins, Kathleen M.
Those Who Just Said “NO!”: Career-Life Decisions of Middle Management Women in Student Affairs Administration.
Degree: PhD, Higher Education Administration, 2009, Bowling Green State University
► This study examined the experiences of six female middle managers in student…
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▼ This study examined the experiences of six female middle managers in student affairs who, while otherwise qualified with experience and an earned doctorate, turned down the opportunity to serve as vice president of student affairs. In-depth purposeful interviews were conducted with each participant, using naturalistic qualitative research methods grounded in the constructivist paradigm (Guba & Lincoln, 1989; Lincoln & Guba, 1985). From a backdrop of related research (Aleman & Renn, 2002; Blackhurst, Brandt & Kalinowski, 1998; McKenna, 1997; Nobbe & Manning, 1997), interview probes guided the examination of personal and professional experiences that led these women to their current status and their perceptions of any consequences they may have faced as a result of their career decisions. Data revealed emergent themes, which were used to craft individual case reports and to assemble an aggregate construction in response to the primary research questions.Findings indicated that, while participants once aspired to the vice presidency as their ultimate goal, a number of personal and professional reasons led each to make a conscious decision to forgo the next step on the student affairs career ladder and remain in their current, middle management position. Personal reasons included the need to attend to relationships with significant others (e.g., spouse, partner, children); professional reasons included levels of anticipated stress and undue expectations and time commitments that placed their family-work balance in jeopardy. A combination of motives related to their rejection of advancement as well as their desire to maintain their current level in the organization led to their revision of occupational aspirations and a reclaiming of a more holistic life pattern. Themes generated in these data resulted in a number of recommendations for student affairs administrative policy and practice, as well as suggestions for future research. From a perspective of policy and practice student affairs could benefit from reconsidering current work expectations, with an eye toward alternative models to accommodate a broader range of career patterns. Further research is needed to consider in greater depth the role significant others play in career decisions, especially as it intersects with influences of race, culture, and gender.
Advisors/Committee Members: Strange, Carney.
Subjects: Higher education
Keywords: women in student affairs; work-life balance in student affairs; student affairs administration; alternative career paths through student affairs administration
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16.
Crowe, Peggy A.
Development and fundraising practices in divisions of student affairs at 4-year, public universities.
Degree: PhD, Higher Education Administration, 2011, Bowling Green State University
► This study surveyed 261 NASPA (National Association of Student Personnel Administrators) voting…
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▼ This study surveyed 261 NASPA (National Association of Student Personnel Administrators) voting delegate SSAOs (senior student affairs officers) at 4-year, public institutions with enrollment greater than 5,000 students, in regard to the current status of their division-sponsored development and fundraising practices. A total of 111 respondents (42.5%)completed a questionnaire soliciting information about each student affairs division's: a.)institutional profile; b.) preparation for development and fundraising; c.) divisional priorities, capital campaign involvement, and fundraising success; d.) development and fundraising practices applied; e.) relationship to institutional advancement staff; and f.) major challenges and needs for those involved in such efforts. Complemented by themes evident in open-ended comments, the data were presented and analyzed through application of descriptive and nonparametric statistics. In comparison to previous studies, the data revealed a significant presence in student affairs of an employed staff member responsible for development and fundraising, a range of best practices and preparation expectations, and an overall concern for the status of student affairs in the institution's fundraising strategy. Further analysis yielded several significant differences attributed to institutional size and mission, with student affairs divisions within larger and more research-oriented institutions more developed in their advancement efforts. Several implications from the data were noted, including the need for: a.) clearer intra-institutional communication as to the purposes and functions of student affairs divisions; b.) inclusion of other personnel in development and fundraising efforts; c.) continuing support for training in development and fundraising; d.) greater coordination of fundraising strategies; and e.) greater attention to the particular circumstances of small institutions. Likewise, implications for future research included the need to: a.) further explore the effects of different institutional types; b.) utilize alternative research methodologies; c.) extend the focus of the research questions longitudinally; d.) examine the culture of philanthropy on campus; e.) evaluate the relative effectiveness of various development models; and f.) follow-up with participants regarding additional training needs. The results of this study are of particular interest to SSAOs, student affairs department heads, graduate preparation faculty, institutional advancement professionals, and professional organization leadership.
