Doctor of Philosophy (Ph.D.), Bowling Green State University, 2012, Higher Education Administration

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.

Doctor of Philosophy (PhD), Ohio University, 2021, Higher Education (Education)

This study examines how Chief Student Affairs Officers (CSAO) make sense of their role engaging with fundraising at small, private, liberal arts institutions with endowments below the median endowment size of $140.2 million. Specifically examining how they make sense of engaging with fundraising and how they have gained knowledge or experience in fundraising. Over its history, the field of student affairs has evolved to serve the needs of institutions and students, and, with that evolution new focus areas of the role have emerged, including fundraising. Through the exploration of Organizational Sensemaking, this study highlights avenues for future student affairs preparation, training, and education. Through qualitative inquiry, seeking new knowledge, presidential influence, drawing from prior foundations, driven to serve students, strengthening the institution, and harnessing the value of relationships are outlined as ways CSAOs made sense of engaging with fundraising and gaining knowledge on fundraising.

Doctor of Education, Miami University, 2020, Educational Leadership

In a State of Access is a historical study about the way public higher education in Ohio became both generally accessible to nearly every citizen while also offering elite undergraduate and graduate programs. This project grapples with the question of how national, state and regional factors - from the mid-1940s through the end of the 20th century - influenced the way Ohio's leaders viewed the purpose of public higher education and influenced whether Ohio's leaders chose to focus on making public higher education more selective or accessible. State leaders initially balked at the idea of funding public higher education. When they did decide to make the investment, ideological battles, economic stagnation and the state's budget deficit continually influenced how state leaders viewed the purpose of public higher education. As a result, state leaders never succeeded in building a system of public higher education that reflected a clearly defined, well-organized purpose. This dissertation is the first full-length study about contemporary public higher education in Ohio and one of the few case studies of any state's system of higher education. As the public and politicians at the state and national level pay more attention to the accessibility of higher education, and the role of a college degree in a globalized, service economy, a case study of Ohio helps us to better understand why public higher education is still struggling with problems over access.

Doctor of Philosophy in Urban Education, Cleveland State University, 2018, College of Education and Human Services

Internationalization of higher education is a major characteristic of China's higher education policy. Accordingly, the Chinese government is fervently encouraging the spread of Chinese language and culture through Confucius Institutes, student exchange programs, recruitment of international students, and international collaborations. South Asia is no exception to China's higher education outreach. Against this background, this qualitative study examined experiences of South Asian students with regard to China's higher education program(s) in relation to the explicit and implicit aims of China's soft power policy. Soft power refers to the power of attraction and co-optation, which is based on a nation's intangible resources such as "culture, ideology and institutions" (Nye, 1990). A case study approach was employed by using Nepal as the site for an in-depth investigation into academic, socio-cultural and political experiences of Nepalese students in relation to China's higher education policy and programs. Soft power constitutes the theoretical framework. Data sources included interviews with 20 Nepalese students (including alumni) and six experts, You Tube videos, images, news stories, books, journal articles, documents, and reports. Findings indicate that whereas the Chinese political system--specifically governance--and foreign policy as well as certain traits of the Chinese society drew admiration from the Nepalese students, the Chinese education program was found deficient in brand reputation and Chinese cultural penetration remains challenging, while such issues as racism and color discrimination stood out as social ills in the Chinese society. The study bridges a critical gap in the existing literature that is largely exclusive of the South Asian region where China is rapidly strengthening its strategic foothold, as well as making a significant contribution to the literature on linkages between soft power and education by employing the educational soft (open full item for complete abstract)

Ph.D., Antioch University, 2014, Leadership and Change

This comparative case study defined and examined the presidential arc at three small, private colleges in the Northeast. The study of an institution's presidential arc is proposed as a more effective means of assessing the success or failure of higher education presidencies than examination of a single presidency in isolation. The presidential arc, a concept introduced in this study, is defined as a comprehensive and integrative examination of: each individual presidency, or, at institutions with a history of short-term presidents who left little impact on, groups of presidencies; the level of success of each presidency, as determined by a definition shared with all correspondents or interviewees; the institutional culture, history, and self-defined "saga" and environmental factors that significantly impact presidencies or institutional history (i.e., enrollment trends, the national or regional economy, trends in curriculum, shifts in the national higher education culture, etc.). Comparative examination of touchpoints (common or parallel themes or events) in each of three arcs yielded four broad themes with wider implications for success and failure in the higher education presidency: founding president syndrome/evolving role of the academic presidency; institutional saga/insularity of small schools with distinctive cultures; competing cultures in modern higher education; and legitimacy of the presidency and individual presidents. The study concludes with a set of recommendations for institutions to take collective responsibility for the success or failure of their presidencies: redefine our expectations of the presidency; jointly plan for success; understand and use the concept of the presidential arc in searching for new presidents; and change the way we search for presidents. This ETD is available in open access in Ohiolink ETD, http://etd.ohiolink.edu/, Center and AURA http://aura.antioch.edu/

