ETD Search Results: instcode:ohiou

1. Adams, Amy M. National Measures of College Affordability: A Study of the College Affordability Index.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► Currently the College Affordability Index (CAI) is available to the general public… (more)

Subjects: Education, Higher

Keywords: college affordability; public policy; access

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2. Archibald, James G. The State of the Faculty Senate: Roles, Responsibilities, and Senate Leadership.

Degree: PhD, Higher Education (Education), 2011, Ohio University

► Faculty senates provide a forum for the discussion of all issues of… (more)

▼ Faculty senates provide a forum for the discussion of all issues of concern to faculty members. Research and theoretical knowledge regarding faculty senates' involvement in campus decision-making is limited (Minor, 2004). The principal purpose of this study is to determine if there are differences in the responsibility areas of faculty senate by type of institution and type of senate. The following research questions were investigated in the study: What are the differences in the responsibility areas of faculty senates?; what are the differences in the responsibility scores of faculty senates? what are the differences in the number of senate members in faculty senates?; and to what extent does type of senate, type of institution, and number of senate members predict the responsibility score of faculty senate? The data used in this study were extracted from the Faculty Senate Leader Survey 2009 (FSLS:09). The FSLS:09 collected information from senate leaders regarding the characteristics of the faculty senate and critical issues of concern to faculty at their institution. The sample consists of 434 faculty senate leaders identified in the search and were invited to participate in the Faculty Senate Leader Survey. Approximately 207 senate leaders of master's institutions and doctoral institutions in the United States responded to the survey. A total of 105 senate leaders of master's institutions and 102 senate leaders of doctoral institutions completed the Faculty Senate Leader Survey. Faculty senates tend to be responsible for ensuring academic freedom, committee appointments, curriculum and academic programs, and faculty grievances. Areas that faculty senates appear to have no responsibility or only advisory influence are retirement plans, faculty compensation, and campus facilities. The results also indicated that there are differences in the responsibilities of faculty senates by type of institution and type of senate. Advisors/Committee Members: Conley, Valerie.

Subjects: Higher Education; Higher Education Administration

Keywords: Faculty senate; leadership; roles

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3. Atkinson, Leigh A. Factors Impacting Student Retention on the Regional Campuses and Centers of Ohio University.

Degree: PhD, Higher Education (Education), 2008, Ohio University

► Student retention in higher education is, or at least should be at… (more)

Subjects: Higher education

Keywords: Student retention; Regional Campuses; Traditional Student

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4. Atuahene, Francis. A Policy Analysis of the Financing of Tertiary Education Institutions in Ghana: An Assessment of the Objectives and the Impact of the Ghana Education Trust Fund.

Degree: PhD, Higher Education (Education), 2006, Ohio University

► Higher education development worldwide at the turn of the century has witnessed… (more)

▼ Higher education development worldwide at the turn of the century has witnessed a multitude of challenges such as accessibility, affordability, financial austerity, faculty recruitment and retention, and the lack of improvement of physical facilities.Whereas these challenges pose a serious threat to effective higher education systems, two major challenges of massification and financial stringency remain a peril at the pinnacle of education development. Whilst different cost sharing mechanisms have been advanced to address these problems in most advanced countries, the situation is quite different in sub-Saharan African countries, where the introduction of cost sharing has generated serious agitations from students. In Ghana where the higher education system is constitutionally financed by the state, the introduction of cost sharing policies have not only been politicized and attacked, but also created severe inequalities making higher education the preserve of the socially privileged. Cognizant of these quagmires, and realizing the importance of higher education to national development, Parliament passed a bill that established the Ghana Education Trust Fund (GETFund Act 581) in 2000, which levies a 2.5% Value Added Tax (VAT) on goods and services to supplement government budgetary allocations to education. The purpose is to provide financial resources to support all educational institutions and offer financial assistance to genuinely needy and academically talented students. Guided by the interpretive theory of social constructivism, this study used qualitative document analysis and interview techniques to investigate the perceptions of university administrators, board of trustees, government officials, and student leadership about the fulfillment of the objectives of the Act. Twenty-five participants representing three major universities, two polytechnics and agencies of the Ministry of Education were selected for this study. The first phase of the study analyzed existing government and policy documents on education, particularly those on the GETFund. The second phase of open-ended interviews investigated the perceptions of participants of the study. The findings of the study indicated a tremendous contribution of the GETFund towards higher education development in Ghana in the areas of academic and residential infrastructural development, provision of scholarships and financial assistance to needy students, contributions to faculty research and development and the establishment of a student loans scheme. Advisors/Committee Members: Cutright, William Marcus.

Keywords: Higher Education Finance; Education Accessibility and Affordability; Challenges Facing Higher Education; Higher Education in Africa

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5. Austin, Jennifer M. A STUDY OF ATHLETIC TRAINING EDUCATION FACULTY ATTITUDES’ TOWARD INSTRUCTIONAL TECHNOLOGY AND THEIR EXTENT OF UTILIZATION OF THAT TECHNOLOGY.