Advisors/Committee Members: Strange, C. Carney.
Subjects: Higher Education Administration
Keywords: fundraising; student affairs; 4-year, public universities; development; institutional advancement; senior student affairs officers; NASPA voting delegates
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17.
Cruise, Christie A.
The Relationship Between Parental Notification and Recidivism and Retention of Students Who Violated the University Alcohol Policy.
Degree: PhD, Higher Education Administration, 2009, Bowling Green State University
► A 1998 amendment to the Family Educational Rights and Privacy Act was…
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▼ A 1998 amendment to the Family Educational Rights and Privacy Act was clear in permitting colleges and universities to notify parents of students under age 21 when they have been found responsible for “a disciplinary violation with respect to such use or possession” of alcohol or any controlled substance (FERPA, 20 U.S.C. § 1232g, 1998, p. 4). This study explored the recidivism of students whose parents were and were not notified of their violation of the university alcohol policy between fall 2001 and spring 2008 (seven academic years) at Bowling Green State University. During this period, 1132 students under age 21 were found responsible for violating the university alcohol policy. The independent variable was parental notification and demographic variables of gender, race/ethnicity, class standing, grade point average, and residency (on- or off-campus) were also examined. The dependent variable was recidivism, although enrollment status one year after the violation was also explored. Results indicated that whether or not parents were notified of the violation, 94% of students did not have a subsequent alcohol policy violation. Men were significantly more likely than women and on-campus residents were significantly more likely than off-campus students to have their parents notified of their violation of the university alcohol policy. Regarding recidivism in the university discipline system for a subsequent alcohol policy violation, students whose parents were not notified of their first non-disruptive violation of the university alcohol policy were significantly less likely than those students whose parents were notified of their first disruptive violation of the university alcohol policy to violate the policy again. Finally, the logistic regression model showed that as grade point average increased, the likelihood of a repeat violation decreased. When the first violation was disruptive, resulting in parental notification, the likelihood of a repeat violation increased. However, the overall model fit of these two predictors (grade point average and violation) was moderate. This research does support previous findings that indicated that men were significantly more likely than women to be found responsible for violating campus alcohol policies and that students with higher grade point averages are less likely to be found responsible for violating campus alcohol policies a second time. Implications of the findings and recommendations for future research are discussed.
Advisors/Committee Members: Wilson, Maureen.
Subjects: Higher education
Keywords: parental notification, recidivism, university alcohol policy
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18.
Davidson, Denise L.
National Job Satisfaction of Enty- and Mid-level Student Affairs Professionals.
Degree: PhD, Higher Education Administration, 2009, Bowling Green State University
► Most workers aspire to jobs where they are highly satisfied. This satisfaction…
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▼ Most workers aspire to jobs where they are highly satisfied. This satisfaction may come from remuneration, opportunities for advancement, the work itself, or other factors. Although an awareness of job satisfaction has the potential to reduce absenteeism and employee turnover, we know little about the satisfaction levels of student affairs professionals. This study examined a population of entry- and mid-level student affairs practitioners in order to develop a profile of their levels of satisfaction with the overall job and five facets of satisfaction. In addition, differences were examined among demographic characteristics and predictors of job satisfaction for entry- and mid-level staff were explored. Findings indicated significant differences between entry- and mid-level student affairs professionals’ levels of job satisfaction when compared to the neutral level of job satisfaction established by the general population of workers. In addition, significant differences were identified in relation to age, gender, position level, and student affairs functional area. Predictive models were identified for entry-level professionals’ satisfaction with opportunities for promotion and mid-level professionals’ satisfaction with pay. Suggestions for future research are provided. Implications for practice are noted including the recommendation that student affairs leaders should make much of the fact that student affairs is a satisfying line of work. In addition, results suggested that leaders within student affairs should attend to the differences in satisfaction levels between older and younger professionals at the entry and mid-levels. Further, results implied a generational influence on job satisfaction levels that has bearing on effective supervisory and leadership behaviors. Finally, practitioners may find it useful to attend to the differing satisfaction levels between various functional areas and what these variations imply for leadership practice.
