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  Partner: UNT Libraries
 Degree Discipline: Higher Education
 Collection: UNT Theses and Dissertations
Christian Liberal Arts Higher Education in Russia: A Case Study of the Russian-American Christian University

Christian Liberal Arts Higher Education in Russia: A Case Study of the Russian-American Christian University

Date: May 2007
Creator: Titarchuk, Victor N.
Description: This is a case study of the historical development of a private Christian faith-based school of higher education in post-Soviet Russia from its conception in 1990 until 2006. This bi-national school was founded as the Russian-American Christian University (RACU) in 1996. In 2003, RACU was accredited by the Russian Ministry of Education under the name Russko-Americansky Christiansky Institute. RACU offers two state-accredited undergraduate academic programs: 1) business and economics, and 2) social work. RACU also offers a major in English language and literature. The academic model of RACU was designed according to the traditional American Christian liberal arts model and adapted to Russian higher education system. The study documents the founding, vision, and growth of RACU. It provides insight into the academic, organizational, and campus life of RACU. The study led to the creation of an operational framework of the historical development of RACU. The study also provides recommendations for the development of new Christian liberal arts colleges and universities based on the experience and the underlying structure of RACU.
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College and University Executive Leadership: The Impact of Demography on the Propensity for Strategic Change

College and University Executive Leadership: The Impact of Demography on the Propensity for Strategic Change

Date: December 2003
Creator: Fincher, Mark
Description: This study explores the relationship between diversity within executive decision-making teams at institutions of higher education and their propensity for strategic change. Previous research in the areas of strategic change, group decision making, and higher education was drawn from in this study. Statistically significant relationships were discovered the demographic background of executive decision-making teams at public colleges and universities, as measured by both the pursuit of new degree and certificate program offerings and multiple measures of student retention. The results also indicated the presence of an insufficiently diverse pool of potential executives for colleges and universities to draw from.
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College Choice in the Philippines

College Choice in the Philippines

Date: May 2009
Creator: Tan, Christine Joy
Description: This descriptive and correlational study examined the applicability of major U.S. college choice factors to Philippine high school seniors. A sample of 226 students from a private school in Manila completed the College Choice Survey for High School Seniors. Cronbach's alpha for the survey composite index was 0.933. The purposes of this nonexperimental, quantitative study were (1) to describe the relative importance of major college choice factors (as identified in U.S. research) to Philippine high school seniors, and (2) to determine whether there were statistically significant differences in the importance ascribed to these factors, according to students' demographic attributes. For all statistical analyses, SPSS 16.0 software was used. To address the first purpose, the mean and standard deviation were calculated for each college choice factor addressed in the survey. To address the second purpose, ANOVAs, Mann-Whitney U tests, and Kruskal-Wallis tests were run, in order to study the relationship between each of the major college choice factors and students' demographic attributes. This study found that all of the major U.S. college choice factors were important, to some degree, in the Philippine context. Other factors were added based on pilot studies. This study also found that some of the U.S.-literature-generated demographic ...
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College Student Adaptability and Greek Membership: A Single Institution Case Study

College Student Adaptability and Greek Membership: A Single Institution Case Study

Date: May 2007
Creator: Ayres, Amy R.
Description: Since the birth of the United States in 1776, Greek-letter societies have been an integral part of American higher education. Research on the impact of Greek membership varies at best, and often is in conflict from study to study. This study surveyed students affiliated with Greek-letter organizations at the University of North Texas. The research examined the college adaptability of Greek students by gender in five areas: Overall adjustment, academic adjustment, personal-emotional adjustment, social adjustment, and attachment to the institution. The study, conducted in the spring of 2006 at the University of North Texas had 80 respondents. The Student Adaptability to College Questionnaire (SACQ) consisted of 67 items on a 9-point scale. The SACQ is designed to assess how well students adapt to the demands of the college experience. Raw scores and percentile rankings were determined by t-test calculations. Test scores were expressed through t-scores in relation to the standardized sample. Data show no statistical significance in any of the five areas studied: Overall adjustment, academic adjustment, personal-emotional adjustment, social adjustment, or attachment to the institution. Female participants scored higher on all scales than male participants, indicating a slightly higher level of adjustment, though not enough to be significant. Both ...
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College Success for all Students: An Investigation of Early Warning Indicators of College Readiness

College Success for all Students: An Investigation of Early Warning Indicators of College Readiness

Date: December 2010
Creator: Davis, Denise
Description: The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions of higher education. Participants in this study included 134 of the class of 2010 from two early college high schools. The graduates were 86% Hispanic, 8% African American, 3% White, 2% Asian, 1% American Indian and 72% economically disadvantaged. A causal-comparative research design using multiple regression analysis of the data collected revealed that each one unit increase in world history was associated with a .470 (p < .05) increase in college GPA, while each one unit increase in Algebra I was associated with a .202 (p < .05) increase. Therefore, student grades in high school Algebra I and world history were the strongest statistically significant indicators that a student will maintain a 2.5 college GPA during the first year of college. According to the early warning indicators, students who maintain a grade of A or B in Algebra I are 10 times more likely to be college ready while having a 78% chance of maintaining a 2.5 or better in college courses. Further, the findings from this study found no significant relationship between TAKS assessment, ...
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Community College Students' Perceptions of and Satisfaction with Factors Affecting Retention in a Major Urban Community College in the Southwestern United States

