PHD, Kent State University, 2020, College of Arts and Sciences / Department of Political Science

The research examines whether and how performance-based funding formulas adopted by state policymakers for their public colleges and universities influence administrative behavior, both across and within institutions in states where the formulas are in place. The research builds from the public management literature and argues that despite the formulas being premised as a way to improve college and university performance, they must first influence administrative behavior at the institutional-level. If the formulas do not influence administrative behavior, there is little expectation for improved performance. However, if administrators do respond, how they respond can have a conditional effect on the success of performance-based funding and college and university performance. The research examines administrative responsiveness through a variety of managerial behaviors and decision-making, such as changes in budgetary patterns and capacity-building efforts.

Committee: Daniel Hawes (Committee Co-Chair); Anthony Molina (Committee Co-Chair); Mark Cassell (Committee Member); Alisa Hicklin-Fryar (Other); Mark Kretovics (Other) Subjects: Higher Education; Higher Education Administration; Public Administration; Public Policy

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.

Committee: Mark Kretovics (Committee Chair); Christa Porter (Committee Member); Jennifer Kulics (Committee Member) Subjects: Education Finance; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2021, Higher Education Administration

The purpose and value of higher education have been debated for centuries as proponents of technical or liberal ideals have advocated for their respective positions. Post-secondary art and design education has been affected by such debates, causing arts educators to justify their existence and demonstrate a return on investment for undergraduate students' degree attainment. However, quantitative measures of success through career and financial criteria fail to recognize the inherent value of arts education on the development of students as people and creators, which is an oft-espoused outcome of the arts. Further, student development in higher education is a well-researched field and student affairs practitioners use student development theory to inform their work. Yet such theories have evolved in waves marked by critique of the limitations inherent with theories past. Today's practitioners question the relevancy of student development theories on distinct student populations and within specific settings, including art and design contexts. The purpose of this study was to construct a theory of self-authorship based on experiences described by undergraduate students studying art and design and to understand what factors students describe as influential to such development. The research questions are: (a) How do art and design students describe their development toward self-authorship in college? and (b) What factors do art and design students describe as influential in their development toward self-authorship? Using constructivist grounded theory methodology, I developed a theory of self-authorship specific to the nuances of the art and design context that includes three components: (a) considering post-secondary study in the arts, (b) adapting to the arts environment, and (c) shifting from extrinsic to intrinsic orientations to develop a creative identity and live a creative life. Factors that influenced students' self-authorship development included pre-coll (open full item for complete abstract)

Committee: Maureen Wilson (Advisor); Ellen Broido (Committee Member); Barbara Bergstrom (Committee Member); Jacob Clemens (Committee Member); John Liederbach (Committee Member) Subjects: Academic Guidance Counseling; Art Education; Design; Higher Education; Higher Education Administration; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2016, Higher Education Administration

Microaggressions reflect the active manifestation of oppressive worldviews that create, maintain, and perpetuate marginalization (Sue, 2010a). Individuals from marginalized backgrounds “describe their work climate as hostile, invalidating, and insulting because of microaggressions that assail their race, gender, or sexual-orientation identities” (Sue, 2010a, p. 213). The purpose of this study was to explore the relationship between microaggression and the work experience of mid-level student affairs professionals within higher education, specifically those from marginalized populations that pertain to race, ethnicity, gender, sexual orientation, religious affiliation, or disability. Participants completed a web-based survey that measured their interactions with microaggression and its relationship with their leadership practices. Descriptive statistics and multiple regression analyses were performed to analyze the data for this study. The results of this study confirm what the extant literature, focused on the experience of higher education professionals, has demonstrated. Prior studies have found that administrators within higher education encounter microaggression (Alabi, 2014; Garvey & Drezner, 2013). Within this study, 78.3% of participants reported that they have experienced microaggression within the workplace. These individuals also revealed that the forms of microaggression they experience most frequently included microinvalidations, followed by microinsults. Although the populations were different in studies prior, the extant literature does reflect higher occurrences of microinvalidations and microinsults (Clark et al., 2014; Garvey & Drezner, 2013; Grier-Reed, 2010; Guzman et al., 2010; Harwood et al., 2012; Minikel-Lacocque, 2012; Poolokasingham et al., 2014; Yosso et al., 2009). The findings of this study offer compelling suggestions for the improvement of the student affairs profession.