Advisors/Committee Members: Knight, William.
Subjects: Higher education
Keywords: job satisfaction; student affairs; entry-level professionals; mid-level professionals; job descriptive index; job in general scale
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19.
Doll-Speck, Lori Jo.
Study Behavior of Nursing Students.
Degree: PhD, Higher Education Administration, 2007, Bowling Green State University
► The purpose of this research was to learn about nursing students’ study…
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▼ The purpose of this research was to learn about nursing students’ study behavior, so that nursing educators can assist students with the development of study habits, attitudes, and strategies. A sample of Bachelor of Science in Nursing programs accredited by NLNAC was used. Multiple regression was used to analyze whether the independent variables (age, gender, race, high school grade point average, total study score, self-regulated learning score, study and work time, college classification, and enrollment status) predicted the dependent variables (nursing and college grade point average). ANOVA was also used. Two conceptual frameworks, Astin’s Inputs-Environment-Outputs Model and self-regulated learning, informed the research. The independent variables were predictors of college and nursing GPA. Study behaviors associated with higher college and nursing GPA including quiet study, effort, having a specific time to study, time management, studying until completion, memorizing, keeping track of progress, and prioritization. The findings of this research have several implications. First, students may need counseling on how to balance studying and work. Second, nursing students need to be advised that both study time and study score are predictors of academic success. Third, behaviors associated with higher college and nursing GPA should be encouraged in nursing students. Nursing students can improve their chances of earning good grades by developing good study strategies and through effective self-regulated learning techniques.
Advisors/Committee Members: Coomes, Michael.
Subjects: Health Sciences, Nursing
Keywords: study behavior; nursing students; study habits; study attitudes; study strategies; self-regulated learning
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20.
Dong, Suhua.
The Impact of Residential Learning Communities at Four-Year, Public, Midwest Universities on Students’ Self-Reported Levels of Civic Engagement.
Degree: PhD, Higher Education Administration, 2005, Bowling Green State University
► This dissertation focused on the impact of participation in residential learning communities…
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▼ This dissertation focused on the impact of participation in residential learning communities (RLCs) at five four-year, public, Midwest institutions on first-year students’ selfreported levels of civic engagement. Such impact was assessed through examining the main and conditional effects of participation on five dimensions of civic engagement—volunteerism and service to the community, responsibility to the common good, civic empowerment, understanding of and appreciation for diversity, and moral values development. Furthermore, it investigated how RLC students’ input characteristics and a wide range of environmental conditions related to the direction and magnitude of such impact. This dissertation completed secondary analyses of data collected through The 2004 Residence Environment Survey, employing a comparative-correlational research design, with a sample of 1,822 RLC students and 1,820 conventional students. Analyses of variance and hierarchical regression models were completed by using the Statistical Analysis System (SAS) for Windows 8.0. Results indicated that RLC participation produced significant, positive main effects on students’ overall level of civic engagement, volunteerism and service to the community, responsibility to the common good, and civic empowerment. Gender, sexual orientation, race, religion, citizenship, father’s education, and high school grades also demonstrated significant conditional effects on one or more of the outcome measures used. However, magnitudes of all the main and conditional effects were extremely small. Pre-college motivations for involvement and growth, enjoyment of integrated learning, intellectual challenge, application of knowledge, multiplicity of learning, and integration of academic learning and self-discovery, diverse peer interactions, use of residence hall peer, faculty, and co-curricular resources, sense of belonging to the campus community, and involvement in religious and ethnic activities contributed most to the overall variance in levels of civic engagement for RLC students as a whole and for each major demographic group examined. The findings suggest that institutions would do well to continue to support RLCs through attending to students’ pre-dispositions. To further enhance such impact, RLCs might consider greater emphases on the integration of curricular and out-of-class learning and providing students opportunities to interact with peers from diverse backgrounds and views. Recommendations for future research were suggested.
