Browsing by Subject "higher education"
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Item A Case Study Exploring Motivational Determinants of Mid-Level Student Affairs Administrators(2012-02-14) Hernandez, Cynthia LeticiaMid-level administrators comprise the largest group of administrative professionals on college campuses today. These professionals affect the daily lives of students and contribute significantly to the overall coordination of institutional resources and activities. Despite the importance of their role in administering programs, services, and other functions central to the mission of the university, little research has been conducted examining the issues that impact their motivation and job performance. The purpose of this qualitative case study was to increase understanding of the factors affecting work motivation of mid-level student affairs administrators through the identification of motivational determinants and an exploration of whether these determinants differed based on the career stage of the mid-level administrator. This study used Vroom?s theory of work motivation, specifically valence, instrumentality, and expectancy, to determine the factors motivating mid-level student affairs administrators to perform in their work roles. Ten mid-level student affairs administrators at a large, public, Hispanic-serving institution were interviewed. Findings suggest that mid-level student affairs administrators are motivated by the opportunity to serve students and influence the development of their subordinate staff. Participants cited internal drives, such as work ethic and a need for achievement, and external factors, such as opportunities to engage in their own professional development, recognition, and pay, as motivators. Some participants maintained that the culture of the institution had an impact on their motivation to perform. Individually and collectively, these motivational determinants influenced the effort and performance of these mid-level administrators in their work roles. Overall, the participants reported that they enjoyed their work and felt rewarded for their efforts in their work roles. Findings suggest that important differences in motivational determinants as a function of career stage are negligible. Implications and recommendations to implement initiatives to promote and support the identified motivational factors are discussed.Item A Self-regulated Learning Intervention for Developmental Mathematics Students at a Community College: Effects of Study Journals on Achievement and Study Habits(2014-03-04) Travis, Jennifer LynnSelf-regulated learners continually monitor and adjust the learning process through a recursive loop of forethought, learning enactment, and reflection. The literature review for this study used a systematic approach with defined criteria to evaluate the effects of self-regulated learning interventions for college students. The review revealed a shortage of rigorous achievement-based research in authentic settings. This study evaluated a study-journaling intervention for developmental mathematics students at a large urban community college. Two weekly study journal worksheets were designed, based on self-regulated learning theory. In each of nine pairs of intact classes, one class was randomly assigned to the treatment (study journal) condition and the other to control. The mixed methods research design had two strands: a confirmatory strand that evaluated the intervention?s effect, and an exploratory strand that sought information about the students? study habits. The statistical analysis had two phases: propensity score matching to strategically trim the groups so they had similar distributions of starting characteristics, and logistic regression to estimate the intervention?s effect on binary variables representing course success and final exam success. Departing students were counted among the unsuccessful. Due to implementation shortcomings, the original sample (117 treatment, 140 control) was replaced by a modified sample (60 treatment, 77 control). Propensity score matching trimmed this sample further (54 treatment, 54 control). Control students experienced significantly higher course success rates and slightly higher final exam success rates. Treatment students were significantly more likely to leave the class than control students (odds ratio 2.94). However, qualitative data from focus groups and surveys indicated the study journals may have positively affected study habits. Taken together, the qualitative and quantitative results suggest the intervention increased students? awareness of study habit inadequacies and time constraints. This position was supported by qualitative analysis of the study journal entries. This study shows that study journals have potential to improve achievement. However, caution is advised, as the journals may also influence students to leave the class due to increased awareness of problems. Research recommendations include combining study journals with training, feedback or peer support; and collecting subsequent-semester data and data on students? reasons for departure.Item An evaluation of higher education requirements for the Texas Department of Public Safety entry level applicants(Law Enforcement Management Institute of Texas (LEMIT), 1997) Florex, William R.Item Analysis of factors affecting participation of faculty and choice of strategies for