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 (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)

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: Educational Studies

The number of international students that travel abroad for their tertiary education has increased dramatically in the last twenty years. Responding to this increase in international student demand and internal motivations for prestige and financial resources, universities in the US have developed international enrollment management offices to coordinate activities that attract and enroll students from around the world. While international student motivations and university internationalization have been studied extensively, little is known about the experiences of international enrollment professionals and how they manage their enrollments. Using an organizational institutionalism framework, the purpose of this study is to determine how international enrollment managers select recruitment activities to serve the needs of their universities. Through a qualitative multicase study methodology, this research compiled data from four international enrollment managers at large, public doctoral-granting universities across the United States. Data included qualitative content analysis of university and state government websites, participant surveys, and semi-structured interviews. Findings from the study showed that access to financial resources, how university leadership valued international students, university prestige, and the strength of managers' professional networks were all determinants of a manager's positioning for selection. Based on that positioning, managers would pursue either isomorphic (standard) or non-isomorphic (unique) activities to recruit international students.

Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2018, Nursing

Diabetes continues to be a significant cause for healthcare concern in the United States. Patients with diabetes are frequently high utilizers of healthcare resources which results in elevated costs for families and healthcare systems. Rates of diabetes continue to rise, and there is an increasing need for diabetes education for proper self-management skills and positive health outcomes for this population. The purpose of this DNP scholarly project was to determine if the use of telehealth as a delivery platform for new onset Type 1 diabetes education can improve access to necessary diabetes education materials, improve patient and family satisfaction, increase retention of knowledge of diabetes self-management skills, and improve glycemic control as compared to traditional classroom-based methods. Five process measures were evaluated including: (1) retention of knowledge, (2) reduction of unnecessary utilization of resources, (3) improvement completion of diabetes education, (4) patient and family satisfaction on experience, ease of use, and access, and (5) staff experience and satisfaction with a telehealth diabetes education program. Initial findings from this pilot project indicate telehealth maintains or improves traditional outcomes for retention of knowledge, utilization of healthcare resources, completion of diabetes education, as well as patient and staff satisfaction.

Doctor of Philosophy, University of Toledo, 2023, Higher Education

Time management of undergraduate college students has long been studied as it relates to student success outcomes such as retention, GPA, and more. However, less is known about the way college students actually use or allocate their time and how these patterns affect student success. To address this problem, the purpose of this study was to explore the time allocation patterns of first-year and senior students by a variety of demographic identities and personal characteristics, and to determine what, if any, relationship exists between time allocation and GPA, intent to persist, and high-impact practices engagement. Data were analyzed from the 2019 National Survey of Student Engagement (NSSE) using a sample of 30,050 first-year students and 38,187 senior students for a total of 68,237 students. Findings indicated that time allocation patterns differed for students based on demographic identity and personal characteristics. In addition, time allocation patterns, particularly time spent preparing for class and participating in co-curricular engagement, were correlated with GPA, intent to persist, high-impact practices engagement, and various other engagement indicators. Though the predictive strength of time allocation was minimal, the findings aid in the understanding of student success by way of understanding the impact of time allocation on high-impact practices and other engagement indicators.

Bachelor of Arts, Wittenberg University, 2023, Education

For this paper, I will provide educators with actions they can take to make their classroom a safe place for their students to learn and be themselves. If educators implement these actions within their classrooms, then they will be helping their students in many ways. Educators might see their students' education grow and flourish because students will create an environment where they feel like their teacher is a safe individual they can trust. The classroom and classmates will become like a second home and family, allowing them to freely express themselves without fear of being mistreated or outcasted. I will also discuss how I conducted observations and spoke with my cooperating teacher about social-emotional learning (SEL) within her classroom/school. Finally, I will discuss and reflect on an SEL activity I implemented in my student-teaching classroom.

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Due to the COVID-19 global pandemic, the higher education undergraduate student body and the structure of course offerings have drastically changed. As we continue to transition from emergency remote courses to quality online learning experiences, we must respond thoughtfully as well as empirically. The purpose of this study was to examine quality learning experiences as perceived by students in online courses and use the new knowledge generated to add to current research and enhance practice. Through qualitative data collection, I intended to answer the following research questions: (a) What do students perceive as quality learning experiences in their online courses? and (b) How can understanding the student experience and perception of quality in their online learning environments improve course development procedures in online courses? Eight participants were interviewed regarding their experiences of quality in online courses. Results of the study determined Barriers, Interaction, Structure, and Community are the themes that students identify when defining quality online learning experiences. It was also indicated that students were more satisfied with their high quality online learning experiences. Implications and recommendations for improved practice and action steps are also provided. The researcher contends that these findings demonstrate the need to systematically build quality into online courses, which will offer students better learning experiences.