Advisors/Committee Members: Strange, C. Carney.
Keywords: learning community; civic engagement; college impact; undergraduate education
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21.
Fulford, Cynthia Naneva.
Preparing Students to Work in a Globally Diverse World: The Relationship of College Students' Backgrounds and College Experiences to Their Orientation Toward Diversity.
Degree: PhD, Higher Education Administration, 2009, Bowling Green State University
► This research study describes the set of student pre-college and college characteristics…
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▼ This research study describes the set of student pre-college and college characteristics that contribute to or predict students’ orientation towards diversity as measured by the four scales of the Miville-Guzman Universality Diversity Scale Short Form (M-GUDS-S) instrument: Diversity of Contact, Relativistic Appreciation, and Overall Attitudes toward Diversity. Findings from this study were consistent with the literature. First, students who identified as female, first-generation, and non-White, were significantly more likely to have a positive orientation toward diversity. Second, many of the academic and engagement pre-college and college variables were also significant as contributors and predictors of students’ orientation towards diversity. In addition to being female, there were two pre-college variables that positively predicted students overall attitude toward diversity; attending a high school that was predominantly White and participating in community service/volunteer work. One pre-college variable, having a high school peer group that was predominantly White, was a negative predictor of students’ overall attitude and orientation toward diversity. Of the five college variables that predicted a student’s overall attitude toward diversity, four were positive and one was negative. The variables predicting students’ overall positive attitude toward diversity as college students were: (a) a major strength in discussing controversial topics, (b) often interacting with race/ethnicity groups different from one’s own, (c) took a diversity course, (d) completing the required cultural diversity general education course at Bowling Green State University. However, students who reported often feeling discomfort around racially diverse peers while in college were predicted to have a more negative orientation toward diversity. Recommendations for increasing students’ positive orientation toward diversity include: Increase or maintain structural or physical diversity of the campus environment; Create multiracial and multiple identity programs and services; Increase secondary and postsecondary school partnerships; Develop and increase pre-college engagement activities; Provide cultural immersion experiences; Develop and increase college engagement activities; Encourage volunteer work and service-learning opportunities; Review and implement diversity courses; and Develop teacher education courses that teach skills around diversity
Advisors/Committee Members: DeBard, Robert.
Subjects: Higher education
Keywords: Intercultural; Interculturalism: Intergroup Contact Theory; Diversity; Diversity Orientation; Pre-College; College; Miville-Guzman Universality Diversity; M-GUDS; UDO; Universality-Diversity Orientation
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22.
Gaines, Nykia D.
Exploring the Perceptions of Study Abroad Among Black Undergraduates at Historically Black Colleges and Universities.