Doctor of Philosophy (PhD), Ohio University, 2006, Higher Education (Education)

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 (open full item for complete abstract)

Master of Arts (MA), Ohio University, 2002, International Studies - Latin America

This paper will describe the opportunities for higher education in Brazil since the colonial period (1500-2000). It will show the creation of the first institutions of higher education in Brazil and their proliferation in time. In addition, this paper will also provide information about access to elementary and secondary education in order to analyze its impact on access to higher education. It will focus on the long-lasting reduced access to higher education depicting its restriction to segments of the Brazilian society in the basis of race and social class.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2011, Higher Education Administration

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 wh (open full item for complete abstract)

Doctor of Education (Ed.D.), Bowling Green State University, 2022, Leadership Studies

Lean Six Sigma (LSS), which is a strategy that effectively solve problems in the manufacturing and services sectors, is claimed to be a vital strategy that could improve business, solve problems, and upgrade the quality level for education setting. Antony (2014) argues that “higher education institutes (HEI) can deploy both Lean and Six Sigma methodologies to improve their business processes” (p. 258). This dissertation explores educational leaders' and teachers' perspectives on deploying LSS in higher education. The qualitative data was collected from interviews and university documents: archival records, staff handbook, website, and annual reports. The finding indicated that: educational leaders and teachers believe the culture and leadership structure at Higher Education at the University of Ohio (UO) is very different from the culture and leadership structure that are needed for LSS implementation. The HE culture needs to move from culture of individuality to a LSS teamwork structure. Furthermore, the changes have to be negotiated with faculties before any approval; this is very different from LSS leadership structure of making changes. Besides, leadership in HE from the participants point of view focused on items more than people development unlike LSS leadership. Moreover, the top leaders at UO are not the one who initiated the current LSS projects and workshops, the process is more like bottom up. The UO top leaders are supportive to new change initiatives, and they allow the LSS leaders and faculty to practice LSS, however, the LSS faculty and leaders agree that there is no clear discussion about embracing LSS system. The top leaders did not communicate a vision of LSS system even though they support all LSS projects initiatives. These leaders and faculty said the UO is not ready for LSS implementation because of several reasons one of these is lack resources such as LSS training that set for Higher Education.

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this study was to explore the lived experiences of chief enrollment management officers in the state of Ohio. Using a constructivist phenomenological approach, the study was conducted to make meaning of the chief enrollment officer's lived experiences that have led them to serving as a chief enrollment officer at their respective institution. Data were collected from eight chief enrollment management officers from Ohio's various 4-year institutions through a semi-structured interview. The research led to 6 key findings related to research question 1, which was “What experiences have influenced chief enrollment management officers' ability to lead?” There were 8 key findings related to research question 2, which was “Through their experiences, what competencies are essential for chief enrollment management officers to be successful in this area of the country?” The 6 key findings related to RQ1 were: the need to take on more responsibility before the role, the impact of the Covid-19 pandemic, the technology revolution and push toward automation, CEMOs' professional development opportunities, CEMOs being mentored, and the length of time spent in their role. The 8 key findings related to RQ2 were: understanding enrollment management trends and practices, understanding and utilizing data, the ability to lead, successful supervising, being technologically savvy, having an ability to work with presidents, having an ability to work with campus partners, and recognizing your weaknesses. With a better understanding of these individuals, one can learn more about how to be successful recruiting students in the study's context.

Doctor of Philosophy (Ph.D.), University of Dayton, 2016, Educational Leadership

Research demonstrates that female staff in conservative, Christian colleges experience gender discrimination in a variety of forms, and this oppression is often because evangelical theology dictates women are ontologically second class citizens. This qualitative critical feminist dissertation specifically focuses on the gendered experiences of female mid-level administrators in evangelical academia. Interviews and participant reflective exercises were used to collect data, and findings demonstrate gender inequality exists within Christian academia. Female mid-level supervisors reported difficulty balancing home and work responsibilities, pay disparity, thwarted promotional opportunities, and covert and overt discrimination. Recommended strategies to address gender inequality include leadership development programs, mentoring, advocacy for balanced hiring and salaries, gender equity task forces, climate surveys, and internal and external coalitions.