Committee: Dafina-Lazarus Stewart (Advisor); Judith Jackson May (Committee Member); Nicholas Bowman (Committee Member); Patrick Pauken (Committee Member) Subjects: Educational Leadership; Higher Education; Higher Education Administration

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/

Committee: Alan Guskin Ph.D (Committee Chair); Theodore Marchese Ph.D (Committee Member); Jon Wergin Ph.D (Committee Member); Mary Marcy Ph.D (Other) Subjects: Education; Educational Leadership; Higher Education; Higher Education Administration

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)

Committee: David Moore PhD (Advisor); Adah Ward-Randolph PhD (Committee Member); Valerie Conley PhD (Committee Member); Albert Akyeampong PhD (Committee Member) Subjects: Educational Leadership; Educational Technology; Higher Education Administration; Information Technology; Management

Specialist in Education (Ed.S.), University of Dayton, 2012, School Psychology

This research study examines the various definitions of success that international undergraduate students hold for themselves, how they seek help when needed, and what resources and study strategies they used. Data for this study were collected in two phases through qualitative interviews and an online survey. International and American undergraduate students at a private Midwestern university were selected through random sampling. Sample groups were matched according to gender and major. Results from this study indicate that the primary way international undergraduate students define academic success for themselves is by applying their education to a future career. In contrast, American undergraduate students most often define their academic success by earning good grades. Both International and American students prefer to ask the class professor for help with an academic issue, and ask a friend's help when the issue is personal. International and American students both report using time management strategies at least once per week in addition to frequent use of the computer and internet for their studies. In addition, International students reported higher use of dictionaries and translations devices, as well as more frequent trips to the library. A significant difference was found for grade pointaverages below 3.0 and English language test scores. The information collected through this study will inform higher education administrators of academic characteristics common among international students and help to revise university support services and admission procedures so they are better equipped to serve this population.

Committee: Susan Davies EdD (Committee Chair); Sawyer Hunley PhD (Committee Member); Amy Anderson PhD (Committee Member) Subjects: Higher Education; Multicultural Education

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2006, Higher Education Administration

This study examined the experiences, challenges, and transitions of eight college and university presidents who were the first women senior executives at their respective institutions. A qualitative research method, following the principles of the constructivist paradigm, was used as the underlying framework. Two in-depth sequential interviews were conducted with each president. Case studies were created for each participant and were aggregated to form the basis for these results. Most of the participants in this study did not plan to become presidents. Usually the role emerged as a possibility later in their careers, while priorities—such as being with their families, remaining professionally challenged, and serving others—shaped their career directions. Although cognizant of gender, most did not believe that it significantly impacted their presidencies; yet because in each case, a woman, instead of a man, was appointed for the first time, several changes and adjustments occurred. In their view, the influence of gender was essentially peripheral, meaning that it affected major operations and concerns less than smaller matters located on the edge of their agendas. The professional demands of the presidency inevitably affected their personal lives, and finding a balance between professional and personal responsibilities often proved challenging. Several factors, such as individual management strategies or the kinds of external services employed, impacted the personal demands placed on them. The greatest challenges frequently related to the state of the institution when they assumed the office, addressing various leadership issues, and resolving intrapersonal issues. The participants recommended that presidential candidates be articulate and adept regarding financial and philanthropic issues, acquire a broad understanding of higher education, prepare for the magnitude of the position, and gain various leadership skills. More attention needs to be paid to the mentoring (open full item for complete abstract)

Committee: C. Carney Strange (Advisor) Subjects: Education, Higher

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)