the internationalization of the undergraduate agricultural curriculum: the case in two land grant universities(Texas A&M University, 2004-09-30) Navarro, MariaTo adapt to the new global system, internationalization is increasingly being accepted as a necessity in higher education. Although the process involves the research, service, and education components of academic institutions, many authors have contended that the internationalization of the curriculum is the most important component of the process and that faculty are its main drivers and actors. While a number of the issues involving internationalization are very well documented, there is still little published information regarding the perspectives of random samples of faculty regarding strategies by which to internationalize the undergraduate curriculum. The purpose of this study was to analyze perspectives of faculty in two land grant colleges of agriculture regarding academic and institutional strategies for the internationalization of the undergraduate agricultural curriculum. A mixed method research approach was used to gather data, combining the use of a questionnaire with both quantitative and open-ended questions sent to a census of the teaching faculty of the two colleges, and conducting eight one-hour interviews. The researcher also carried out an in-depth assessment of the effect of nonresponse error in the study by using and comparing various methods of nonresponse analysis. Faculty knowledge of international issues was positively correlated with their participation in the internationalization process. Knowledge and participation were, in turn, positively correlated with faculty perceptions of relevance of internationalization of the curriculum, and with faculty acceptance of most of the proposed academic and institutional strategies for internationalization. Faculty ranked mobility and infusion approaches as their preferred academic strategies for internationalization of the curriculum, and there were clear patterns of associations between selections by faculty, with mobility and infusion belonging to different groups. When asked about incentives to participate in the internationalization process, faculty mentioned funds, "real" recognition, and release time as their foremost choices. Also, faculty expressed a need for increased leadership, vision, and focus for the process. When looking at the academic and institutional strategies together, various patterns of association also appeared, reiterating the notion that there is not a single best approach to internationalization, but that multiple and complementary strategies are needed.Item Case study: strategic planning process used by the Texas A&M University Career Center when creating technology initiative project(Texas A&M University, 2005-02-17) Vermillion, Mary GailThere is a plethora of research and literature focusing on strategic planning yet there few case studies have been done that describe the strategic planning process for university career centers. No effective strategic planning guide has been written to assist career center employees with building a strategic plan that will assist in reaching all Texas A&M University students with job skills training. The purpose of this study is to give a detailed account of the strategic planning process used by the Texas A&M Career Center to create the technology initiative. The study will also provide guidance to the researcher and others who will be developing similar initiatives in the future. In an effort to assist career centers nationwide it would be helpful for those career centers to look at others, like Texas A&M Career Center, who have already begun the strategic planning process. A descriptive case study design was chosen because it adds strength to what is already known and also helps explain complex issues. Case study research gives an in-depth contextual analysis of a limited number of events. The study of the planning process is very complex and case study research is one method that can be used to bring deeper understanding and add strength to what we already know about the planning process (Dooley, 2002). Following the lead of Rice (2002) a descriptive case study was chosen so that the researcher could describe the strategic planning process and interpret the findings in a way that would provide greater insight. Qualitative methods, including examination of documents, examination of journals, calendars and meeting notes, and interviews with a few members involved in the process to clarify any questions of memory, were used in this study. The study described the technology initiative and split the development into five stages: Conception, Birth, Toddling, Up and Running, and Adolescence (Rice, 2002). The researcher has completed the descriptive case study and analyzed the data according to the planning approach continuum. A new model has been created that provide insight to the researcher and hopefully other planners. Recommendations and conclusions have been provided that will hopefully be beneficial to other planners. The descriptive case study provides a story that highlights good and bad planning techniques and the researcher hopes that others will read and learn from this study. The purpose of the study has been fulfilled.Item Challenges and Opportunities: A Library Directors' Panel Discussion(2013-04-29) Anderson, William; Dyal, Donald; Shupala, Christine; Ferrier, Douglas; McQuesten, Pamela; Heath, Joan; Texas