Degree: PhD, Higher Education Administration, 2012, Bowling Green State University
► International education helps students become more engaged within the United States and…
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▼ International education helps students become more engaged within the United States and abroad. Black undergraduates continue to be underrepresented in study abroad despite two decades of increased enrollment by Black students in higher education in the United States. This study had three purposes: (1) to explore how Black undergraduates attending historically Black colleges and universities (HBCUs) perceived study abroad programs, (2) to understand how individual and institutional characteristics related to the desire of Black undergraduates at HBCUs to study abroad, and (3) to determine to what degree individual and institutional variables predicted Black undergraduates’ desire to participate in study abroad. A survey research design was utilized to understand the perceptions and characteristics of Black undergraduates attending four HBCUs. Two hundred ninety-eight students responded to the survey during the spring and summer of 2011. Findings indicated that there was a significant relationship between students who initiated discussion about study abroad with their advisor or professor and their desire to study abroad at their current institution. There was a significant relationship between professors who initiated conversations about study abroad with students outside the classroom and the respondents’ desire to study abroad. There was a significant relationship between professors who discussed study abroad outside the classroom and respondents’ perceptions of study abroad. Students who had interactions with faculty or advisors regarding study abroad were less represented among students who did not desire to study abroad. Respondents who were born or raised abroad were less likely to desire to study abroad than those that did not report they were born or raised abroad and education majors were more likely to desire to study abroad than those in other majors. Respondents who initiated discussions about study abroad with their professors were more likely to desire study abroad than those who did not discuss study abroad with their professors and respondents whose advisors discussed academic planning for study abroad were less likely to desire to study abroad than those who reported that their advisor did not discuss academic planning for study abroad. Implications for research and practice in higher education and student affairs are discussed.
Advisors/Committee Members: Stewart, Dafina.
Subjects: African Americans; Higher Education
Keywords: education abroad; study abroad; historically Black colleges and universities; HBCUs; international education; Black undergraduates; African Americans; higher education
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23.
Gaskins, Brady P.
A Ten-Year Study of the Conditional Effects on Student Success in the First Year of College.
Degree: PhD, Higher Education Administration, 2009, Bowling Green State University
► In light of enrollment and retention pressures and challenges, educators strive to…
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▼ In light of enrollment and retention pressures and challenges, educators strive to deliver an experience that will meet the myriad outcomes expected from present day colleges and universities. This study sought to inform one campus about the impact of its educational environments on first-year student retention and grade point average after the first year. First-year student cohorts from 1997 to 2006 were studied. Key variables included retention, grade point average, involvement in a first-year program, and the type of first-year program, along with myriad student inputs and pre-college characteristics. Hierarchical logistic regression was conducted for retention; while hierarchical linear regression was conducted for grade point average after the first-year. Over 400 interactions or main effects were statistically significant for retention. Students tended to be better retained if they had higher high school grade point averages, had total aid amount above the mean, were in-state residents, lived on-campus, and were involved in at least one first-year program. Over 350 interactions or main effects were statistically significant for student GPA after the first-year. Students tended to have higher GPAs if they had higher high school grade point averages, were involved in the Honors program, were a non-first-generation student, lived on-campus, had an expected family contribution above the mean, or had a gross need below the mean.
Advisors/Committee Members: Knight, William.
Subjects: Higher education
Keywords: conditional effects; student success; first year; college; student inputs; educational environments; retention; grade point average; GPA
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24.
Geise, Mary Jo.
A Longitudinal Analysis of Outcomes Associated with Ohio's Postsecondary Enrollment Options Program.
Degree: PhD, Higher Education Administration, 2011, Bowling Green State University
► Dual enrollment programs, once created for the most advanced students, are now…
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▼ Dual enrollment programs, once created for the most advanced students, are now seen as a way to provide an accessible and affordable bridge to postsecondary education for a broader range of students. Research on the outcomes of such programs has been limited in scope and exists for only a few states. This quantitative study analyzed 10 years of postsecondary data from the Ohio Board of Regents to assess outcomes of traditional-aged college students enrolled in the state university system who previously participated in Ohio’s Postsecondary Options Program (PSEOP) as a high school student compared with students of similar academic ability who did not participate in PSEOP. Astin’s I-E-O Model served as the conceptual framework for this study. Several quantitative statistical methods including chi-squared, t-tests, hierarchical logistic regression, and analysis of covariance were used to assess student outcomes. Ten research questions guided this study, eight of which were successfully answered. The first question descriptively compared demographic and environmental characteristics of students who participated in PSEOP with students who did not participate. The remaining questions investigated significant differences in students’ major field of study choice, first-year retention rates, first-year cumulative grade point average, graduation cumulative grade point average, graduation rates, time-to-degree, and the pursuit of graduate or professional studies within one year of baccalaureate degree attainment. Questions relating to the choice of undergraduate institution and the pursuit of a second major were not answered due to insufficient data to adequately research the outcomes of the two student groups. Key findings centered on attributes which were significantly related to PSEOP participation and outcomes to which PSEOP participation was a significant contributor. Gender, ethnicity, academic performance, and family characteristics were all related to the decision of whether or not to participate in PSEOP. Students that did participate in PSEOP showed this experience as a significant factor in choosing certain majors and had a statistically significantly shorter time-to-degree completion than those students who did not participate in PSEOP. Results from this study showed areas where participation in PSEOP could be improved, thus widening the access of higher education to a larger pool of students.