Committee: Michael Coomes (Advisor) Subjects:

Doctor of Education , University of Dayton, 2024, Educational Administration

This research identified a problem in practice at the University of Akron (UA) of declining international student enrollment, sense of satisfaction, and feelings of institutional support. To address the problem of practice we created an equity-based framework (L.O.V.E Change model) to bring international students as relevant stakeholders into organizational change processes. Fifty students were surveyed about their academic, cultural, and legal needs. Six students were interviewed to gain insight into the needs addressed by the survey. Survey results indicated a high need among international students for academic tutoring, cultural events, career planning, and assistance with immigration. The interviews illuminated themes of uncertainty and anxiety, lack of knowledge, career guidance, and educational guidance among international students.

Committee: Matthew Witenstein (Committee Chair); Marianne Niese (Committee Member); Linda Spurlock (Committee Member) Subjects: Education; Education Philosophy; Education Policy; Educational Leadership; Educational Theory; Higher Education; Higher Education Administration

Doctor of Education (Ed.D.), Bowling Green State University, 2020, Leadership Studies

No country can afford mass access and high quality-it will never happen (Altbatch, 2012). Massification has characterized global higher education since the mid-1940s starting in the United States, spreading to Europe and East Asia in the 20th Century, before expanding to Sub-Sahara Africa. Various scholars have linked massification, and the transformation of higher education to the dilution of quality university education, leading to Juakalization. The term Juakalization is a metaphor derived from the word `Jua kali' is used in this study to denote low-quality education standards witnessed in universities, by relating institutions of higher education in Kenya with the country's informal, economic artisan sector known as Jua Kali. The expansion of higher education in Kenya after the year 2010, resulted in confusion, frustration, lack of employee loyalty, and clashes in corporate culture, posing leadership challenges. This mixed methods, sequential, and explanatory study, sought to gain new insights into leadership behavior at seven public universities operating in Kenya before 2010. The research explored the relationship between leaders self-perception and the perception of their followers with regard to leadership effectiveness in managing the performance of universities during the Juakalization phenomenon. The findings indicated that university vice-chancellors frequently utilized effective leadership practices and that their followers were aware of effective leadership behavior. However, all indications point to the dilution of quality higher education. Three conclusions arise from the study findings: first, leaders and followers must produce change; second, the desired change ought to be transformational; and third, the leader follower relationship must produce quality products, because leading is about practice and transformation.

Committee: Patrick Pauken Dr. (Advisor); Chris Willis Dr. (Committee Member); Paul Johnson Dr. (Committee Member); Gituro Wainaina Dr. (Committee Member); Susan Peet Dr. (Other) Subjects: Educational Leadership; Higher Education Administration

Doctor of Philosophy, The Ohio State University, 2019, EDU Policy and Leadership

Many believe that farmers were originally supportive of the land-grant colleges because of the focus on agricultural science as part of the land-grant curriculum. Although land-grant colleges and farmers are generally aligned in their interests and efforts today, the farmers of the 1850s-early 1900s actually challenged the land-grant colleges for control of governance and funding. Often these challenges occurred between farmers and colleges in Congress and state legislatures. Meanwhile, the alumni were a disorganized group prior to the 1910s that often challenged the university administration's authority and control of the college. Yet, in order to compete with the farmers, the land-grant colleges needed to identify a group of advocates who would lobby legislatures on the land-grant colleges behalf. My research focuses on how one institution, the Ohio State University, used its alumni to parry the attacks of farmers in the early 1910s. Research has been limited on the relationship between the land-grant universities' administration, farmers, and the alumni. Even more limited is the literature that exists about alumni relations during the formative years of the profession (1890-1920). My research identifies how the Ohio State University established authority over the disparate alumni groups in order to use the alumni as advocates in Congress and the state legislature to combat the farmers.