Degree: PhD, Higher Education (Education), 2004, Ohio University

► Technology has become an integral part of American society, and its role… (more)

▼ Technology has become an integral part of American society, and its role in education has continued to increase. The purpose of this study is to examine athletic training educators’ attitudes toward instructional technology and their extent of utilization of that technology. Attitudes and extent of utilization are examined to determine whether differences exist among participants based on their gender and age. Participants were certified athletic trainers teaching in entry-level athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP). Data were collected from 260 participants using an on-line questionnaire developed by the researcher. The questionnaire contained three sections, including demographic information, attitudes toward instructional technology and instructional technology use. Internal consistency of the attitude and extent of utilization sections yielded alpha coefficients of .90 and .91 respectively. The research design was a two-way analysis of variance (ANOVA) utilizing summated scores for attitudes toward and extent of utilization of instructional technology as the dependent measures. The independent variables were gender and age. Data analyses revealed no statistically significant differences for each of the main effects of gender and age or for the interaction effect of gender and age and attitudes toward instructional technology. Additionally, data revealed no significant differences for each of the main effects of gender and age and extent of utilization of instructional technology. However, a significant finding is noted for the interaction of gender and age and extent of utilization. Further review indicates males 57 years of age and older utilize instructional technologies to a greater extent than females in the same age group. However, females between the ages of 46 and 56 utilize instructional technologies to a greater extent than males in the same age group. Limitations, conclusions, practical implications, and recommendations for further study are provided. Advisors/Committee Members: Young, Robert.

Keywords: Athletic Training Education; Instructional Technology; Attitudes; Utilization

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6. Bandyopadhyay, Santanu. Impact of Individual and Institutional Characteristics on Transfer from Two-Year to Four-Year Public Institutions in Ohio.

Degree: PhD, Higher Education (Education), 2008, Ohio University

► One of the core missions of community colleges is to prepare students… (more)

▼ One of the core missions of community colleges is to prepare students to transfer to a four-year institution. Yet, out of all students attending public two-year institutions in 1995-96 with an intent of transferring to attain a baccalaureate degree, only 23% actually achieved their goal of by 2001, and another 14% were still enrolled at four-year institutions (National Center for Education Statistics, 2002). In addition, the rate of transfer differs from one institution to another, and students from different demographic backgrounds and with different levels of academic preparation transfer at different rates. The differential rate of transfer suggests that individual characteristics and institutional policies matter with respect to transfer. This study tracks all students enrolled in public two-year institutions in Ohio in 2001 for three years, and based on their transfer behavior, measures the relationship between individual and institutional factors, and transfer. Using hierarchical linear modeling, this study also analyzes how the impact of individual factors changes with changing institutional factors. Self-declared intent and completion of relatively high numbers of credits in the first year is found to have the greatest positive relationship with transfer. Holding other factors constant, positive intent increases the probability of transfer by over 8%. For an additional 12 credits completed beyond the average of 25 credits in the first year, the probability of transfer increases by 5%. Academic factors such as GPA and attending full-time also have a positive effect on transfer. Females and African Americans enrolled in two-year institutions in Ohio in 2001 had a lower probability of transferring within three years than whites or males respectively. Of all variables included in the model to describe the individual characteristics, such as gender, race, age, intent of transferring, enrollment status, number of credit hours completed in first year, and GPA, age has the greatest negative impact on transfer. However, the negative relationship between age and probability of transferring is mitigated to a large extent by the positive intent of the student. Based on the findings, two recommendations are made to improve the probability of transfer. First, at the institutional level, introducing transfer advising centers, using students who transferred successfully as “transfer champions”, and including transfer training in “introduction to college courses” may help increase the number of students who express an intention to transfer. Such activities serve the purpose of bridging the information gap as well as motivating students. Second, the state could offer financial rewards to the students to increase completion of a higher number of credits in the first year. Advisors/Committee Members: Conley, Valerie M.

Subjects: Higher education

Keywords: Transfer; transfer student

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7. Bell, Chandra M. Graduate Education Attainment and Salary: An Examination of Institutional Type, Major Choice, Gender, Race/Ethnicity, Parental Education and Work Experience Differences.

Degree: PhD, Higher Education (Education), 2010, Ohio University

► This study investigated two major sources of influence (institution and individual characteristics)… (more)

Subjects: Economics; Higher education

Keywords: Graduate education attainment; salary; institutional type; major choice; gender; race; parental education; work experience

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8. Bontrager, Katherine Adams. A Profile of Trustees: Characteristics, Roles and Responsibilities of Trustees in Ohio's Two Year College System.

Degree: PhD, Higher Education (Education), 2008, Ohio University

► The face of Ohio's two-year colleges has been changing over the past… (more)

▼ The face of Ohio's two-year colleges has been changing over the past several years. Two-year colleges continue to face increased demand from the communities they serve, tougher funding models from the state and large enrollment increases. The problem of this study was to (a) compare and partially replicate the demographic data of the 1989 Trustee profile presented by J.W. Hill to the 2003 trustee data from the current study, including personal, career and educational characteristics of the trustees of Ohio's two year college system. (b) the study explored trustee training and their perceived needs in training. (c) investigate the self reported perceptions of trustees as they understand the nature of their roles, the depth and breadth of their knowledge and responsibilities. Descriptive statistics were used to describe and understand who is the two year college trustee in 2003. Further, trustees were asked to rate questions describing training received and desired. The data collected on the various scales and questions measuring trustee perceptions, utilized various statistical techniques evaluating correlation of scales with demographics and specific questions. Significance would be at .05 alpha level. Comparison of data collected was compared with national data whenever such data was available. The face of the two year college trustee has changed little in over 15 years, while the demographic face of the students in higher education has changed significantly. With racial and gender equality having been a focus of private and public sector arenas over the past forty years it is essential that key leadership of higher education reflects this emphasis in diversity. National, state and local leadership must recommit to new models for providing all levels of training for their trustees. The success of the two year trustee is dependent upon the depth of knowledge as well as the advocacy of role of trustee can provide their institution. Advisors/Committee Members: Moden, Gary.