Doctor of Philosophy (PhD), Ohio University, 2016, Higher Education (Education)

Policy making in higher education is highly consequential. As such, we need to consider how opposing policy advocates strategically craft narratives to advantage their side of a policy issue. In this study, prior learning assessment (PLA), which is the educational practice of awarding college credit for learning that occurred outside the college classroom, provides the sample policy issue through which to consider policy narratives. This is the first research utilizing the Narrative Policy Framework in the study of a higher education policy issue. The PLA policy narratives created by Ohio policy makers, higher education newspapers, and prominent PLA advocacy groups are analyzed. Results suggest the structure of the dominant pro-PLA narrative advantages the pro-PLA policy stance. The results also suggest that PLA policy narratives do not typically include the voices of diverse democratic participants. The findings of asymmetry and bias in PLA policy narratives are discussed.

Doctor of Philosophy, University of Toledo, 2012, Higher Education

This study examined decision-making processes during two university mergers, instances of major organizational change. Processes were evaluated in the context of traditional and modern academic decision-making models. A qualitative method of inquiry, designed as a multiple instrumental case study, entailed interviews with 6 participants at a pilot site, followed by 37 interviews and document analysis at two case study sites. Interview transcripts and documents were coded and analyzed, yielding a thematic evaluation. Four major themes were found pertaining to the two mergers: avoidance of conflict, need for validation, momentum, and disconnect among views. The study found that more traditional models of decision-making were employed at one institution, while more modern models were used at the other. Both institutions exhibited administrative leadership utilizing tools to exert influence to effect the mergers. Conclusions included a highlight on American higher education institutions in transition from traditional to more modern approaches of decision-making, described as a “grey zone” between the models. Implications of the study included the necessity for modern higher education administrators to maintain a delicate balance between traditional and evolving modern approaches of higher education decision-making.

Doctor of Philosophy (PhD), Ohio University, 2011, Curriculum and Instruction Instructional Technology (Education)

The study examined the evolving role of information technology executives in higher education with the objective of detailing the skills and experiences necessary to be a CIO in higher education, the expectations of the leaders in higher education of these individuals, and how leaders in higher education view the role of the CIO. The position responsibilities have been steadily increasing over the past two decades due to redefinition of the business of higher education. The CIO position is no longer highly focused on technical issues but has influence on the institution's business strategies, which clearly shows that the position has experienced organizational ascension. The position's requirements as advertised on various publications, the CIO needs to be technologically savvy, business savvy, technology advocate, be strategically focused as well as understand governance (Chronicle Careers, 2009; Brown, 2009; Chronicle Careers, 2010). Due to its complexity, the position does not succumb to the notion of one-size-fits-all organizations. In the researcher's effort to understand the CIO's place in higher education the Burke-Litwin organizational model was adopted. The model provided the theoretical framework to guide the study in the following parameters: understanding higher education dynamics, higher education strategic leadership, carefully planned technology investment driven by data, policies and procedures, and aligning the decision-making process with the vision and mission of the institution (Burke, 2002). This triangulated qualitative study used CIOs and higher education executives from the Association of American Universities (AAU) institutions, specifically in the USA. The following qualitative techniques were used to determine the skills, experience, and roles: document analysis, online survey, and interviews. The results indicated the need for CIOs to have multidimensional personalities with the ability to strategically adapt according to the instituti (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2008, Curriculum and Instruction Cultural Studies (Education)

Recent research on women's experiences in higher education in Ghana is limited. These few studies have been insufficient, therefore, to serve as a basis for rectifying the ongoing gender imbalances in higher education. Higher education is the portal to enhancing the status of women, especially in developing societies such as Ghana. Increasing the numbers of women in higher education is not the only answer to obtaining gender equality. Pragmatic solutions are needed to improve gender equality. This study sought to examine the experiences of women in higher education in Ghana by considering the challenges that women face as faculty and administrators. It explored factors that contribute to the underrepresentation of women in senior positions within the universities and further investigated the policies that have been adopted to influence gender equity. Postcolonial feminist theory, which asserts that women were doubly colonialized by imperial and patriarchal ideologies, offers a reasonable way to understand the experiences of women in higher education in Ghana. Twenty faculty members and administrators representing three public universities were selected for this study. Interviews were adopted to highlight the importance of the women's individual voices on issues that affect them. Research findings from in-depth interviews and document analysis showed that women faculty and administrators were highly underrepresented. The majority of respondents cited conflicts in managing their multiple roles as mothers, wives and workers, interrupted careers, impact of family dynamics, lack of mentoring and networks, and the power of the "old boys" network as key issues. The results showed a mixed perception of the prioritization of gender issues within the structures of the institutions. It further revealed that two of the universities in the study have instituted Gender Units to focus on gender issues. Additionally, there is a provision for externally funded opportunities for fe (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2004, Higher Education Administration

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 (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2023, Arts Administration, Education and Policy