Community College Students' Perceptions of and Satisfaction with Factors Affecting Retention in a Major Urban Community College in the Southwestern United States

Date: May 1998
Creator: Nzeakor, Ambrose Ugochukwu
Description: The purposes of this study were (a) to analyze whether any significant differences exist in students' satisfaction among the 11 composite scales/satisfaction measures of the SSI (retention programs); (b) to determine whether significant differences exist in satisfaction among students of the institution based on their demographic characteristics of gender, age, ethnicity, class load, and employment; and (c) to record findings, draw conclusions, and make recommendations from the study. The research was conducted using a questionnaire, The Student Satisfaction Inventory (SSI), developed by Juillreat and Schreiner in 1994. The instrument measures, among other matters, students' perceptions and satisfaction. The population of the study comprised all students at the institution during the 1996-1997 school year. A total of 312 students was sampled, with 182 (58%) returns received. Statistical treatments used to analyze the collected data included frequencies, percentages, means, standard deviation, multiple analysis of variances (MANOVA), one-way analysis of variance (ANOVA), and Tukey's Post Hoc t-test for multiple comparison.
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Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States

Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States

Date: December 2011
Creator: Valerin, Marcus P.
Description: The mission types of 105 current doctoral programs in higher education and the extent to which their missions have changed since a similar study was conducted by Dressel and Mayhew in 1974 was studied. The curricula offerings of these programs by degree type (e.g., Ed.D. & Ph.D.) were compared with Fife’s 1991 findings. Finally, the study examined the various modes of instruction (e.g., classroom, online, cohort, blended) these programs utilize. The population was the 131 U.S. higher education doctoral program coordinators or directors who were identified using the ASHE Higher Education Program Directory. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. An electronic survey, developed by utilizing an expert panel and the cognitive interviewing technique, was sent to each participant. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. A total of 77 institutions (59%) returned usable questionnaires, and six other universities (5%) indicated their doctoral higher education programs no longer existed. Twenty-three of the responding institutions identified with a research-focused mission; 25 institutions identified with a practitioner-based mission; and 28 institutions identified with both types of ...
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Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.

Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.

Date: August 2008
Creator: Reyes, Czarina S.
Description: There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this study was 231 students enrolled in college algebra from fall 2004 through fall 2007. Data was analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. Success was defined as earning a grade of A, B, or C in the course. The study found that overall there was no significant difference in success rates for the 8-week and 16-week college algebra courses. However, significant differences were found in success rates among Asian, Pacific Islander students enrolled in the 8-week and 16-week courses. No significant differences in success rates were found for White, Non-Hispanic; African-American, and Hispanic, Mexican American students. There was a significant difference in the number of A's, B's, C's, D's and F's among White, Non-Hispanic students, but there was no ...
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Comparison of 2-year and 4-year telecommunications technicians' training programs against the industry standards

Comparison of 2-year and 4-year telecommunications technicians' training programs against the industry standards

Date: December 2000
Creator: Houdashell-Riegel, Karen Marie
Description: The study focused on the academic programs offered for telecommunications technicians provided by 16 two-year and four-year higher education institutions and the ways in which the programs compared to the established telecommunications technicians' skill standards. Six specific research questions concerned the training programs for telecommunications technicians. The first verified the validity of the information in Peterson's 2000: 2 Year Colleges and Peterson's 2000: 4 Year Colleges identifying the institutions offering a communication equipment technology major. The second question focused on the institutions that included telecommunications as part of the curriculum. The third identified the importance of the skill standards to the 2-year and 4-year training programs, and the fourth identified the job functions that were included in or excluded from the training. The fifth question identified the job tasks that were included in or excluded from the training. The final question determined whether the 2-year or the 4-year telecommunications technicians' training program was more closely aligned with the skill standards. In order to accomplish the objectives of this research, a survey methodology was selected. The survey instrument was developed to compare the importance of the telecommunications technicians' skill standards to the 2-year and the 4-year training programs. The skill standards ...
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Comparison of College Student Leadership Programs from the 1970s to the 1990s

Comparison of College Student Leadership Programs from the 1970s to the 1990s

Date: August 1997
Creator: McMillon, Keri Leigh Rogers
Description: The primary concerns of this study were to describe the most common practices of current college student leadership training programs in the United States and to compare the 1979 and 1997 findings by replicating the 1979 Simonds study. This study provides an overview of related literature on the history of leadership theory and the research on leadership training in higher education, a detailed description of the methodology, results of the survey, a comparative analysis of the 1979 and 1997 findings, and discussion of the current status of leadership training at institutions of higher education. Conclusions are drawn, and implications and recommendations for student affairs professionals are made that may improve the quality of student leadership in higher education.
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