Subjects: Higher education

Keywords: community college; trustees; governance

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9. Boyles, Elinda C. Leaders in Demand: A Study of the Turnover of Presidents and Provosts in Institutions that are Members of the American Association of State Colleges and Universities (AASCU).

Degree: PhD, Higher Education (Education), 2011, Ohio University

► With the coming of age of the baby-boomer generation the prospects of… (more)

▼ With the coming of age of the baby-boomer generation the prospects of large numbers of retirements is a topic of interest within higher education. This study examined the likelihood of retirements and turnover due to career transitions of a sample of presidents and provosts for the next three to five years. While it is not uncommon for high turnover to occur in these positions, an increase is expected due to the numbers of retirements of key leaders who are represented in the baby boomer generation. Research conducted by the American Council on Education (ACE) in 2007 and 2008 revealed that nearly half of the nation's university presidents and about 30% of the provosts were aged 61 or older at that time. The U.S. Census Bureau (2000) projected that there will be the need for over 37 thousand postsecondary education administrator replacements between 2008 and 2018. Hartley, Eckel, and King, (2009) illustrated the concerns presidents have expressed about the potential acceleration of president vacancies due to retirements and the evidence that, “a shortage in the pipeline exists” (p. 29). There is a general awareness gleaned from research and the resulting reports of the existence of (a) large numbers of presidents and provosts at retirement age, (b) increased demand for experienced leaders, (c) insufficient pipeline, and (d) lack of professional development and succession efforts by higher-education institutions. The convergence of these conditions creates the potential for a perfect storm that could lead to an increased demand for leaders for an undetermined time. The issue is not just about the numbers but also about the need for strong and effective leadership requiring unique skills, breadth of knowledge gained from experience, and the wisdom to effectively respond to the historic challenges facing public higher education. The current research utilized a customized survey distributed electronically to presidents and provosts employed by public, four-year institutions that are members of the American Association of State Colleges and Universities (AASCU). The results included descriptive information about the participants and results of analyses relative to the likelihood of their leaving their current institutions due to career transitions or retirements in the next three to five years. This study was endorsed by the American Association of State Colleges and Universities (AASCU). Advisors/Committee Members: Martin Conley, Valerie.

Subjects: Higher Education Administration

Keywords: turnover of leaders in higher education; turnover of presidents and provosts; career transitions; retirements; turnover; public, four-year universities

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10. Bradbury, Barbara L. The Integration of First-Generation, First-Term College Students from Ohio Appalachia: A Multiple Case Study.

Degree: PhD, Higher Education (Education), 2008, Ohio University

► This dissertation focuses on the factors affecting the integration of first-generation, first-term… (more)

▼ This dissertation focuses on the factors affecting the integration of first-generation, first-term college students from Ohio Appalachia. The literature is expanding on the college going process of first-generation students; however, research focused on Appalachian student success is still limited. In order for faculty and staff to better serve and meet the needs of this population, an investigation into the influences affecting their success is needed. The purpose of the study is to understand the experiences of first-generation college students from Ohio Appalachia as they navigate entry into college. The research is guided by the following questions: (1) what are the barriers to admittance and successful integration into college and (2) what influences and factors assist students in the admissions and integration process? Through the basic interpretive qualitative approach this research attempted to "understand how people make sense of their lives and their experiences" (Merriam, p. 38). The data type for this interpretive study was narrative, obtained through interviews with students. Factors identified as either positively or negatively affecting integration were examined in the context of the students' academic, social, and interpersonal environments. The results of this study are not generalizeable to the traditional student population; however, they reveal important aspects of the college-going process for first-generation, first-term students from Ohio Appalachia. Barriers and strengths are examined from two perspectives: relationships and adjustment to college. Relationships encompass family, friends, and faculty members. The adjustment to college examines the following aspects of integration: developing a sense of belonging; achieving academic success; maintaining satisfactory living arrangements; developing a stable financial situation; and balancing other responsibilities. First-generation students from Ohio Appalachia negotiate many aspects of the college-going process on their own, without the assistance of a knowledgeable guide. They are not, however, without support. For most of the participants, a mutual sense of responsibility with their families serves as an anchor that keeps them grounded. Also vital to student success is the importance of faculty who present themselves as accessible and approachable, without whom several of the participants would likely have found excessive challenge. Advisors/Committee Members: Mather, Peter C.

Subjects: Education; Higher education

Keywords: first-generation; Appalachia; Ohio; transition to college; access barriers; factors affecting integration into college; first-term success

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11. Bridges, Christopher E. Privileged Students: White Men as Social Justice Allies.