Tech University; Texas A&M University-Corpus Christi; Texas A&M International University; Texas State University; Southwestern University; University of Texas at AustinA panel consisting of several heads of Texas academic libraries will discuss the pressing issues facing university libraries today. The panel discussion will be led by UT i-School faculty member William Anderson and will include leaders from a representative sample of higher education institutions across the state. Possible topics touched on in this free-flowing discussion may include digital preservation and data curation as well as larger trends in higher education and scholarly communication.Item College prerequisite in law enforcement(Law Enforcement Management Institute of Texas (LEMIT), 2005) Fraser, RonItem College students' comfort with assertive behaviors: An analysis of students with and without disabilities in three different postsecondary institutions(Texas A&M University, 2004-09-30) Orr, Kristie ScrutchfieldFirst-year college students have many new responsibilities and challenges. They are faced with increasing autonomy and must find resources and people to help guide them. Students with disabilities face an even greater need to be independent and juggle more responsibilities, as they must disclose their disabilities to campus personnel if they need accommodations and become a self-advocate. In order to self-advocate, students must feel comfortable with being assertive. This study examined the differences in comfort with assertive behaviors between students with and without disabilities at three different types of postsecondary institutions (junior college, 4-year regional university, and 4-year Research 1 university). Two hundred seventy-eight freshman and sophomore students completed a questionnaire concerning their comfort with many different assertive behaviors. The following three variables were examined: a) college students' comfort with overall assertiveness; b) college students' comfort with verbal assertiveness; and c) college students' comfort with prosocial verbal skills. iv There were no significant differences between students with disabilities and students without disabilities in terms of their discomfort with assertive behaviors on any of the three variables. Males were more comfortable with assertive behaviors than females in terms of their overall assertiveness and their verbal assertiveness. Students from the 2-year junior college were more comfortable with overall assertiveness and verbal assertiveness than students at either the 4-year regional university or the 4-year Research 1 university. There were no differences between groups in terms of their prosocial verbal skills. Conclusions about the differences found in the study are reported. Recommendations for disability service providers are provided, as well as suggestions for future research.Item Human resource development of Hispanic students in a large Hispanic-majority community college in south Texas: student entry characteristics as predictors of successful course completion and retention in face-to-face and distance education(2009-06-02) Cole, Brenda S.Hispanic student success within community colleges is critical to our future national economy and as such, was pertinent to this Human Resource Development (HRD) research. In this ex-post-facto study, the researcher examined the student entry characteristics of 2,523 Hispanic entering freshmen enrolled anytime between Fall 2000 and Fall 2005 who attempted History, English Composition, or College Algebra for the first time in either face-to-face or distance education courses at South Texas College. The following student entry characteristics of the Hispanic students in the study population were examined for their impact on successful course completion and retention: age, country of elementary education, custody of minors, disabilities, English as a second language, gender, high school diploma type, high school GPA, hours of employment, income level indicators, intent to continue employment, intent to transfer, intended length of enrollment, marital status, number of credit hours, parents? education, participation in workforce programs in high school, reason for attending, recent migrant work, resident status, and veteran status. The resulting profile of Hispanic distance education student characteristics was found to be similar to common characteristics noted in the literature for other distance education non-Hispanic populations. Furthermore, the researcher identified significant student entry characteristics for predicting the risk of failing to successfully complete courses or to re-enroll. Finally, the researcher provided suggestions for further research regarding Hispanic student performance and success in higher education as a responsibility of the work of Hispanic human resource development within community colleges. This study provides empirical findings related to the student entry characteristics construct found in current theoretical models of retention in commuter institutions of higher education. The researcher recommends expanding this research to other elements of theoretical models of student departure such as the external environment and the internal campus environment. Doing this will support the further refinement and development of the theory and confirm its applicability to