Committee: Bruce Kimball (Advisor); David Staley (Committee Member); Tatiana Suspitsyna (Committee Member); Bryan Warnick (Committee Member) Subjects: Higher Education; Higher Education Administration; History

Doctor of Philosophy (Ph.D.), University of Dayton, 2013, Higher Education Administration

This case study examined the experiences of five Early Childhood Development (ECD) instructors at a small public, liberal arts university in the Northwest as they transitioned from teaching in a traditional face-to-face baccalaureate degree completion program to teaching in an asynchronous online degree completion program. Data were collected during the 2010-11 academic year, the first year of the fully online program. Meeting minutes, observation notes, transcripts from semi-structured personal and focus group interviews, and program-related documents were analyzed using Miles and Huberman's (1984) methodology of simultaneous activities of data reduction, data display, and conclusion drawing/verification. Findings revealed that the instructors' experiences during the transition to teaching in the online program were akin to "flying the plane while building it." Four themes emerged from the study and were organized around the metaphor of journey to a foreign land: (a) We can't get there from here; (b) Where is the GPS? (c) When in Rome...; and (d) Do we need a passport?. The five instructors in this study left the familiar for the unfamiliar and discovered that teaching online was different from teaching face-to-face and that traditional techniques did not transfer directly to the online classroom. The instructors reported that online teaching felt different and led to student and instructor role changes. Lack of institutional policies and administrative processes for online teaching created more challenges and required more time than traditional teaching. Finally, instructor socialization and professionalization contributed to a disruption to what the instructors had learned and valued as professors of early childhood education. Understanding the experiences of faculty during the transition to online teaching is essential to the development of institutional policies, administrative processes, and systems which accommodate the differences between tradi (open full item for complete abstract)

Committee: Darla Twale Ph.D. (Committee Chair); Treavor Bogard Ph.D. (Committee Member); Patrick Sweeney Ph.D. (Committee Member); C. Daniel Raisch Ph.D. (Committee Member) Subjects: Higher Education Administration

PHD, Kent State University, 2008, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies

Based on a case study guided by grounded theory, this research sought to investigate and derive meaning from an exploration of the phenomenon of the comprehensive curriculum review process at Ashland Theological Seminary. The study was designed to address two primary research questions, which were formulated from a higher education administrator's perspective: How did the curriculum review team experience the comprehensive curriculum review process? How did the faculty and administration collaborate during the comprehensive curriculum review process?A qualitative grounded theory method was used to study the case and to identify themes and patterns, which led to generating theories. The primary data for this study were generated from in-depth interviews with 10 curriculum review team members. Five major findings emerged from this study. (a) A collectively shared guiding vision for the curriculum provided a strong foundation for the comprehensive curriculum review process. (b) Embracing curriculum as a shared or corporate responsibility among faculty and administration led to widespread participation and buy-in. (c) The collaboration of various groups within the seminary in the comprehensive curriculum review process promoted true organizational change. (d) Cultural issues regarding people and organizational structure served as barriers to collaboration during the comprehensive curriculum review process. (e) The curriculum team's sense of community and connectedness strengthened the curriculum review process. The study provides recommendations to administrators responsible for oversight of the curriculum review process and the educational institution's resources; faculty engaged in leading the process; curriculum team chairs or co-chairs; and a curriculum review team.

Committee: Eunsook Hyun PhD (Committee Chair); Mark Kretovics PhD (Committee Member); Alicia Crowe PhD (Committee Member) Subjects: Curricula; Education; Higher Education; Organizational Behavior; Religious Education; School Administration