Advisors/Committee Members: Knight, William E.
Subjects: Education; Higher Education
Keywords: Dual enrollment; concurrent enrollment; access to higher education; higher education; accelerated learning options; transitioning to college; public policy; Ohio higher education; Ohio K-12 education; hierarchical logistic regression
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25.
George, Deborah A.
The Relationship of Work Experience to Clinical Performance in a Master of Physical Therapy Program.
Degree: PhD, Higher Education Administration, 2007, Bowling Green State University
► Research has extensively documented the impact of experience on learning.However, there are…
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▼ Research has extensively documented the impact of experience on learning.However, there are currently no studies within the physical therapy (PT) literature that address the relationship between work experience and clinical performance. The purpose of my research was to explore this relationship. The study, involving 155 students who completed a master of physical therapy (MPT) program between 2003 and 2006, examined differences in the clinical performance of two groups: nontraditional students who had worked as physical therapy assistants before entering the MPT program, and traditional students who had not. Clinical instructors used the Clinical Performance Instrument (CPI) to record midterm and final evaluations of student performance on 24 professional skills. For most of the skills, the two groups did not differ significantly in degrees of change from midterm to final scores. Final evaluations showed that the nontraditional students scored higher than the traditional students on all 24 skills and significantly higher on half of the skills. They also had a significantly higher number of exceptional scores. Further analyses showed that the number of years of work experience, age, and cumulative grade point average of the nontraditional students were not significantly correlated with their scores on most of the skills. The qualitative data provided in the comment sections of the CPI, along with the responses to a survey completed by clinical instructors who had worked with both groups of students in 2006, supported the quantitative findings. That is, clinical instructors consistently indicated that the nontraditional students demonstrated better clinical performance than did the traditional students. The results of this study have implications for graduate programs in PT and other health care professions. Recommendations for practice include considering previous work experience in the admissions process and developing programs that help nontraditional students adjust to graduate programs and prepare for transitions between the coursework and clinical phases of their programs. Future research should investigate other factors that may contribute to clinical performance outcomes or to the group differences found in this study.
Advisors/Committee Members: Palmer, Carolyn.
Keywords: Clinical Performance; Work Experience; Experiential Learning; Physical Therapy Education; Clinical Education; Adult Learner; Nontraditional Student
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26.
Gerda, Janice Joyce.
A History of the Conferences of Deans of Women, 1903-1922.