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2022, International Institute for Innovative Instruction

There is increased interest in the competency-based education (CBE) learning modality, and higher education institutions (HEIs) in the United States are experiencing increased enrollment in courses and programs offered in this format (Nodine T. R., 2016). This learning modality creates an opportunity for students to progress through a course or program at a quicker pace by demonstrating competency and mastery of learning outcomes. However, it can also present unique challenges for students completing a course in this learning environment, as well as course faculty and success coaches (academic success coaching staff) working with those students. No research on the factors that influence student success within CBE has been conducted. Therefore, the purpose of this research study was to identify factors that CBE students, course faculty, and success coaches perceive to facilitate or hinder student success in completing a CBE course in college. This qualitative study consists of online surveys and in-depth, semi-structured interviews. The three major themes and associated subthemes that make up the study's findings highlight issues related to the flexibility and structure of this learning modality, student preparedness and expectations related to completing a CBE college course, and interaction and support available in this learning modality. The findings of this study provide insight into the factors perceived to impact student success in a CBE college course. Future research is needed to better understand impacts on student success and how to create more successful learning experiences for students in this learning modality.

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

Gamification is a promising method proposed to solve the motivational problems of online learners and enhance their performance. However, the evidence regarding why and how gamification might work and its effects on these outcomes is inconclusive. In order to provide more evidence to the ongoing discussion in the gamification field, the current study searched for the effectiveness of gamification on the intrinsic motivation, the psychological need satisfaction, and the performance of online learners. Applying the tenets of self-determination theory as a theoretical background, a gamified online learning environment with badges and freedom of choice was created in the TalentLMS. The results showed that badges have the potential to decrease the intrinsic motivation of learners and they do not fulfill the need for competence. However, freedom of choice indirectly increases the intrinsic motivation of learners through fulfilling the need for autonomy. Neither badges nor freedom of choice increased the performance of learners. In addition, it was found that different badge implementation designs (expected badges versus unexpected badges) yielded similar nonsignificant results. The theoretical and practical implications of the study are discussed.

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)

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.

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.

Bachelor of Business Administration (BBA), Ohio University, 2020, Business Administration

Reflection has been identified as a key success factor for entrepreneurs, as thinking critically about successes and failures results in improved strategy. Reflection, therefore, is a valuable skill for undergraduate educators to instill in entrepreneurship students. Despite the increasingly prevalent use of reflection in curricula within higher education, designing, executing, and effectively evaluating reflection assignments remains a challenge. One of the primary challenges of implementing reflection assignments is the "lack of effective structures to help instructors from diverse disciplines guide students through reflection" (Ash and Clayton, 2004: 138). This study makes recommendations on the effective implementation of reflection assignments and provides a sample reflection framework for a course centered around developing the reflection competency. Data from students and program directors at Ohio University is examined, and recommendations are made based on the data and a review of the literature. The study found assignment design to be a determining factor in how deeply students reflect. To enhance students' depth of reflection, recommendations are made on how to strategically frame the assignment to students; ask deep, probing questions in the prompt; use the format most effective for achieving course goals; and how to cultivate a conducive culture for reflection.

PHD, Kent State University, 2020, College of Public Health

Background: People living with lupus (PLWL) face a difficult and uncertain disease that includes both exacerbations and remissions. Symptom knowledge and self-management are key to preventing complications. The LupusOhio mobile device application assists with education and management of lupus, but it has yet to be evaluated. Objective: The aims of this exploratory, concurrent mixed methods study include: 1) understanding existing users' perceptions of the LupusOhio mobile application in terms of usability and value; and 2) assessing new users' lupus knowledge and self-management before and after using the LupusOhio mobile application. Methods: Recruitment was determined based on responses to an email sent to PLWL living in Ohio (n=1,399). Of 102 respondents to the link, 94 (92.2%) completed the preliminary survey. Sixty-two (65.9%) had never used the LupusOhio mobile application. These respondents were asked to download, use the LupusOhio mobile application, and log perceptions for one month. Previous users were invited to participate in face-face interviews (n=7), centered on eliciting their perceptions of app usability and value. Results: Feedback from the interviews were similar to findings of the intervention. Interviewees revealed that the LupusOhio mobile application was an effective tool for providing basic material. Half of new users rated the LupusOhio mobile application as very helpful or helpful (50.0%) and very valuable or valuable (50.0%). Pretest/posttest lupus knowledge scores did not improve (M=9.00, SD=1.09; M=8.06, SD 3.04), which may indicate there was not enough time for change to occur. There were two significant findings for self-management for new users. Top three areas opened in the app included: My Lupus Answers (83.3%); Events (61.1%); and News (50%). These findings are consistent with feedback from the interviews. Conclusions: This study revealed that PLWL who used the LupusOhio mobile application agreed that the app was a useful to (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2019, Arts Administration, Education and Policy

The purpose of this dissertation is to provide an intrinsic case study investigation of The City of Miami Beach and Miami - Dade County Public School's Education Compact. The Education Compact provides a model of how school districts are using innovative educational governance strategies to improve failing and low performing schools. The impetus for the design and instigation of The Education Compact was to address the rapidly growing changes in 21st century demographics of The City of Miami Beach and Miami-Dade County. The underlying goals of this case study are not to build theory, but to provide context-specific knowledge, and provide a detailed example and understanding of the intrinsic value of The City of Miami Beach and Miami-Dade County Public School Education Compact.