Degree: PhD, Higher Education (Education), 2011, Ohio University

► The purpose of this grounded theory inquiry was to explore the process… (more)

▼ The purpose of this grounded theory inquiry was to explore the process of White men's ally identity development. Conducted from a social constructivist epistemological paradigm, and informed by a constructivist grounded theory methodology, the following research questions guided this study: (a) how do White male allies come to understand themselves as allies; and (b) what are the critical influences on this process? I conducted interviews with ten students from a small private Ohio university. The theory that emerged from this study is grounded in the co-researchers' experience. My ally identity theory follows White men as they are challenged in their personal understanding of fairness in the world, Recognizing Oppression and Experiencing Tension. Faced with conflict from an outside source that challenges their belief in a fair world they begin to work to ease other's suffering, in order to contribute to the fairness of the world, Triggering Compassion and Acting as an Ally. Within this work, they come to understand systems of privilege, and at some limited level, their personal relationship with privilege and its connections to oppression, Naming and Owning Privilege. By working as an ally, they alienate themselves from other privileged groups, yet remain non-group members of oppressed groups. By labeling themselves as ally, they create an identity that they hope will communicate support for target groups and set them apart from non-allies, as well as possibly separating them from other non-ally White men, Creating an Ally Identity. The ally identity also allows these men to find a common space with other allies like them, Claiming a Shared Identity. Finally allies wrestle with the conflicting spaces created by claiming an ally identity, Managing Ongoing Tension. This theory of White male student's ally identity development has implications relevant to theory development, research, student affairs practice, and social justice allies. Advisors/Committee Members: Mather, Peter.

Subjects: Developmental Psychology; Education; Gender Studies; Higher Education; Multicultural Education; Social Research

Keywords: white men; privilege; oppression; ally; allies; grounded theory; identity development; critical influences

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12. Brown, Chad M. An Empirical Test of the Nontraditional Undergraduate Student Attrition Model Using Structural Equation Modeling.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► Nearly 50% of the students attending college for the first time this… (more)

Keywords: Persistence; Community College; Nontraditional; Two-Year College; Structural Equation Modeling

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13. Brown, Danita M. Transformational Leadership Behaviors and Achieving Styles of Fraternity and Sorority Leaders.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► The purpose of this study was to assess aspects, behaviors and characteristics… (more)

Subjects: Education, Higher

Keywords: Leadership; Fraternity and sorority leaders; Transformational leadership; Gender; College

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14. Cohen, Robert A. An Analysis of the History of the Association for University Regional Campuses of Ohio.

Degree: PhD, Higher Education (Education), 2008, Ohio University

► This is a qualitative study of the origin and history of the… (more)

▼ This is a qualitative study of the origin and history of the Association for University Regional Campuses of Ohio. The purpose of the study was to provide a record of the founding and development of AURCO. The study offers a description of the historical circumstances that led to its creation; a historical account of its inception in 1993, and an examination of the role that the organization has come to play among regional campus faculty. This was done through a qualitative study involving interviews and correspondence with founding members and other selected persons on regional campuses, as well as a review of existing documents of the association. The interviews were transcribed and analyzed for themes.Interviews with three founders of AURCO revealed four themes that described perceptions by the founders of the purposes and roles that AURCO has played among faculty of Ohio regional campuses: promotion of scholarship among regional campus faculty; creating avenues for professional advancement; providing a venue for faculty interaction and collegiality; and promotion of Ohio regional campuses. Three additional interview participants agreed that AURCO had played a role in promoting scholarship, facilitating professional advancement, and fostering collegiality. However they either downplayed or disagreed that AURCO had played a significant role in promoting the interests of regional campuses. The four themes were used as a guideline to analyze records to determine evidence of the effectiveness of AURCO in achieving the goals as perceived by the organizational founders. Although the records indicated some examples of promoting regional campuses, much information was revealed that supported instances of AURCO promoting scholarship, providing opportunities for professional advancement, and venues for collegial interaction. It appears that, at least on some campuses, AURCO has had sufficient penetration to support the claims by its supporters that it has contributed to the professionalization of faculty. Additional research is necessary to determine the extent of possible impact. However when the institutional affiliation of participants was examined, it became clear that the penetration of AURCO among the 23 regional campuses in Ohio has been uneven. Participation in AURCO has been intense on some campuses, spotty at others, and non-existent at the rest. Advisors/Committee Members: Young, Robert B.

Subjects: Higher education

Keywords: AURCO; Association for University Regional Campuses of Ohio; regional campuses

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15. Cortner, Laquetta K. THE PERCEPTIONS OF INSTITUTIONAL MEMBERS OF THE NATIONAL ASSOCIATION OF MULTICULTURAL ENGINEERING PROGRAM ADVOCATES OF DIFFERENCES IN RETENTION INITIATIVES AND SUPPORT BY GRADUATION RATE.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► The purpose of this study was to examine the perceptions of institutional… (more)

▼ The purpose of this study was to examine the perceptions of institutional members of the National Association of Multicultural Engineering Program Advocates of differences in retention initiatives and support by graduation rate. Specifically, this study examined the perceived effectiveness of retention initiatives, the impact of attrition issues and the effectiveness of retention resources to support the retention of multicultural engineering students. Completed in the winter 2007, this study was distributed electronically to institutional NAMEPA members and resulted in a 28% response rate. The survey instrument was developed by the researcher and consisted of five-point Likert scale items that examined the effectiveness of retention initiatives and attrition issues. Open response questions examined retention rates, unit goals, successful retention practices, practices not occurring at respondent institutions and factors impacting graduation rates. Information was also collected on time spent on retention initiatives, financial resources to support multicultural engineering student retention and personnel resources to support multicultural engineering student retention. Data was analyzed using Independent Samples T Test to test for statistical significance of retention initiatives and attrition issues by graduation rate group. Chi Square analysis was used to test for relational significance of time spent on retention initiatives, financial resources and personnel support by graduation rate group. This examination of institutional perspectives on retention initiatives did not find significant differences of these variables by the graduation rate groups established for this study. Data collected on successful practices, practices not occurring at the institutions, unit goals for retaining multicultural engineering students and graduation rate factors did support the retention initiatives and attrition issues evaluated in this study. Further studies can be done to collect student perspectives on these issues and to further examine each of the retention initiatives and attrition issues evaluated in this study. Advisors/Committee Members: Conley, Valerie Martin.

Keywords: Multicultural Engineering Students; Retention of Multicultural Students; Retention of Engineering Students

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16. Ford, Obie III. “This Is Who I Am:” The Lived Experiences of Black Gay Men With an Undergraduate Degree From a Historically Black College or University.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► This is a phenomenological study of the lived experiences of four gay… (more)

▼ This is a phenomenological study of the lived experiences of four gay Black men with an undergraduate degree from a historically Black college or university (HBCU). The goal of the study was to learn about the individual experiences of these men through self-reflections. Data for the study was collected primarily through an autobiographical sketch that each participant completed and individual interviews that were conducted with each participant. The autobiographical sketches and interviews were transcribed and studied for emerging themes. Eight major themes emerged from this research, which included: deciding to attend an HBCU; coming out at an HBCU; witnessing harassment and homophobia during the college years; being a Black gay male in the Black community; being Black and gay in mainstream society; coping strategies; the significance of attending an HBCU; and summing up the HBCU experience. Each major theme had a series of sub-themes. Disclosing their sexual orientation subjected the research participants to witnessing harassment and homophobia during their college years. All of the participants either witnessed harassment of fraternity members, friends, college authorities, and family members. In the general Black community, the participants identified a number of issues they faced as Black gay men. “Black masculinity” was a phrase that most of the participants used when describing the expectation of Black men in the general Black community. The participants felt that mainstream White society was generally more accepting of homosexuality than the Black community. However, the participants also felt that they were victims of racism in mainstream White communities, both heterosexual and homosexual. The significance of attending an HBCU centered around finding support. All of the research participants identified their friendship circles as their main support system. Each participant also identified his religious and/or spiritual connection as being a support system. Life after an HBCU included each participant feeling that his HBCU indoctrinated him with: desire to give back to the community, passion to seek further education and gainful employment, and pride in being part of the HBCU tradition. Advisors/Committee Members: Robert, Young B.

Keywords: Colleges and Universities; Historically Black Colleges and Universities; College Students; Identity, Development; Racism; Homophobia; Heterosexism; African American; Black; Men; Males; Homosexuality; Gay; Undergraduate; Experiences

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17. Franklin, Douglas S. Student Development and Learning in Campus Recreation: Assessing Recreational Sports Directors' Awareness, Perceived Importance, Application Of and Satisfaction With CAS Standards.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► The National Intramural and Recreational Sports Association’s (NIRSA) collaboration with the Council… (more)

▼ The National Intramural and Recreational Sports Association’s (NIRSA) collaboration with the Council for the Advancement of Standards (CAS) in Higher Education and in the publication of Learning Reconsidered II provides impetus for collegiate recreational sports professionals to join the community of educators in providing a learning rich environment in which to educate the whole student. This study examined various personal, institutional and organizational attributes affecting a recreational sports director’s awareness, perceived importance, application, and satisfaction with the CAS standards for recreational sports. The study also identified potential sources of awareness and perceived barriers to the use of the standards. A survey consisting of 12 demographic and 76 scaled questions was distributed to recreational sports directors (N=571) from four-year colleges and universities that are members of the NIRSA. A total of n=400 directors responded to the study for a 70% response rate. Data were analyzed using analysis of variance (ANOVA) and independent samples t-tests. Results indicated recreational sports directors that were members of the National Association of Student Personnel Administrators (NASPA) or American College Personnel Administrators (ACPA) were statistically more aware (p<.001), perceived the standards to be more important (p<.030) and applied the standards more (p<.005) than directors with memberships in other professional associations or with membership only in the NIRSA. The researcher also found that directors of departments located within a student affairs organizations (71.5%) were statistically more likely to be aware of the standards (p<.000), perceive the standards to be more important (p<.001), and applied the standards more often (p<.000) than directors leading programs housed in intercollegiate athletics, academic, business or other areas. The primary source of awareness was identified as professional development (M=3.905). The key barriers to applying the standards were lack of time (M=3.34), lack of staff resources (M=3.286) and lack of training (M=3.268). Advisors/Committee Members: Cutright, Marc.

Subjects: Education, Higher

Keywords: CAS; Standards; Higher Education; Campus Recreation; Recreational Sports; Student Development; Learning Reconsidered

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18. Freeman, Melissa L. Selected Characteristics Related to Persistence to the Baccalaureate Degree for Vertical Transfer Students: Geography, Age, Gender, and Risk.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► Most of the literature regarding persistence in postsecondary education focuses on traditional-aged… (more)

▼ Most of the literature regarding persistence in postsecondary education focuses on traditional-aged students who begin in a four-year institution, despite the fact that nearly one-half of all undergraduate enrollments are in two-year institutions. Any number of factors influences a student’s decision to begin in a sub-baccalaureate institution. For example, for both traditional- and nontraditional-aged students, particularly those who are from rural areas and/or are first-generation, the ability to begin and complete postsecondary education may be influenced by their desire to stay close to home in order to manage the cost of attending. Additionally, nontraditional-aged students and women often have difficulty in attending a postsecondary institution a great distance from where they live. This is due to familial and work-related responsibilities. Thus, the notion of the “traditional” student has become a misnomer. And, while many students who begin in a two-year institution have aspirations to transfer and complete the baccalaureate degree, few actually do so successfully. This study sought to increase knowledge about persistence to the baccalaureate degree for vertical transfer students. Individual characteristics such as level of urbanicity as measured by the high school and first institution attended, age, gender, and the risk factor index were examined. The study was based on secondary analysis of BPS: 96/01 data. A combination of descriptive statistics and logistic regression were used to analyze the data. The results indicated transfer appears to be a barrier to baccalaureate persistence. Of those students who begin in a sub-baccalaureate institution, only 12% vertically transferred. However, for those students who did vertically transfer, approximately two-thirds (63%) persisted to the baccalaureate degree. This suggests that once students transfer, they persist to the baccalaureate degree—either attained or were still enrolled as of 2001—regardless of other variables. Additionally, one of the models suggested that women with risk factors were more likely to persist to the baccalaureate degree. A second model suggested that men were more likely to persist if they attended both a rural high school and a rural sub-baccalaureate institution. Advisors/Committee Members: Conley, Valerie Martin.

Subjects: Education, Higher

Keywords: Geography; Rural; Gender; Age; Risk; Transfer; Persistence

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19. Godek, Michelle M. Work-Family Conflict and the Perception of Departmental and Institutional Work-Family Policies in Collegiate Athletic Trainers.

Degree: PhD, Higher Education (Education), 2012, Ohio University

► Employees throughout the United States struggle to balance their work and family… (more)

▼ Employees throughout the United States struggle to balance their work and family commitments, in part because the workforce makeup has changed significantly over the last half century. The evolving family structure also has contributed to this struggle. This research seeks to build on previous work-family literature by incorporating the six dimensions of WFC conceptually defined by Carlson et al. (2000), while gauging the culture of the athletic department and institution in regards to work-life practices and policies. This study is designed to extend the current line of work-family literature by examining the construct from both male and female perspectives, married and single outlooks, and the standpoint from ATs with and without children. A combination of descriptive statistics, MANOVA, ANOVA and correlation analysis were used to analyze the data. Almost 30% of the respondents were experiencing work-family conflict at the time of this study. Several departmental issues may contribute to work-family balance which includes the unpredictable work hours and not being consulted before changing practice times. One hundred-fifty respondents did not feel comfortable using departmental policies for work-family balance. Most respondents felt being an AT is an easier job for single people and the time commitment involved discourages quality family time. A MANOVA was conducted to investigate whether biological sex, child status and marital status affect the WFC domains, WIF and FIW. Results indicate that child status significantly affects the combined dependent variable (DV) of WIF and FIW. Post-hoc tests revealed child status affects the DV and FIW. An ANOVA was conducted to investigate whether the biological sex, child status and marital status influenced perception of institutional and department practices and policies. A significant main effect was found for child status. Based on these results, the athletic department has positive features for workers with families and single personnel who may want to start families but, overall the departments are neutral to negative for family-friendliness. This negative response suggests a very poor climate for workers who may be facing conflict and needs to be a concern of the institution of higher education and the athletic department. Advisors/Committee Members: Conley, Valerie Martin.

Subjects: Gender Studies; Higher Education; Organizational Behavior; Social Research; Sports Medicine; Womens Studies

Keywords: work-family conflict; athletic trainers; higher education; college/university; work-family policy; athletics

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20. Goodhart, Gregory S. An Examination of Early Retirement Incentives: A Study of Retirement Rates and Average Retirement Age of Full-time Higher Education Faculty in Postsecondary Institutions.

Degree: PhD, Higher Education (Education), 2009, Ohio University

► Administrators of postsecondary institutions have interest in early retirement incentives for faculty.… (more)

Subjects: Higher education

Keywords: Full-time faculty; retirement; phased retirement programs; buyouts; average retirement age; postsecondary; higher education; early retirement incentives

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21. Graham, David L. A Decade of NCAA Academic Reform: A Study of NACADA Advising Student-Athletes Commission Perception of Advising Style and Knowledge of the 2003 NCAA Academic Reform Package.

Degree: PhD, Higher Education (Education), 2011, Ohio University

► Academic advisers play a pivotal role in the landscape of post-secondary education.… (more)

▼ Academic advisers play a pivotal role in the landscape of post-secondary education. The purpose of this research was to examine the perceptions and knowledge levels of academic advising professionals who work with student-athletes. This research fills a need in the academic advising literature, which is lacking in research related specifically to academic advising professionals who work directly with student-athletes. The sample for this study consisted of approximately 312 academic advisers who are members of the of the National Academic Advising Association (NACADA) Advising Student-Athlete Commission. Data were collected via the "Academic Advisers Task Survey" (2010), a researcher-adapted instrument created specifically for the purposes of this non-experimental study. Descriptive analyses were conducted for each of the survey's criteria and multiple response items, followed by an examination of interrelationships among the item responses using correlation analyses. The analyses that were conducted included a Paired-Samples T-test, with Multivariate Analysis of Variance (MANOVA) to determine the differences among the various responses specific to each subscale and the knowledge level of the 2003 NCAA Academic Reform respondents. The researcher incorporated the role of demographic characteristics as possible predictors of perceptions. Analyses of Variance (ANOVA), with follow-up post-hoc tests, were conducted to investigate whether statistically significant differences exist among responses to several key items in relation to the advisers' self-reported demographic information. The findings are presented in accordance with the four independent variable domains of concern for advisement professionals: caseload, advising years, advising role, and NCAA division. Conclusions based upon the research findings are included, as are recommendations for practice and future research related to the perceptions, experiences, and challenges of academic advising professionals. Advisors/Committee Members: Young, Robert.

Subjects: Educational Evaluation

Keywords: Academic Adviser; NACADA, Athletics

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22. Hall-Jones, Jennifer L. An Exploration of the Relationship between Supervision and Leadership among Middle Managers in Student Affairs Administration.

Degree: PhD, Higher Education (Education), 2011, Ohio University

► The purpose of this study was to examine the relationship between synergistic… (more)

Subjects: Education; Educational Leadership; Higher Education; Higher Education Administration; Management

Keywords: Middle Management; Leadership; Student Affairs; Supervision; Synergistic Supervision; SSS; MLQ

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23. Hunter, Larry T. Examining Attendance Patterns of Students Enrolled in American Community Colleges.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► This study was designed to (a) describe selected characteristics of students who… (more)

▼ This study was designed to (a) describe selected characteristics of students who stop out of, drop out of, and enroll continuously in American community colleges, (b) test for differences relative to selected characteristics between students who stop out of and students who drop out of American community colleges, and (c) examine what associations there are between selected characteristics and whether students stop out of or drop out of American community colleges. The main purpose of this study was twofold: (a) to reduce the gap found in the literature relative to the attendance patterns of students who enroll in American community colleges and (b) to help community college personnel better understand and address their students’ needs through a review of recommendations and intervention programs related to the retention of students. This study utilized nationally representative data gathered from the National Postsecondary Student Aid Study 1995-96 (NPSAS:96) and the Beginning Postsecondary Students Longitudinal Study 1996-2001 (BPS:1996/2001). The first research question was answered through the use of weighted estimates and standard errors. The second research question was answered through the use of t-tests, contingency tables, and Pearson’s chi-square. The third research question was answered through the use of forced entry binary logistic regression. In addition to describing selected characteristics of students who stopped out of, dropped out of, and enrolled continuously in American community colleges between 1995-96 and 2000-2001, this study found that there are significant differences relative to the purpose for enrolling, parents’ combined highest level of education, and first attending a small institution between students who stop out and students who drop out of community college. Finally, this study found that there are two characteristics – academic integration and first attending a small institution – which had a significant association with whether students will stop out of or drop out of American community colleges. Advisors/Committee Members: Conley, Valerie Martin.

Keywords: stopouts; community colleges; dropouts; retention; attendance patterns; NCES national datasets

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24. Jump, Jonathan D. Perceptions of Self and Career by Administrators in a Specialized Institution of Higher Education.

Degree: PhD, Higher Education (Education), 2011, Ohio University

► This qualitative study examined the experiences of lay administrators at freestanding theological… (more)

Subjects: Higher Education

Keywords: administrators; career transitions; marginality; mattering; Schlossberg; seminaries

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25. Kahrig, Tammy. An Evaluation of the Residential Learning Communities Program at Ohio University: An Analysis of Student Involvement, Satisfaction, Academic Success, and Retention.

Degree: PhD, Higher Education (Education), 2005, Ohio University

► As a result of the many dramatic forces shaping the climate for… (more)

Subjects: Education, Higher

Keywords: Learning Communities; Student Involvement; First Year Experience; Academic Success; Retention; Resdence Life

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26. Kehres, Edward C. Faculty Beliefs, Intentions, and Actions in Occupational Therapy Education.

Degree: PhD, Higher Education (Education), 2007, Ohio University

► This study of 236 full-time Occupational Therapy faculty members from accredited OT… (more)

Keywords: Occupational Therapy Education; Teaching Perspectives Inventory; Teacher Beliefs; Intentions; Actions

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27. Kimuna, Sihoya C. In Their Own Words: Tenure and Promotion Experiences and Perceptions of African American Faculty at a Historically White University.

Degree: PhD, Higher Education (Education), 2005, Ohio University

► This research study investigated the socialization, tenure and promotion experiences and perceptions… (more)

▼ This research study investigated the socialization, tenure and promotion experiences and perceptions of African American faculty at a historically White university in the Midwest. For decades, African American educators in the United States struggled with desegregation in the American school system and other areas of society (Fultz, 2004). Yet, although segregation was outlawed in 1954 following the Brown vs. Board of Education decision, implicit segregation continues to subtly manifest itself in the American educational system. Research suggests that African American educators continue to experience differential treatment associated with tenure and promotion systems, particularly at predominantly White colleges and universities (Menges, and Exum, 1983; Tillman, 2004). As a result, today a large number of the nation’s predominantly White colleges and universities have only small numbers of African American faculty members (Gay and Howard, 2000). Despite the harsh realities faced by African American faculty at predominantly White universities, the majority have assumed a bicultural stance and risen to the challenge. This research uses data that were collected from 21 African American faculty representing five colleges and ten disciplines at a historically White university. Of the 21 participants, 13 were tenured and 8 held tenure-track appointments. Research findings from in-depth interviews and document analysis are suggestive of harsh realities of the tenure and promotion process that African American faculty at predominantly White colleges and universities are faced with. One overarching finding was apparent: the perception of needing to exceed expectations as an implicit requirement in the tenure and promotion process. Other major findings included: 1) tenure and promotion was viewed as a worthwhile experience by some participants, 2) the majority of participants viewed tenure and promotion as an arduous process owing to the perceived ambiguous nature of reviews, unsupportive chairs, its political nature, lack of collegial support and differential treatment, 3) participants reported experiencing challenges such as organizing the tenure dossier, balancing time between teaching, research and service, getting their research validated, and fear of tenure denial, 4) faculty members interviewed expressed the need for a formal mentoring program, clear tenure guidelines, and time release for research. It is important to note that White faculty may have had similar experiences, but that is an avenue for future research. The implications of this research are important to policy makers in reexamining institutional structures and redefining policies that facilitate equitable treatment of all faculty regardless of race and ethnicity, gender, or religious affiliation. Owing to the centrality of the academic tenure system in determining the retention or attrition of faculty, the recommendations in this study are insightful to institutions that are committed to increasing diversity. Understanding the tenure and promotion experiences and perceptions of African American faculty at a predominantly White university would be useful in designing institutional programs geared toward improving campus climates. Advisors/Committee Members: Conley, Valerie M.

Keywords: African American Faculty; Experiences and Perceptions; Tenure and Promotion; Institutional Climate and Diversity; Challenges and Policy

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28. Lester, James G. Exploring the Pathways to the Professoriate Taken by First Generation College Students.

Degree: PhD, Higher Education (Education), 2011, Ohio University

► Higher education in the United States has a history dating back to… (more)

Subjects: Higher Education

Keywords: First Generation; Supports; Obstacles; Higher Education; Professoriate

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29. Lootens, Philip C. Intrinsic, Extrinsic, Demographic, and Institutional Factors Related to Job Satisfaction of Full- and Part-time Public Community College Faculty.

Degree: PhD, Higher Education (Education), 2009, Ohio University

► The purpose of this study was to gain insight into community college… (more)

▼ The purpose of this study was to gain insight into community college faculty job satisfaction of full- and part-time faculty in relation to intrinsic and extrinsic, demographic, and institutional typology factors affecting job satisfaction. Intrinsic, extrinsic, demographic and institutional typology job satisfaction factors were operationalized as predictors by employing the 2004 National Study of Postsecondary Faculty (NSOPF: 04) and the 2005 Carnegie classifications to adapt and extend the model developed by Hagedorn (2002) to public community college faculty. The outcome variables of global job satisfaction were operationalized by using the NSOPF: 04 employment index and the instruction index variables. Independent samples t-tests were conducted to evaluate overall job satisfaction between full- and part-time faculty for both outcome variables. There are significant (p < .001) differences in job satisfaction between full- and part-time faculty with the greatest levels of dissatisfaction of full-time faculty in workload (p < .001) and of part-time faculty with benefits (p < .001). The relationships between predictor and outcome variables were evaluated using weighted least squares multiple regression. The regression models for intrinsic and extrinsic, demographic, and institutional typology were all significant with the intrinsic and extrinsic predictors accounting for 22% of full-time faculty satisfaction variance and 33% of part-time faculty job satisfaction variance with the employment index. Values of β for all intrinsic and extrinsic predictors were significant at least at the p < .05 level. A large negative correlation was reflected for the part-time faculty predictor that part-time faculty are treated fairly (r = -.51) while negative medium correlations were observed for both full- (r = -.38) and part-time (r = -.42) faculty for the predictor of opinions that teaching is rewarded and for full-time faculty that part-time faculty are treated fairly. The demographic predictors for full-time faculty accounted for 23% and part-time faculty accounted for 22% of the variance in with the employment index. Implications for practice and areas for further research are discussed. Advisors/Committee Members: Conley, Valerie Martin.

Subjects: Higher education; Management

Keywords: Community College; Faculty Job Satisfaction; Part-time Faculty; Intrinsic Factors; Extrinsic Factors; Demographics; Institutional Typology

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30. Maliwesky, Martin J. Post-baccalaureate Enrollment Patterns: Exploring the Relationship between Undergraduate Student Loan Borrowing Level and Timing of Initial Entry to Master's Degree or First Professional Degree Programs.

Degree: PhD, Higher Education (Education), 2012, Ohio University

► This study was undertaken to (a) expand scholarship on the impact of… (more)

Subjects: Education Policy

Keywords: financial aid; student loan policy; graduate and professional education

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