Degree: PhD, Higher Education Administration, 2004, Bowling Green State University
► As women entered higher education, positions were created to address their specific…
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▼ As women entered higher education, positions were created to address their specific needs. In the 1890s, the position of dean of women proliferated, and in 1903 groups began to meet regularly in professional associations they called conferences of deans of women. This study examines how and why early deans of women formed these professional groups, how those groups can be characterized, and who comprised the conferences. It also explores the degree of continuity between the conferences and a later organization, the National Association of Deans of Women (NADW). Using evidence from archival sources, the known meetings are listed and described chronologically. Seven different conferences are identified: those intended for deans of women (a) Of the Middle West, (b) In State Universities, (c) With the Religious Education Association, (d) In Private Institutions, (e) With the Association of Collegiate Alumnae, (f) With the Southern Association of College Women, and (g) With the National Education Association (also known as the NADW). Each of the conferences is analyzed using seven organizational variables: membership, organizational structure, public relations, fiscal policies, services and publications, ethical standards, and affiliations. Individual profiles of each of 130 attendees are provided, and as a group they can be described as professional women who were both administrators and scholars, highly-educated in a variety of disciplines, predominantly unmarried, and active in social and political causes of the era. The primary conclusions are: There was little continuity between the conferences and the NADW; the nature of the professional groups and the profiles of the deans of women suggest that the profession underwent a change around 1920; and the careers and lives of the early deans of women were filled with important accomplishments, and are worthy of study. A deeper understanding of the early deans of women and their professional activities can inform research on the history of student affairs and the roles of women in higher education. Finally, the stories of these remarkable women can provide inspiration and illumination for those who continue the work with students in higher education.
Advisors/Committee Members: Coomes, Michael D.
Keywords: dean of women; student affairs; history of higher education; women in higher education; administration of higher education; student personnel
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27.
Gonzales, Laura Marie.
Latino and Latina First Year College Students: Factors Important to Their Persistence.
Degree: PhD, Higher Education Administration, 2006, Bowling Green State University
► The purpose of this study was to gain an understanding of first-year…
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▼ The purpose of this study was to gain an understanding of first-year Latino/a college students’ self-reported perceptions and experiences related to persistence and retention to the sophomore year. The focus was on Latino/a students who entered Bowling Green State University (BGSU), a mid-sized public regional state university in Ohio, in the fall semesters of 1998, 1999, 2000, and 2001. Pertinent issues related to the first-year Latino/a college student experience were addressed in this study: (a) demographic descriptors of entering and continuing Latino/a college students, (b) perceptions of their educational experiences, (c) educational and social concerns, and (d) factors related to their persistence. To answer the research questions, this study used a combination of quantitative and qualitative research methodologies. Descriptive statistics, such as frequencies, chi-square tests, and percentages, as well as t-tests and logistic regression were used to analyze the quantitative data. For the four year period, a total of 313 Latino/a students enrolled for their first year at BGSU. Two questionnaires developed by the Office of Institutional Research to administer to all new students were used to collect data for these students. Demographic and financial aid information were collected for the 313 students while 170 completed the BGSU First Year Student Questionnaire and 107 completed the New Student Transition Questionnaire. Emergent theme development guided the analysis of the qualitative data by interviewing four students who returned to BGSU for their second year. The combined analysis of the results revealed that there were some quantitative variables for which there where some significant differences between the persisters and the nonpersisters. The major themes from the interviews indicated that the participants were able to make the necessary social and academic adjustments as first-year students in order to thrive in the campus environment. Various forms of financial assistance, consisting of scholarships from the University as well as organizations affiliated with the high schools, and grants, were important to the students’ attendance and persistence. Recommendations made by the student participants and the researcher were included.
Advisors/Committee Members: MacKinnon, Fiona.
Subjects: Education, Higher
Keywords: Latino College Student Persistence
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28.
Hansen, Keith R.
Mid-Level Student Affairs Professionals’ Perceptions of Spirituality: A Phenomenological Study.