The problem addressed in this critical autoethnographic study concerns the lack of higher education opportunities for musicians in the state of Sonora, Mexico and the ways in which that impacts music educators from the region. In particular, I look at the different paths music teachers take to follow their vocation by critically examining my privileged music education story. I base this critical lens on a framework of capital to understand the types of resources and forms of capital that are needed to study music professionally in Sonora. This study is presented through stories and poems that reflect the realities of my music education journey as well as the stories of this study's participants. The primary research question was: What factors, including social class, impact the availability and accessibility of resources and professional development opportunities for music educators in Sonora, Mexico? To collect my data, I employed individual/personal and what I call “collective” forms of data collection through journaling/creative writing and interactive focus groups. The creative writing I engaged with included letter-writing, poems, and vignettes. I did some of my personal writing before and after conducting the interactive interviews to constantly reflect and embody the practice of meaning-making. This study included 19 participants who are active music educators in Sonora and who were assigned to three focus groups. Upon completion of the nine interview sessions (three per group), I began to engage with the collected data by relistening to interviews, reading Spanish transcriptions and thinking about the possibilities for selecting and translating such stories. After identifying important moments in participants' narratives, I reread my selections to identify different forms of capital that were represented. The four forms of capital with which I framed my analyses are economic, social, cultural, and human capital, which I based on literature by Becker (1964), (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2022, Higher Education

Veterans and students who are currently members of the U.S. Armed Forces have a long and rich history with higher education. Despite this, little quantitative research exists that examines factors that influence academic outcomes and provide results that can be acted upon by institutions, such as community colleges, to improve the academic outcomes for this population. The purpose of this study was to explore which factors, if any, influence current U.S. Armed Forces members' and veterans' cumulative GPA at community colleges with the use of data from the Community College Survey of Student Engagement (CCSSE). Using a blocked form of linear stepwise regression, along with the input-environment-output model, this researcher found 21 variables to be statistically significant predictors of current U.S. Armed Forces members' and veterans' cumulative GPA. For the input variables, high school GPA, race-African American, race-Hispanic, race-White, having a credential, being married, having supportive friends, being a full-time student, being a first-time student, and being female were predictors of GPA. The statistically significant environmental variables included learning effectively on one's own, participated in a student success course, participated in class, tutored other students, come to class unprepared, skipped class, taking an honors course, preparing for class, challenging exams, number of papers written, and analyzing ideas and theories were significant predictors of GPA. This study adds to the limited quantitative large-scale studies involving veterans and U.S. Armed Forces members at community colleges.

Doctor of Business Administration (D.B.A.), Franklin University, 2022, Business Administration

Higher Education Institutions (HEIs) need to stay abreast of advances in communication technologies to be student centric, but institutional adoption of Short Messaging Service (SMS) text varies widely and research on incorporation for advising is limited (Arnold et al., 2020; IPEDS 2020; Santos et al., 2018). This quantitative study explored advisor use and perceptions on values, motives, and institutional support of SMS texting as a communication channel with students and the possible variables impacting those factors. Theoretical concepts in Customer Relationship Management (CRM) and adaptive leadership guided the study as well as existing survey research on Computer Mediated Communication (CMC) in higher education (Duran et al., 2005). Survey responses from 402 advisors nationwide were analyzed through descriptive and inferential statistics. SMS use was reported among all genders, experience levels, and programmatic formats and advisors overall had a positive view of the communication channel. Motives for use varied between subgroups within the sample and SMS was predominantly used to gain access to richer mediums. A statistically significant association between learning environment and SMS incorporation indicated that online advisors were more likely to use SMS texting for student communication. A statistically significant difference was also identified between median institutional support scores for SMS users and non-users with the directionality indicating users were more likely from SMS supportive institutions. Furthermore, advisors reported using SMS texting for both transactional and relational communication, even when their institution did not support the channel with training, policies, or technology. The study sheds light on the prevalence of SMS use and calls for leadership to gain greater awareness of their local-level policies, industry-wide practices, and system integrated options in managing the university-to-student connection. For HEIs (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2021, History

The present study traces the influences of women students, and the “woman question,” on Western Reserve College during its most critical period of transformation during the Gilded Age. In addition, I also aim to build a second, parallel story: the creation of one of the pioneer coordinate colleges for women in the United States: the Western Reserve University's College for Women. I argue that women students and the question of their presence at Western Reserve College were a significant and integral force behind institutional and campus environment changes in the last quarter of the 19th century, and propelled the transformation of the college into an urban university. Women's presence left traces on at least four critical areas: the campus environments, the college's relationship with the surrounding educational network, institutional change and college reform, and town-gown dynamics. The attempts to accommodate the “woman question” led to the major shifts in co-educational and coordinate approaches as Western Reserve College transformed itself from a small liberal arts college into an urban university. With this study, I join revisionist interpretations of the history of women's presence in colleges and universities in the Gilded Age, employing a lens that looks at women as an axis of institutional change.