local institutional populations.Item Increasing minority enrollments in higher education: political institutions, public universities, and policy outcomes(2009-06-02) Hicklin, Alisa KayFew debates spark as much interest as the controversy over how to increase access to higher education, particularly for racial minority groups. Despite the knowledge accumulated on the benefits of diversity, the higher education community knows very little about the determinants of minority student enrollment, or what universities can do to affect minority student representation. This dissertation seeks to investigate the factors that affect variance in minority student enrollment levels at public universities, with particular attention devoted to the political environment. This analysis of the relationship between political institutions and public universities draws on a number of subliteratures in public administration and political science, including theories of political control, descriptive representation, and public management. As one of the first major studies of the politics of higher education, the analysis draws on untapped data that allow for better tests of many of these theories. These data include measures of university enrollments, drawn from the Department of Education?s Integrated Postsecondary Education Dataset and the Texas Higher Education Coordinating Board, data on political institutions, including racial representation, and interviews of university administrators. The quantitative analysis uses a combination of methods, including ordinary least squares, hierarchical linear modeling, and descriptive statistics. Using a framework of governance to link these subliteratures together allows for progress toward more general theories about the relationship between political institutions and bureaucracy. Substantively, this analysis also adds to our understanding of what factors affect minority enrollments. Chapter V uncovers the redistributive effect of the Hopwood case and California?s Proposition 209, and chapter VI builds on this finding, by testing for the effect of minority representation in state legislatures. Chapter VII then takes a closer look at the Texas system, investigating the effect of the Grutter decisions on enrollments, particularly at the flagship institutions. Overall, findings point to the importance of university-specific characteristics -- such as the institution?s level of selectivity and the values held by the university -- in moderating the influence of political institutions, particularly of court cases and state-level interventions, on minority student enrollment levels.Item Issues Surrounding Higher Education and its Availability for Texas Law Enforcement Officers(Law Enforcement Management Institute of Texas (LEMIT), 2002) Frieda, Brian M.Item Law enforcement administration: setting the bar with formal education(Law Enforcement Management Institute of Texas (LEMIT), 2015) Corb, BryanItem Police officers and higher education(Law Enforcement Management Institute of Texas (LEMIT), 2013) Jory, WayneItem Skill development among student affairs professionals in the National Association of Student Personnel Administrators Region III(Texas A&M University, 2004-09-30) Roberts, Darby MichelleStudent affairs practitioners develop a variety of skills in order to serve students and the institutions in which they work. This research study used a newly developed instrument to assess the perceived performance of a variety of skills and the methods that student affairs professionals use to develop those skills. The population included professional affiliates of Region III of the National Association of Student Personnel Administrators. Faculty members and those not practicing in student affairs were excluded from the surveyed population. The professional affiliates were identified as new professionals, mid-managers, and senior student affairs officers. The instrument identified 72 skill statements in ten categories: leadership; student contact; communication; personnel management; fiscal management; professional development; research, evaluation, and assessment; legal issues; technology, and diversity. For each skill category, fifteen learning methods were identified. A usable response rate of 61.6% was obtained. The data supported the stage theory of student affairs professional development for nine of the ten categories: senior student affairs officers rated their mastery of skills greater than did mid-managers, and mid-managers rated themselves higher than did new professionals. All groups rated their communication skills high. In several categories, there were statistically significant differences between the administrative levels. The exception was for the technology category. There was not a statistically significant difference between the groups. Professionals use a wide variety of methods to gain competence in the skill areas. The most common methods involved interaction with other practitioners and included mentoring, discussion with colleagues, and professional conference program sessions. Very few professionals have taken a sabbatical or on-line course to develop the identified skills. Several skill categories revealed differences between administrative levels, although the student contact category did not reveal any statistically significant differences.Item Student Searching with EBSCO Discovery: A Usability Study(Taylor & Francis (Journal of Electronic Resources Librarianship), 2014) Cassidy, Erin Dorris; Jones, Glenda; McMain, Lynn; Shen, Lisa; Vieira, ScottThe researchers conducted task-based usability testing of the EBSCO Discovery Service (EDS) with 20 students. While most participants felt positively about EDS, a few usability issues emerged. Confusion arose regarding source types and icons, facets/limiters, relevancy ranking, integrated search connectors and more. Students encountered difficulty with spelling corrections and a failure to understand terminology, and they demonstrated an unwillingness to view additional pages of search results. Findings indicate the need for changes to the local implementation of EDS as well as to features and structures under EBSCO’s control.Item The class of 1990: a longitudinal study of a freshman cohort at Texas A&M University-Kingsville(Texas A&M University, 2005-08-29) Dollar, SusanExtensive research has been conducted on college student retention and graduation and many studies have found certain characteristics to be predictive of successful completion of college. However, few studies have focused on a target population which is primarily Hispanic. This study examined the 1990 entering freshmen class of students at Texas A&M University-Kingsville (TAMUK), of which more than 68% were Hispanic. An attempt was made to examine characteristics that would predict success, defined as graduation from TAMUK. Data derived from institutional records and the Texas Higher Education Coordinating Board were examined using descriptive statistics and stepwise multiple logistic regression. Pre-college characteristics studied included age, gender, ethnicity, marital status, high school GPA (Grade Point Average), high school class rank, high school of origin, county of origin, and American College Test (ACT) and the Scholastic Assessment Test (SAT) scores. In-college characteristics studied included residency status, admission status, enrollment status, number of hours enrolled fall 1990, college major, the Texas Academic Skills Program (TASP) scores, developmental courses, semester GPA??s, academic standing, and finally, attrition, transfer or graduation status. The fall 1990 entering students were evenly divided between males (53.4%) and females (46.6%), were young (79% were age 19 or less), single (91.4%), and Hispanic (68.2%). Almost half (46%) of the students came from high schools within 50 miles of Kingsville. The mean college entrance exam scores (ACT=16.76 and SAT=766) were well below the national means of 21 and 999, respectively. Of the 1106 entering freshmen, 307 (27.7%) graduated from TAMUK within the 10 years under study. An additional 490 (44.3%) transferred to other state institutions, and 309 (27.9%) dropped out of TAMUK and did not enroll in any other state college or university. The fall-tospring attrition rate was only 16.5%; however, the fall-to-fall attrition rate was 50.0% at the end of the first year. Stepwise multiple logistic regression (backward) analysis revealed that only high school GPA and the ACT composite score were statistically significant predictors of graduation.Item The George Bush Presidential Library Center at Texas A&M University(2010-10-12) Frink, Julia SusanThis was the first comprehensive doctoral dissertation on the George Bush Presidential Library Center at Texas A&M University. The Bush Presidential Library and Museum was the focal point. The purpose was to describe the global significance, work and educational contributions of the Bush Presidential Library while exploring its partnership with Texas A&M University. The primary data sources were: archival records, museum exhibits, interviews and my field work experiences. Beyond being a descriptive dissertation, this study offered unique hypotheses and conclusions. It examined the higher educational aspects of the Bush Presidential Library Center's operating context within Texas A&M University. These included the educational value of George Bush's career, the Bush Presidential Library's contents, and its benefits and technology use in educational programming. This study answered two unique hypotheses: how President Bush's liberation of Kuwait increased the Middle Eastern funding of presidential libraries and the Corps of Cadets' influence on President Bush's selection of Texas A&M University. George Bush's global presidency, distinguished international public service career and his world-changing, historical presidential achievements gave the Bush Presidential Library and Museum an extraordinary educational value. The data showed the educational value of, benefits of and technology's role in educational programming at the Bush Presidential Library and Museum. The global changes mirrored President Bush's career and his effort to combat terrorism. China's emergence as a world power was attributed to President Bush's career. The Bush Presidential Library and Museum is the core asset of the center. The data showed President Bush's liberation of Kuwait directly influenced the funding of his presidential library and the subsequent ones. The data showed the Texas A&M University Corps of Cadets' influence on President Bush's selection of Texas A&M University as the site for his presidential library. Texas A&M University is the best place for the George Bush Presidential Library Center. A university environment is the best place to host a presidential library.