Degree: PhD, Higher Education Administration, 2005, Bowling Green State University
► This study was predicated on several ideas with the main one being…
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▼ This study was predicated on several ideas with the main one being that spirituality should be an intentional component of student affairs work. However, little is known about student affairs professionals’ perceptions about this topic. The purpose of this study was to engage mid-level student affairs professionals in dialogue to explore the nature of spirituality (one's sacred and personal journey or quest to find meaning and purpose in life) as a component of professional responsibility in student affairs work. The study examined: (a) professionals’ personal constructions of spirituality, (b) the role of spirituality in the philosophy and practice of student affairs professionals, and (c) how student affairs professionals communicated their personal and professional constructions of spirituality to students. Given the nature of spirituality and student affairs professionals, a phenomenological approach was chosen. The researcher discerned the essences of spirituality for these participants by interviewing five mid-level student affairs professionals, reflecting on their individual ideas pertaining to the events or occurrences they described, and developing a composite view that best reflected the shared meanings of the participants. Profiles of the five participants and the institutions at which they work are provided. The researcher presents: (a) three themes that influenced the professionals regarding their spiritual definitions and beliefs: spiritual upbringing, spiritual guides, and spiritual journeys, (b) common perceptions that appeared among the participant’s thoughts and experiences, (c) three themes derived from the actions, experiences, and observations of the participants regarding their ability to influence students’ spirituality: role modeling, spiritual interventions, and serving as spiritual guides, and (d) how the campus context influenced these participants’ thoughts and actions regarding spirituality. The sum of all the themes and commonalities are important to mid-level student affairs professionals’ perceptions of spirituality. As such, a model is presented to explain how the respondents integrated their understanding of spirituality into a complex perspective on their role as professionals.
Advisors/Committee Members: Coomes, Michael.
Keywords: spirituality; student affairs professionals; colleges; universities; phenomenology; religion
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29.
Hofmann, Paul Norman.
Examining Factors of Acculturative Stress on International Students as They Affect Utilization of Campus-Based Health and Counseling Services at Four-Year Public Universities in Ohio.
Degree: PhD, Higher Education Administration, 2010, Bowling Green State University
► This study examined factors of acculturative stress experienced by international students as…
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▼ This study examined factors of acculturative stress experienced by international students as they affect utilization of campus-based health and counseling services. Eight hundred thirty-eight international students studying at 11 four-year public institutions in the State of Ohio were surveyed to determine how frequently they had experienced 20 different factors of acculturative stress and the extent to which they utilized campus-based health and counseling services. Descriptive and inferential statistics were used to better understand the relationship between factors of acculturative stress and utilization of these services. While the findings suggest a lack of significant interaction between acculturative stress and international student utilization of these services, there were important findings suggesting that different groups of international students do not experience acculturative stress equally according to gender, home country, and graduate versus undergraduate students. The implications and recommendations for practice and future research are discussed.
Advisors/Committee Members: DeBard, Robert.
Subjects: Education
Keywords: international students; acculturative stress
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30.
Kegolis, Jeffrey L.
New Professionals' Perspectives of Supervision in Student Affairs.
Degree: PhD, Higher Education Administration, 2009, Bowling Green State University
► The importance of effective supervision to increase productivity in the administration of…
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▼ The importance of effective supervision to increase productivity in the administration of student affairs motivated this dissertation. This study was designed to assess the perceptions of new professionals regarding the supervision practices encountered in their initial experience following graduation from their master's program. The sample featured alumni from 17 different institutions with professional preparation programs in college student personnel, higher education administration, or student affairs administration. From these institutions, 447 alumni participated and completed the Leadership Practices Inventory (LPI-Observer). One-way analysis of variance (ANOVA) was used to determine the significant differences among the demographic information of new professionals and their supervisors. The results showed that male supervisors were rated as effective as female supervisors and African American supervisors were rated as effective as White supervisors at frequency of exemplary practice. On a national level, when compared to the research collected online by Posner from 2005 to 2007 of various sectors, it appears from this study that increased attention on supervision within student affairs is necessary. Conclusions and recommendations focused on the importance of gender differences, racial and ethnic backgrounds, and the need for further exploration of this topic in future research.
Advisors/Committee Members: DeBard, Robert.
Subjects: Higher education
Keywords: leadership; management; supervision; new professionals; student affairs; college student personnel; student affairs administration
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