Doctor of Philosophy, The Ohio State University, 2022, Kinesiology

The purpose of this descriptive case study was to understand how authenticity, balance, and challenge were focused upon differently throughout the various stages of women's careers in intercollegiate athletic administration. Specifically, the research emphasized the career needs of individuals who identified as women in intercollegiate athletic administration throughout their career journeys, having employed the Kaleidoscope Career Model (Mainiero & Sullivan, 2005), to focus upon authenticity, balance, and challenge. Eligible participants for this study encompassed women currently working full-time within athletic administration departments at Divisions I colleges or universities, associated with the National Collegiate Athletic Association. These positions included, but were not limited to, athletic directors, assistant athletic directors, SWAs, academic counselors, compliance coordinators, life skills coordinators, and ticket managers. Data collection included the corroboration between the multiple sources including interviews, professional work or LinkedIn profiles, and individual career timelines. A total of fourteen participants engaged in the study. Guided by Yin (2009), data analysis was conducted using pattern matching. The themes exhibited included authenticity, balance, challenge, favoring ABC, career stage, and emerging themes. Lastly, the study includes future research considerations, limitations, and implications for practice.

Committee: Donna Pastore (Advisor); Brian Turner (Committee Member); Leeann Lower-Hoppe (Advisor) Subjects: Higher Education Administration; Kinesiology; Sports Management; Womens Studies

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2022, Higher Education Administration

The purpose of this study was to identify and evaluate the critical success factors employed by the University of Western Cape (UWC) in South Africa to transform from an apartheid-era institution to one that is globally competitive. This study analyzed the strategies and processes that helped transform UWC, consolidating the critical success factors that nonwestern universities could develop in order to achieve their goals. The study deployed an exploratory qualitative approach based on five interviews, internal primary source materials, and a published work in the changes at the university written by administrators and faculty at UWC, based on a postpositivism paradigm. I interviewed five individuals who were/are a part of UWC regarding their experiences interacting with UWC. Five main critical success factors emerged based literature review: (1) Concentration of Talent, (2) Resource Adequacy, (3) Appropriate Governance, (4) Alignment of Success Factors, (5) Role of Other Factors (Leadership and Strategic Vision; Strategic Planning and Sequencing; Pedagogy; Internationalization; and Investing in Technology). The study explained at a greater length about the critical role of these factors in the rise of UWC. The findings align with the three research questions that guided this study based on participants' experiences and perceptions and internal primary source materials Published by administrators and faculty at UWC: (i) What are the critical success factors that transformed UWC to improve its international standing? 1) Role of Management, 2) Changing Vision and Core Values, 3) Support from Government, 4) Academic Improvement, 5) Research and Innovation, 6) Community Engagement, 7) Financial resources. (ii) What administrative iv approaches and strategies did UWC implement to improve its educational quality and operational performance? 1) Leadership and Trust at UWC, 2) Strategic Planning (iii) What resources were developed (open full item for complete abstract)

Committee: Christopher Frey Ph.D. (Committee Chair); Alexander Goberman Ph.D. (Other); Kenneth Borland Ph.D. (Committee Member); Patrick Pauken Ph.D. (Committee Member) Subjects: Higher Education Administration

Master of Arts in Professional Communication, Youngstown State University, 2018, Department of Communicaton

This thesis was developed to look at leadership styles in higher education administration. The first portion of the study was to look at previous research in the field of leadership and communication, as it pertains to the industry of higher education administration. The next step was to summarize data from the Campus Climate/Great Colleges to Work For Survey administered by a regional research university, followed by individual interviews with campus leaders to formulate themes. Finally, this thesis looked at the results and determined if campus leaders have changes methods of leadership in correspondence to the results found by the Office of Assessment. Limitations and direction of future research were determined.

Committee: Rebecca Curnalia PhD (Advisor); Julia Gergits PhD (Committee Member); Thomas Flynn PhD (Committee Member) Subjects: Educational Leadership; Higher Education Administration

PHD, Kent State University, 2016, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Higher education institutions continually explore opportunities to streamline costs and improve efficiency. In many instances this results in the decision to outsource or privatize operations. Many of the operations that are outsourced are considered unrelated business-type activities according to the Internal Revenue Code. As such, these activities are required to pay U.S. income tax on their net profits. These unrelated business type activities include things like food service, bookstores, parking facilities, conference centers, and hotels. This study examines these two issues—outsourcing and unrelated business income tax—in combination. The study surveyed college and university business officers across the United States and inquired about their position within the organization, characteristics of their organization, outsourcing activities at their institution, individual's perceived understanding of Unrelated Business Income Tax (UBIT), and the perceived compliance with UBIT regulations. The results of the survey first conclude that college and university business officers self-reported an above average understanding of the application and compliance with unrelated business income tax. Secondly, however, the study concluded that the unrelated business income tax was of minor significance in decisions to outsource HIED operations.