Master of Science (MS), University of Toledo, 2018, Pharmaceutical Sciences (Health Outcomes and Socioeconomic Sciences)

Objectives: To determine the development of physician likelihood to refer based off the conceptual meaning of the hierarchical arrangement of items. To examine relationships between predictors* and the likelihood of referring patients to DSME programs. To determine the predictors* of physician likelihood to refer patients to DSME programs. To assess the likelihood of referral to DSME among practice specialties. *Predictors include: age, sex, practice specialty (family/general practitioner, internal medicine, endocrinology, or other), practice setting (hospital, medical group, private practice, or other), percentage of patients with diabetes seen monthly, attitude toward referring to DSME, social norm toward referring to DSME, and perceived behavioral control toward referring to DSME. Methods: Rasch analysis was used to calibrate the survey instrument and asses development of likelihood to refer. Pearson's correlation was performed to assess relationships among predictors and likelihood of physician referral. A linear regression was used to determine predictors of physician likelihood to refer. After analysis and assessing responses, it was determined additional post hoc analysis was needed. One-way ANOVA was conducted to assess the likelihood of referral among provider types and practice settings. Results: Some attitudes and aspects of self-efficacy may be critical antecedents of intention to refer patients with type 2 diabetes to DSME. However, no conceptually meaningful arrangement of items was identified when assessing development of likelihood to refer. Physician intent to refer patients to DSME demonstrated a moderately positive relationship with attitude, subjective norm, and perceived behavioral control (r = 0.369, 0.339, 0.478, respectively, p < 0.001 all). Provider type was found to have a weak negative relationship with intent (r = -.123, p = 0.013) and perceived behavioral control (r = -.153, p = 0.002). Percentage of patients with diabetes had a w (open full item for complete abstract)

Master of Education (MEd), Ohio University, 2018, Special Education Early Childhood Special Education (Education)

Children receiving special education services in public classrooms in the United States are consistently suspended, physically restrained, and secluded at rates much higher than their peers who do not receive special education services. The use of these negative punitive practices during the early childhood periods of development have lasting, negative outcomes for students such as negative school attitudes, increased risk for dropping out of high school, and incarceration (Diamond, Justice, Siegler & Snyder, 2013; Garcia, Heckman, Leaf & Prados, 2016). These outcomes can be diminished through the use of equitable discipline practices for all students, including those with disabilities. However, scholars have previously identified gaps between the evidence-based practices identified to prevent or reduce challenging behaviors and teachers' use of these practices. In this study, the researcher aims to examine the beliefs (perceptions of students with disabilities and self-efficacy for teaching students with disabilities) and knowledge (content knowledge of behavior-specific evidence-based practices) teacher candidates possess about these evidence- based practices. Survey responses by teacher candidates in early childhood education, early childhood special education, and K-12 special education were compared. The researcher found teacher candidates across program types have positive perceptions of children and individuals with disabilities and that teacher candidates held high levels of self-efficacy for teaching, regardless of the type of teacher preparation program. Mean scores for knowledge measures were low for all teacher candidates. Teacher candidates enrolled in dual licensure early childhood and early childhood special education programs, on average, had higher mean knowledge scores than single licensure candidates enrolled in early childhood programs. This disparity may contribute to the disproportionate numbers of students with disabilities that are subjected (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2017, Educational Leadership

There is scarce literature explaining how leaders leverage the influence necessary to change universities. This study aimed to illuminate leadership practices that seek to make universities more responsive to, and responsible for, the needs and success of students. In doing so, this research explored practices that leaders used to align a university's diverse constituents around shared goals. Specifically, this constructivist, phenomenological study sought to identify the essence of leadership associated with the creation and implementation of a student success model at a faith-based medium-sized institution referred to in this study by its pseudonym St. Paul University. I collected data through semi-structured interviews with 14 staff, faculty and administrators who were involved in the development of the university's student success model, the St. Paul Pathway Program. To my surprise, this study became a remarkable exploration of 12 years of institutional change. The research participants expressed that the creation of St. Paul's student success model was but one part of a larger story of change and transformation. To understand the St. Paul Pathway Program, it was necessary to understand a chapter of St. Paul's history that was set in motion 12 years prior with the arrival of the University's new president. Although the scope of the study changed, the focus remained the same—leadership practices used to facilitate broad and deep institutional change. Faculty, staff and administrators shared rich, detailed descriptions of their experiences of the practices used to facilitate change and their analysis of the degree to which those practices catalyzed or muted action, collaboration, and positive change. In the findings, I identify several challenges for facilitating change, including: catalyzing change; generating buy-in and directing change; refining and sustaining change initiatives; engaging faculty; promoting innovation; and changing culture. Related to tho (open full item for complete abstract)

Master of Arts, University of Akron, 2017, Theatre Arts-Arts Administration

Research has long supported the benefits of the arts, specifically to students in grades K-12. Although arts programs have been decreasing over the last decade, nonprofit organizations have created strong programs that enrich students in the arts and create opportunities for collaborations with the community. The Weill Institute of Music at Carnegie Hall developed the Link Up music education outreach program to provide a beneficial means of music education in collaboration with partner host organizations and schools and has proven to be highly effective.

Doctor of Philosophy, The Ohio State University, 1991, Graduate School