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  Partner: UNT Libraries
 Department: Department of Counseling and Higher Education
 Country: United States
 Collection: UNT Theses and Dissertations
A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses

A Mixed Method Analysis of Undergraduate Student-run Public Relations Firms on U.S. College Campuses

Date: August 2010
Creator: Maben, Sarah Kathleen
Description: Student-run public relations firms are part of collegiate public relations pedagogy, and this study used a mixed-method approach to analyze such firms on U.S. campuses. A listing of campuses with student-run firms was created as part of this study. Through an online survey questionnaire, advisers from 55 of the 119 student-run firms provided data about firm characteristics and observations about student learning and career development. Multiple correspondence analyses was used to see if the firms grouped into clusters and somewhat aligned with previous research by Lee Bush in 2009. Firms clustered into four groups, with the fourth group representing a mix of the other three. One additional finding was that firm characteristics are more similar than dissimilar even when comparing firms of varying years in operation. Analysis of variance to compare characteristics between different types of firms revealed that one type of firm tended to employ students at a higher average number of hours per week (F = 6.61, eta squared=0.16) and one was more likely to be accredited by the Accrediting Council on Education in Journalism and Mass Communications (F = 3.71, eta squared=0.13). Advisers reported mostly positive reflections on observed transformations they see in their student workers and ...
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An Exploratory Study of the Impact of Institutional Policies and Practices of Community and Technical Colleges in Texas on Student Persistence in Online Courses

An Exploratory Study of the Impact of Institutional Policies and Practices of Community and Technical Colleges in Texas on Student Persistence in Online Courses

Date: December 2010
Creator: Hills, Fred W.
Description: Online education is the fastest growing form of course delivery of higher education in the United States. It has revolutionized how students and instructors interact in the educational process. Yet students in online courses continue to experience higher attrition rates than their counterparts in traditional face-to-face classes despite the advantages offered by the technology. This study examined the impact that institutional policies and practices at community colleges in the state of Texas have had on student persistence in online courses. It also examined how institutions collect and use data in addressing students' attrition. The findings were used to identify the most effective institutional practices to share with community college systems in Texas in an effort to improve student persistence in online courses across the state. The population for the study consisted of the 50 public two-year community college and the technical college systems in the state of Texas. The study used a mixed method. A theoretical model of institutional impact on online persistence was drawn from the literature review. This model's five categories were then used to construct a survey to collect data on institutional practices and measure the effectiveness in addressing student persistence. Four college systems were identified using ...
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Leadership Styles and Cultural Sensitivity of Department Chairs at Texas Public Universities

Leadership Styles and Cultural Sensitivity of Department Chairs at Texas Public Universities

Date: May 2014
Creator: Hernandez-Katz, Melissa
Description: As the U.S. population diversifies, so do its higher education institutions. Leadership at these institutions should be prepared for this diversification of students, faculty, and staff. The purpose of this study was to gain greater knowledge about the leadership styles and cultural sensitivity of department chairs. Survey research was used to determine if department chairs’ leadership styles correlated with their cultural sensitivity. The target population was department chairs from public universities in the state of Texas. The survey was distributed to 406 randomly selected department chairs. The participants completed three measures: Leadership Behavior Description Questionnaire (LDBQ) for leadership style, the Intercultural Sensitivity Scale (ISS) for cultural sensitivity, and a demographic questionnaire (gender, age range, race/ethnicity, and years of service as department chair). The sample included 165 usable surveys (40% return rate). The department chairs were primarily male (72%), White (78%), and over 50 (71%) years of age. First, a statistically significant negative correlation (r = -.431, p < .0001) occurred between LBDQ overall scores and overall ISS scores: As chairs scored higher on leadership ability, they scored lower on intercultural sensitivity. Second, leadership style by demographic variable displayed mixed results. No significant difference was found for leadership style by age, ...
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Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002

Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002

Date: August 2014
Creator: LaCoste, Linda
Description: Hispanics represent the greatest U.S. population growth, yet Hispanic women are the least educated of all U.S. ethnic female groups and reflect the lowest college enrollment as a percent of their total population. Since nearly half of Hispanics enrolled in college are served by community colleges, this research sought to understand if marianismo, i.e., the cultural expectations that Hispanic women females must focus on caretaking and mothering while reflecting passivity, duty and honor, and self-sacrifice, might provide some explanation for the low levels of degree attainment among Hispanic female community college students compared to their female peers from all other ethnic groups. Marianismo was once a construct that limited the role of women to the home. However, today’s Hispanic female is expected to juggle home priorities along with other roles in which she may engage. These various role demands may influence Hispanic female college persistence and success. Using secondary data analysis of the national Educational Longitudinal Study 2002 (ELS), this study examined the relationship between marianismo and persistence (semester to semester enrollment) of Hispanic females (n = 368) enrolled in community colleges. To create a marianismo scale, 13 items were selected from the ELS and reviewed by individuals familiar with ...
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The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective

The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective

Date: August 2014
Creator: Isbell, Teresa
Description: This study investigated the relationship between community college institutional expenditures and student success in reaching momentum points. The 3 years of student cohorts of a large community college district in Texas formed the population. Student characteristics and institutional context characteristics served as control variables. Institutional financial data functioned as the independent variables. Student success variables (milestones and momentum points) served as dependent variables. Because each of the three cohorts contained over 10,000 students and displayed equivalent characteristics, the random sample of 7,634 students was drawn from the combined cohorts. Institutional financial variables predicted the milestones of reading readiness (χ2 = 315.10, df = 17, n = 3,495, p < .001) and writing readiness (χ2 = 296.64, df = 17, n = 3,149, p < .001). Financial variables contributed to the completion of English-1301 (χ2 = 1004.14, df = 17, n = 7,634, p < .001), college-level math (χ2 = 615.24, df = 17, n = 7,634, p < .001), 30 college-level credit hours (χ2 = 833.85, df = 17, n = 7,634, p < .001), and reenrollment the second fall semester (χ2 = 375.41, df = 17, n = 7,634, p < .001). Student services expenditures provided high odds for ...
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Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University

Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University

Date: August 2014
Creator: McNulty McCoy, Netreia Z.
Description: The purpose of this qualitative study was to explore the association between student involvement and self-authorship among African American undergraduate students enrolled at a medium-sized, North Texas STEM-focused university. Self-identified African American undergraduate students at the university completed an online, researcher-developed survey focused on co-curricular involvement activities, degree of involvement in those activities, and perceived self-authorship indicators. From the completed survey pool (N = 49), 10 females and 5 males participated in follow-up focus group sessions. The survey data analysis was limited to descriptive statistics of student involvement and demographic data. Survey results showed that African American undergraduate students at the university were actively involved in co-curricular activities and generally satisfied with their involvement experiences. The focus groups provided a more in-depth picture of the involvement experiences showing that students believed that their commitment to co-curricular activities contributed significantly to their interpersonal and intrapersonal growth—characteristics of self-authorship. The survey and qualitative data combined suggested a positive association between the involvement of African American undergraduate students in co-curricular activities at the university and the development of self-authorship characteristics in those students. Findings from this study support the practice of intentional outreach to African American undergraduate students in order to promote their ...
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Evaluation Practices of Community College Faculty Development Programs

Evaluation Practices of Community College Faculty Development Programs

Date: December 2014
Creator: Bunyard, Magen Lynn
Description: The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation practices. Data from 184 survey responses and the Integrated Postsecondary Education Data System (IPEDS) were analyzed to answer three research questions. Multiple regression was used to determine if a relationship existed between the dependent/outcome variable (evaluation utilization score) and the independent/predictor variable (accrediting agency affiliation: MSCHE, NEASC, NCA, NWCCU, SACS, and WASC) and/or control variables (institution locale, student FTE, expenses per student FTE, percent spent on instruction, and percent of full-time faculty). Results were not statistically significant, F (12, 163) = 1.176, p = .305. The mean evaluation scores were similar for all six accrediting agencies ranging from 60-69. The rural variable was statistically significant with p = .003 and alpha = .05, but it only accounted for 3.6% of the variance explained. Logistic regression was used to determine if a relationship existed between the dependent/outcome variable (use of evaluation) and the above-specified independent/predictor variable and/or control variables for six faculty development program activities. Results revealed that significant predictor variables for the use of evaluation vary based on the faculty development program activity. Statistically significant ...
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A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006

A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006

Date: December 2014
Creator: Smith, Donna Gayle
Description: This historical study chronicled events of the development and implementation of the Paris Small Business Development Center at Paris Junior College in Paris, Texas from 1986-2006. Data was collected from primary and secondary sources and oral histories through personal interviews. The analysis included a brief history of higher education and the service mission and situated the study in the broader context as an extension program in higher education. This study provided a brief history of the U.S. Small Business Administration and America’s Small Business Development Center Network as a background for the study. This study is significant to scholars in the field of higher education for a number of reasons. It provides a historical analysis of a service program that extends the college to the community and demonstrates higher education and its role in economic development. It adds to the current body of research by advancing an understanding of a past to contemporary knowledge. Finally, by integrating historical perspectives from multiple disciplines in higher education, what happened and the context in which it happened can be more fully appreciated. This study also contributes to practical knowledge as it deepens the understanding of significant events and processes that contributed to the ...
Contributing Partner: UNT Libraries