Committee: MARK KRETOVICS (Committee Chair); STEPHEN THOMAS (Committee Member); C LOCKWOOD REYNOLDS (Committee Member) Subjects: Accounting; Business Administration; Education Finance

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2014, Higher Education Administration

A student's first year of college study is marked by the transition of leaving a familiar routine of academic, social, and family commitments. Upon arrival at college, a student can learn how to negotiate personal responsibility for intellectual and community development during the first year. New college students are primed for such immense intellectual, intrapersonal, and interpersonal development, and it may include consideration of religious practice and spiritual values, their meaning and relevance, and determination of religious habits and spiritual identity. This study explored the experiences of spiritual conversion among first-year college students, and how the college environment may contribute to such experiences. Religious and spiritual conversion experiences may reflect a creation, diminishment, strengthening, or transformation of a student's spiritual identity, and this exploratory study sought to include any of these forms of conversion and the factors that challenge and encourage them. By studying the nature of these experiences in the postsecondary environment, educators may learn more about how the experience of college can affect students before, during, and beyond conversion experiences. Students were invited to share their stories to illustrate how their spiritual lives were created, diminished, strengthened, or transformed during their first college year. They shared insights into the related challenges and opportunities encountered through feelings of loneliness, community inclusion and exclusion, academic achievements in the midst of personal turmoil, and environmental influences that may have shaped their journeys. The findings of this inquiry suggested the need for additional opportunities for training for personnel in higher education and student affairs to be more attentive to and better able to support students who are searching spiritually and who may experience a spiritual conversion during the first year of college. The (open full item for complete abstract)

Committee: Dafina-Lazarus Stewart Ph.D. (Advisor); Kenneth W. Borland, Jr. D.Ed. (Committee Member); Dara R. Musher-Eizenman Ph.D. (Committee Member); Maureen E. Wilson Ph.D. (Committee Member) Subjects: Higher Education; Higher Education Administration; Spirituality

EdD, University of Cincinnati, 2003, Education : Educational Leadership

There has been an increase in recent years of women faculty in Educational Administration; however very few of these women have risen to the rank of full professor (McCarthy & Kuh, 1998). The purpose of this study was to examine the leadership experiences and contributions of women faculty who hold the rank of full professor in Educational Administration. This study combined two variables and looked at women who had played the dual roles of scholars and leaders. The research sought to answer three questions. What are the leadership experiences of women full professors in Educational Administration? What are the contributions of these women to the field of Educational Administration? How has the presence of these women professors changed the organizational culture of preparation programs? Several noteworthy comprehensive investigations of the educational administration professorate had been conducted spanning the past three decades. However, getting to the hidden tacit knowledge of organizational processes through the use of life stories, personal narratives and archival data on participants, had yet to be explored fully. The study design was therefore, qualitative and involved the analysis of in-depth interviews, field observations, and documentary data. It was found that the seven women professors were excellent teachers and researchers and had offered extensive service to their institutions and professional associations. They had published books, book chapters, book reviews, refereed journal articles, monographs and technical reports and had written and been awarded major grants. In recognition of their contributions to the field, they had each received various distinguish awards at their institutions and national levels. In addition, all of them had served in various leadership roles ranging from project directors, graduate program officers, department chairs, associate dean, dean, vice president, vice chancellor, and president, either in their institution or in (open full item for complete abstract)

Committee: DR. NANCY EVERS (Advisor) Subjects: