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 Degree Discipline: Higher Education
Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?
There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activities, and professional development activities as it relates to a selected group of academic advisors work related activities. The studies professional standards construct was derived from five Council for the Advancement of Standards (CAS) professional standards for academic as it relates to a selected group of academic advisors work related activities. The study of 78 out of 210 identified full-time academic advisors at two-and four-year public colleges and universities in the North Texas Region utilized a multidimensional researcher-developed Web survey instrument designed to measure professional standards and characteristic within the field of academic advising. Study results reinforced current criticism of research and education activities within the field of academic advising showing that the lack of scholarly research and education activities among academic advisors decreases significantly their efforts towards professionalization. Also, professional standards construct results suggest that the utilization of CAS standards for academic advising as an evaluation tool may enhance an academic advisor’s knowledge of professional standards within the field. digital.library.unt.edu/ark:/67531/metadc500023/
Leadership Styles and Cultural Sensitivity of Department Chairs at Texas Public Universities
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, gender, years of service, or region of service. For ethnicity, White participants scored significantly lower than Minority participants on the LBDQ scales of consideration (t [162] = -2.021, p = .045), structure (t [162] = -2.705, p = .008), and overall (t [162] = -2.864, p = .005). Minority participants might work more diligently to increase their leadership abilities based on their higher LDBQ scores. Third, findings on intercultural sensitivity by demographic variable were mixed. No statistical significance was observed between any of the ISS scales and age, gender, years of service, and region. For ethnicity, Minority participants’ scores showed significantly lower intercultural sensitivity than White participants scores on two of six ISS subscales: interaction enjoyment (t = -2.46, p = .015) and respect (t = 2.107, p = .037). It was concluded that the Minority and White department chairs’ leadership style and intercultural sensitivity differences could be due in part to differences in the chairs’ ethnic affiliations, associated cultural backgrounds, and views of dominant versus non-dominant cultures. Recommendations for study are included. digital.library.unt.edu/ark:/67531/metadc499977/
Declining Participation in Fraternity and Sorority Life: a Comparison of Perceptions of Greek-lettered Organizations Between Affiliated and Non-affiliated Students
This quantitative study was used to determine the perceptions that may have caused a decline in membership in fraternities and sororities and to examine active organization involvement between affiliated and unaffiliated students at a single higher education institution in northeast Texas. Eight perceptions were given regarding fraternity and sorority life and why students chose to remain unaffiliated with fraternities or sororities. The instrument used was a modified version of the Extracurricular Involvement Inventory, created by Winston and Massaro (1987) and was administered to participants online via Survey Monkey. There were 206 participants total: 55.3% were female, and 44.7% were male. Regarding ethnicities, 47.0% were African American, 37.5% were Caucasian, and 15.5% were Hispanic/Latino. Out of the participants, 20.9% were in their freshman or sophomore year, 23.8% were juniors, 33.5% were seniors, and 21.8% were graduate students. Participants’ ages ranged from 18 to 32, with a mean of 22.89 (SD = 2.81). The research questions were analyzed using two techniques: logistic regression for the first question and multiple regression for the second question. Findings for the first research question indicated that lack of values, lack of diversity, poor academic attitudes, and a requirement of too much time were primary reasons unaffiliated students chose not to join a fraternity or sorority. Findings for the second question indicated that Greek-affiliated students averaged higher involvement intensity scores when compared to unaffiliated students. Practical implications and future research are discussed. digital.library.unt.edu/ark:/67531/metadc500187/
The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study
This phenomenological study investigated the transition experiences of clinical respiratory therapists who pursued second careers as respiratory faculty. Situated Learning Theory and Workplace Learning Theory were the frameworks for interviews with 11 second career respiratory faculty who had taught fewer than five years in baccalaureate degree programs. The goal of this study was to identify the major themes of their experiences. Thematic analysis revealed five common experiences: under-preparation, challenges, overwhelmed feelings, personal responsibilities, and rewards. The common theoretical framework for all participants was the critical need to understand their communities of practice within their organizations. From this study, respiratory department chairs and administrators may better understand the challenges and needs of clinical therapists as they transition into faculty positions. Positive experiences such as improved orientations and continued effective faculty support may promote a more rewarding and long-term practice. digital.library.unt.edu/ark:/67531/metadc500217/
Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods
The student success rates for three developmental mathematics courses (prealgebra, elementary algebra, and intermediate algebra) taught through four instructional methods (lecture, personalized system of instruction [PSI], hybrid, and online) were examined. The sample consisted of 9,211 students enrolled in a large Texas community college from fall 2009 through spring 2011. Student success was defined as a grade of C or better. Chi-square tests were used to compare the three developmental mathematics courses success rates. Statistically significant differences in student success were found between all four methods of instruction for all three mathematics courses (prealgebra: χ2 [df = 3] = 107.90, p < 0.001; elementary algebra: χ2 [df = 3] = 88.39, p < 0.001; intermediate algebra χ2 [df = 3] = 254.18, p < 0.001). Binary logistic regression modeling was used to determine to what extent age, gender, ethnicity, residency, Pell eligibility and mode of instruction accounted for the community college students’ course success for each of the three developmental mathematics courses. For prealgebra, the independent variables of gender, race, age, residency, and mode of instruction made statistically significant contributions to the model (χ2 [df = 14, n = 1,743] = 159.196, p < .001; Nagelkerke R2 = .119), with greater success among female, White, younger, out of country students taking the course through lecture. For elementary algebra, the independent variables of race, age, residency, and mode of instruction made statistically significant contributions to the logistic regression model (χ2 [df = 14, n = 2,731] = 816.223, p < .001; Nagelkerke R2 = .358), with greater success among , younger, out of country students taking the course through lecture, hybrid or PSI. For intermediate algebra, only race and Pell eligibility made a statistically significant contribution to the logistic regression, with greater success among White, Pell-eligible students, and mode of instruction did not contribute significantly to the model (χ2 [df = 14, n = 3,936] = 53.992, p < .001; Nagelkerke R2 = .019). Recommendations for research and implications for practice are provided. digital.library.unt.edu/ark:/67531/metadc500150/
Si Se Puede: an Investigation of Factors Fostering Allied Health Graduate Degree Completion for Latinos/as
This study uncovers the experiences of Latinos/as in allied health graduate programs and provides vital information which may help increase the number of Latino/a healthcare providers. It focuses on the testimonios (life narratives) of 9 Latinos/as who graduated from allied health graduate programs. Academic resilience and community cultural wealth theories framed the study while testimonio methodology guided data collection. Alumni were interviewed about the personal experiences and educational journeys that led them to successfully complete graduate allied health degrees. Participants’ family background, educational history, personal and environmental factors were considered. Participants described learning about the value of education early in their lives in home and school settings. The interviews also revealed the importance of participants’ personal drive and desire to excel academically and professionally. Participants noted that the academic rigor and adjustment required to succeed in graduate allied health programs, combined with feelings of social isolation, made their transition to the graduate program challenging. Family and social networks were noted as the most supportive in regards to participants’ retention and success. Research implications include the use of methodologies and theoretical frameworks which focus on the voices and experiences of underrepresented students in the allied health professions. Implications for allied health schools include intentional recruitment of underrepresented student populations, the establishment of social support systems, student affairs offices, and the inclusion of social class, ethnicity, and cultural diversity as standards by which allied health schools are rated for accreditation and re-accreditation purposes. digital.library.unt.edu/ark:/67531/metadc500149/
The Success Factors of African American Males in Master of Arts Teaching Programs
The problem of not enough African American males enrolling in masters level teaching programs was addressed in this study. This phenomenological study examined the experiences of African American males in master of arts teaching (MAT) programs to understand why they enrolled and what factors led to persistence throughout their program enrollment. Six African American males currently enrolled in MAT programs in the southern, southwestern, and western regions of the United States participated. Data gathered for each participant included an individual, semi-structured interview and a demographic survey. Audio-recordings were used to capture the fullness of the interviews, and transcription software was used to code, analyze, and sort the data to help identify themes. This study looked through the lens of Strayhorn’s graduate student persistence and Albert Bandura’s self-efficacy theories. Factors that influenced African American males to enroll into a program were (a) education as a necessary credential, (b) desire to give back to society, (c) minority scholarship support, (d) making a connection to passion, and (e) desire to enhance teaching skills. External and internal factors were identified as assisting the males to persist within their programs. Academic institutions and policy makers may find the results useful for understanding the unseen educational barriers likely to limit African American males from enrolling in MAT programs, the issues likely to occur during the process of obtaining the degree, and the factors likely to be assistive to them for achieving program completion. digital.library.unt.edu/ark:/67531/metadc500056/
The Academic and Athletic Experiences of African-american Males in a Division I (Fbs) Football Program
This study investigated the academic and athletic experiences of African-American males in a Division I football bowl subdivision football program. Critical race theory, identity development model, and social learning model were the theoretical frameworks used as the critical lenses in a qualitative design to examine the participants. The participants’ responses were analyzed and interpreted using thematic analysis. A qualitative research design, which included individual interviews with 10 second year African-American male football players, was used to address this research problem. The goal was to bring together both the psychological and sociological perspectives and to challenge participants to candidly describe their academic and athletic experiences and attitudes toward obtaining an undergraduate degree. Four themes were determined in the data analysis: differential treatment and determining oneself, time management, relationships, and career aspirations. In relation to the theoretical frameworks, the development of self-confidence and knowledge of balancing their academic and athletic schedules was critical for all participants. The sense of feeling different and challenged because of the differences in culture and experience was evident. From this study, university and collegiate athletics administrators may better understand the backgrounds, challenges, and learning needs of this population. As a result, higher education personnel may improve the services they provide these young men in hopes of educating and developing whole persons—physically, emotionally, intellectually, socially, and spiritually—to become well-rounded and functional in contemporary society. digital.library.unt.edu/ark:/67531/metadc407844/
From Aspiration to Attainment: African American Community College Transfer Student Experiences Through Baccalaureate Degree Attainment
The purpose of this dissertation was to explore African American community college transfer student experiences through baccalaureate degree completion. The current study used qualitative methods to examine the experiences and perceptions of eighteen African American community college transfer students who recently graduated or were within 30 credit hours of graduating from a four-year university in Texas. Ten female and eight male students, ranging in age from 21 to 56 years old, with an average age of 28, composed the sample. Data were collected through semi-structured interviews which were transcribed and analyzed based on an integrated conceptual model of Padilla’s (1999) Model of Minority Student Success and Yosso’s (2005) Community Cultural Wealth Model. Findings suggest that African American community college transfer student experiences are very similar to transfer student experiences revealed in current literature. However, findings indicate students perceive their experiences differ from student of other races/ethnicities when dealing with negative stereotypes, lack of role models, and racial bias. Findings also suggest African American community college transfer student persist by employing transfer student capital, familial, aspirational, and resistant capital to learn how the traverse transfer, transition, and persistence through baccalaureate degree attainment. digital.library.unt.edu/ark:/67531/metadc407745/
Transfer Capital and Academic Planning: Facilitating Successful Two- to Four-year Transfer in North Texas
The study of transfer has been historically important and now approaches critical proportions. Current and historical patterns of enrollment and attainment in American higher education combined with the economic, demographic, political, and social realities of the 21st century drive the need for increased research and more effective practice for successful transfer of students from two- to four-year higher education institutions. An emerging theory for framing transfer success is transfer capital, which recommends academic planning, financial aid, and admissions advising as primary interventions to increase the rate and success of transfer. This mixed-methods study examined the academic planning portion of transfer capital to assess the effect of academic planning on the number of hours transferred, number of leveling courses needed, excess hours, and grade point average (GPA). Quantitative assessment measured differences among new transfer students enrolling between Spring 2012 and Fall 2013. Qualitative assessment was conducted with advisors and leadership that were part of the transfer advising program examined in this study. ANOVA indicated significant findings at the .05 level for each variable except GPA. Qualitative findings provided context and primary themes of institutional context, academic planning, financial aid knowledge, and institutional partnerships. Findings provide direction for practice as well as further research. digital.library.unt.edu/ark:/67531/metadc407826/
Physiologic and Hematologic Responses Resulting From High-Intensity Training Among Elite Female Middle- and Long-Distance Runners
The problem addressed in this study is whether physiologic, hematologic, and performance parameters obtained during and after a long term program of anaerobic and aerobic exercise can be used as markers of chronic fatigue. digital.library.unt.edu/ark:/67531/metadc330610/
The Role of Admissions Officers in the Marketing Activities of Texas Colleges and Universities
This study concerns the role of admissions officers in the marketing activities of Texas Colleges and universities. The purposes of this study are to identify the marketing activities of Texas colleges and universities for admissions and recruiting, to determine if these marketing activities vary according to identified characteristics of the colleges and universities, to determine the role of admissions officers in marketing activities, and to determine the organizational structure for marketing activities in Texas colleges and universities. digital.library.unt.edu/ark:/67531/metadc332194/
Student Experiences and Expectations Related to the Vertical Transfer Process From Two Feeder Community Colleges of a Senior Institution
The purpose of this study was to understand the experiences and expectations of community college students attending Temple College and Central Texas College regarding what they may expect as part of the vertical transfer process in order to improve the likelihood of their persistence to graduation at Texas A&M University-Central Texas (TAMUCT). The target population was approximately 700 students enrolled in two feeder Texas community colleges who had expressed intent to transfer to TAMUCT. The response rate was 19%, and 136 useable surveys were used for analysis. The sample was 74% female, 45% White with the majority minority. To assess the relationships between community college experiences and transfer expectation variables, correlations and logistic regression were used. No linear relationships were found regarding gender, age, ethnicity, highest level of parents' education, the aspirational variables of highest academic degree intend to obtain at any college or university and at TAMUCT, and the feeder community college attended and the two scales. A statistically significant relationship was found between parental income level and reported community college experiences (F(4, 79) = 2.612, p = .042) and vertical transfer expectations (F(4, 52) = 3.318, p = .017). Community college students from lower socioeconomic backgrounds may utilize the community college to upper-level institution vertical transfer pathway as a way to obtain an affordable baccalaureate degree. Community colleges and university administrators need to continue working together to establish unique and creative ways to create seamless transitions for vertical transfer students utilizing the community college to upper-level institution pathway to degree completion. digital.library.unt.edu/ark:/67531/metadc283801/
Participation in Student Financial Aid Programs during the Freshman Year and Persistence in a Private University
The study determined the overall persistence rate of first-time full-time entrants into a mid-sized private university during the fall semesters 1989 to 1991 to the 2nd year (1990 to 1992). The study compared the retention rate of recipients and nonrecipients of a variety of financial aid programs. Included is a comparison of groups receiving various types of financial assistance and whether or not there are differences between the groups with respect to types of assistance, gender, ethnicity (African American, Hispanic, Anglo), high school grade point average, and national test scores (SAT, ACT). The types of assistance studied were categorized by academic scholarships, university-operated student employment, need-based grants, activity awards, entitlements, and loans. The question of whether renewal, elimination, or reduction in assistance relates to retention was also studied. digital.library.unt.edu/ark:/67531/metadc278944/
Women in Higher Education Administration: An Analysis for 1983-1998
The objective of this study was to identify if women have made statistically significant increases as top-level administrators in institutions of higher education during the period 1983-98. The research focused on the following areas: (1) Have women made significant increases as administrators during 1983-98? (2) Have women made significant increases in their proportion of total administrators during 1983-98 in the following areas: (a) comprehensive institutions, (b) doctoral institutions, (c) liberal arts institutions, and (d) research institutions? (3) Has the proportion of women administrators in private institutions increased significantly more than the proportion of women administrators in public institutions for 1983-98? digital.library.unt.edu/ark:/67531/metadc278718/
Comparison of College Student Leadership Programs from the 1970s to the 1990s
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. digital.library.unt.edu/ark:/67531/metadc279328/
Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics
This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course. digital.library.unt.edu/ark:/67531/metadc279244/
Gender Differences Associated with Enrollment in the Texas Academy of Mathematics and Science
This study sought to determine if different factors had influenced females and males to select engineering/science-related studies at the Texas Academy of Mathematics and Science (TAMS). The data were collected in the fall semester in 1997 at TAMS located on the University of North Texas campus from a survey of factors reported in the literature that had influenced students to enroll in engineering/science-related curriculum. digital.library.unt.edu/ark:/67531/metadc279292/
Job-Related Stressors as Perceived by the Directors and Full-Time Faculty of Accredited Educational Programs in Medical Record Administration and Medical Record Technology in the United States and Their Strategies for Coping with Them
The purpose of this study was to: (1) identify the sources of job-related stress which create excessive pressures for the directors and faculty of medical record administration and medical record technology programs; (2) identify the strategies that the directors and faculty of medical record administration and medical record technology programs find most helpful in coping with stress; (3) determine the relationship among demographic variables and job-related stressors as perceived by the directors and faculty of medical record administration and medical record technology programs; and (4) determine the difference among the means of five stress factors as perceived by the directors of medical record administration, faculty of medical record administration, directors of medical record technology and faculty of medical record technology programs. Questionnaires were mailed to 403 respondents. The response rate was 81.3%. Within the limitations of this study, the results revealed that "Having insufficient time to keep abreast of current developments in my field"was the highest stressor. The top stress coping strategy was "Social interaction." The relationship between demographic variables and five stress factors of reward and recognition, time constraint, departmental influence, professional identity and student interaction revealed a positive correlation between degree and professional identity factor, and a negative correlation between degree and student interaction factor. The results also indicated a positive correlation between type of program and the factors-time constraint, professional identity and student interaction; a positive correlation between academic rank and the factors--time constraint and student interaction; a positive correlation between teaching responsibilities and time constraint factor; and a positive correlation between marital status and professional identity factor. The directors and faculty of medical record administration perception of time constraint and professional identity factors differed from that of the directors and faculty of medical record technology programs. digital.library.unt.edu/ark:/67531/metadc279268/
The Effect of Age or Previous Post-Secondary Experience on Student Evaluation of Instruction
The increase in the number of nontraditional aged undergraduate students (25 yrs. and older) and students transferring between post-secondary institutions has raised the question of whether effective instruction is viewed the same by these different groups of students. This study addressed this question by analyzing the responses of these different groups to 23 instructional questions on a standard faculty evaluation form. digital.library.unt.edu/ark:/67531/metadc279073/
John Christopher Stevens: a Study of his Presidential Administration at Abilene Christian University Abilene, Texas, 1969-1981
The purpose of this study is to examine historically the presidential administration of John Christopher Stevens at Abilene Christian University from 1969 to 1981. During this time the institution grew in enrollment, faculty, facilities, endowment, and quality of educational opportunity. Limited to selected experiences and accomplishments, this dissertation examines Stevens' personal and administrative characteristics through interviews with him and those who worked with him. Materials were also used from Stevens' Presidential Archives in the Callie Faye Milliken Special Collections of the Herman and Margaret Brown Library at Abilene Christian University. digital.library.unt.edu/ark:/67531/metadc278826/
The Condition of the Southern Baptist Professoriate : A Comparison with the Carnegie Foundations 1989 National Survey of Faculty
Southern Baptist-Related college faculty attitudes and opinions on areas of higher education most important to the professoriate as identified by the Carnegie Foundation in its 1989 National Survey of Faculty are described in this study and compared with the data from the survey reported by the Carnegie Foundation in The Condition of the Professoriate: Attitudes and Trends, 1989 and Scholarship Reconsidered: Priorities of the Professoriate. The data were compared in the eight areas: goals of collegiate education, academic standards, attitudes about student life, teaching, research, and service, status of the profession, views of the institution, participation in decision-making, and general observations of higher education. digital.library.unt.edu/ark:/67531/metadc279234/
Policies and Practices of University Presses in Texas
The purposes of this study were: (a) to present a brief history of university press publishing in Texas, (b) to describe operating policies and practices of these presses, (c) to compare these policies and practices with commonly accepted principles of publishing policy, and (d) to provide a view of the future of university press publishing in Texas. digital.library.unt.edu/ark:/67531/metadc279306/
The Role of Contract Training by Academic Institutions in Corporate Education and Training Programs
This study explored the role of contract training provided by North Texas higher education institutions in the education and training programs administered by area businesses employing more than 100 people. A survey instrument was mailed to corporate trainers that were members of the Dallas Chapter of the American Society of Training and Development in businesses employing more than 100 people. A total list of 292 trainers generated 71 usable responses. The purposes of this study were to: (a) determine the extent to which corporations use academic institutions for contract training, (b) determine the academic institutions in North Texas that training managers in the Dallas area believe are suitable contract training partners, (c) identify what subject areas are perceived as top educational priorities by training managers and are perceived to be suitable for contract training by academic institutions, (d) determine educational and training subjects for which corporations would be willing or prefer to utilize contract training by academic institutions, and (e) identify the subjects in which corporations currently use contract training by academic institutions. digital.library.unt.edu/ark:/67531/metadc279355/
The Effect of Hand-Held Weights and Exaggerated Arm Swing on Heart Rate, Blood Pressure, and Ratings of Perceived Exertion during Submaximal Walking
The purpose of this study was to investigate the effect of hand-weights and exaggerated arm swing on heart rate, blood pressure, and ratings of perceived exertion during submaximal walking. Twenty middle-aged (40- 59 years) female volunteers were given four submaximal treadmill tests at 3.0 mph and 0 grade. The four treatment conditions were as follows: 1) walking with unexaggerated arm swing (AS); 2) walking with unexaggerated arm swing with hand-held weights (ASHW); 3) walking with exaggerated arm swing (EAS), and 4) walking with exaggerated arm swing with hand-held weights (EASHW). The testing sequence was randomized and a minimum of 48 hr was given between tests. digital.library.unt.edu/ark:/67531/metadc279087/
A History of the Administrative Development and Contributions of the Federation of North Texas Area Universities, 1968-1991
The Federation of North Texas Area Universities was mandated by the Coordinating Board of the Texas College and University System on 3 December 1968, and this consortium was given legal empowerment by the Texas State Legislature. The three federated Universities--North Texas State University, Texas Woman's University and East Texas State University--developed a plan of cooperative action to maximize use of available resources, a plan which included sharing facilities and faculty as well as developing joint program offerings. At a time in history when educational institutions were obliged to maximize their resources, minimize their expenditure, and eliminate duplication, the consortium was an innovative approach to higher education as well as an interesting alternative to having degree programs cut and funding diminished. digital.library.unt.edu/ark:/67531/metadc278728/
University-industry Alliances : A Study of Faculty Attitudes Toward the Effects of Alliances on the Governance and Operations of Institutions of Higher Education
The central purpose of this study was to compare the attitudes of faculty in applied sciences to the attitudes of faculty in liberal arts and other selected fields to determine if they differ significantly from each other in their perceptions of the effects of university-industry alliances on campus governance and operations. Secondary purposes were (a) to appraise the debate on alliances and the effects of alliances on academic values and (b) to contribute to the literature concerning alliances and their potential for improving higher education. digital.library.unt.edu/ark:/67531/metadc279159/
Critical Thinking Skills Related to Pre-Clinical Medical School Course Examinations
The major purpose of this study was to determine if pre-clinical medical school course examinations reflect critical thinking skills. The entire second year class from a medical school in the southwest made up the population. Student examination results from the first two years as well as scores on the Watson-Glaser Critical Thinking Appraisal were used in this study. digital.library.unt.edu/ark:/67531/metadc279394/
Indicators of Persistence and Success of Community College Transfer Students Attending a Senior College
The purpose of the study was to determine whether age, ethnicity, gender, full-time/ part-time status, and the community college academic variables of cumulative GPA, total transferable hours, and number of completed core courses predicted students' persistence or GPA at a four-year university. digital.library.unt.edu/ark:/67531/metadc279173/
The Relationships of Text Structure and Signaling in the Foreign Language Reading of Female Junior College Students in Japan
The effects of top-level text structure and signaling on the reading recall of Japanese female junior college students studying English as a foreign language were investigated in this study. One hundred thirty-two subjects were selected from a private female junior college in Tokyo. The students were divided into three groups—high, average, and low reading comprehension levels—based on the results of the Test of Reading Comprehension. The instrument used to measure students' recall ability was developed from expository passages taken from a biology textbook. The passages were rearranged to show identifiable top-level structure, collection of description, causation, problem/solution, or comparison. Each passage was divided into two versions: a with-signaling version, in which top-level structure was explicitly stated by signaling words or phrases, and a without-signaling version, where signaling words or phrases were omitted. After the students were stratified on reading comprehension, they were assigned to eight different versions of text—two of each of the four top-level text structures, one with- and one without-signaling. In the recall test, students were instructed to read the text and to remember as much as they could. digital.library.unt.edu/ark:/67531/metadc279288/
The Contributions of Grace Murray Hopper to Computer Science and Computer Education
This study explored the life and work of the late Grace Murray Hopper, Rear Admiral United States Naval Reserve. The study emphasized Hopper's contributions to computer science and computer science education, including her philosophy of teaching and learning, and her pedagogical legacy for today's teachers and scholars of computer science and computer science education. digital.library.unt.edu/ark:/67531/metadc278692/
Graduate Student Opinion of Most Important Attributes in Effective Teaching
Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples. digital.library.unt.edu/ark:/67531/metadc279009/
International Education Programs at Community Colleges in the State of Texas
This study examined international education (IE) programs in Texas community colleges to determine how they compare to a general, theoretical model of IE programs discussed in the literature. The study proposed: (a) to describe, through a review of literature, the components of IE; (b) to describe the administration of IE within the Texas community colleges; (c) to identify existing IE instructional activities; (d) to describe the student support services related to IE which are in practice; (e) to describe what community and out of country outreach components are in operation; and (f) to determine how the IE programs in Texas community colleges compare to theoretical components of IE programs as identified in the literature. digital.library.unt.edu/ark:/67531/metadc279066/
Characteristics of Administrative Leadership Behavior : A Comparative Study of Municipal and University Administrators
The problem with which this study is concerned is comparative administrative leadership behavior between municipal and university administrators. The specially designed survey instrument elicited respondents' perceptions of their administrative leadership behavior based on the 12 dimensions of the Leader Behavior Description Questionnaire- XII. digital.library.unt.edu/ark:/67531/metadc279317/
Personal Values Systems of Senior Corporate and Partnership Restaurant Managers and Higher Education Programs Implications
The purpose of this study is to determine the personal values systems of senior restaurant managers and what differences there are among the following values; gender, marital status, level of education, country awarding the highest degree, major field of study, income and size of organization. digital.library.unt.edu/ark:/67531/metadc278837/
The Association Between Attributional Styles and Academic Performance of Students in a Program of Religious Studies
The problem addressed in this study was to determine if a significant association exists between attributions and academic achievement among students in a program of religious training at a Bible college. The research was designed to ascertain if optimistic attributions are more frequently associated with students in programs of religious education than with students in a public state-supported university environment. No significant correlation was found between optimistic explanatory styles and the academic achievement of Bible college students. A significant positive difference was found to exist between the explanatory styles of students at The Criswell College and students at the University of North Texas. Students in religious courses of study tended toward attributions for negative events that were external, unstable, and specific. The University of North Texas students tended toward attributions for negative events that were internal, stable, and global. digital.library.unt.edu/ark:/67531/metadc279094/
Theological Distance Learning through Trinity College and Theological Seminary: Programs, Problems, Perceptions, and Prospects
An international survey was conducted to assess theological higher education via distance learning as perceived by graduates of Trinity College and Theological Seminary's (Trinity) doctoral programs. The purpose of the study was to determine student-perceived strengths and weaknesses of Trinity's doctoral-level distance education theology programs. Also, the future of distance-learning mediated programs of theological higher education was speculated. A random sample of 400 doctoral recipients was selected from the population of 802 doctoral recipients who graduated from Trinity between the years of 1969 and March 1998. A mailed questionnaire was used to collect data. A total of 203 (50.0%) were returned. Frequency counts, percentage distributions, and chi-square tests of goodness-of-fit were employed to analyze the data. A profile of the modal type of student who would participate in theological distance education at the doctoral level was developed from the demographic variables queried. Responses to questions regarding respondents' educational experiences and coursework were solicited as well. Respondents identified five primary strengths of Trinity's distance education doctoral programs as: the convenience of the program; the immediate application of course content to personal and professional endeavors; the quality of education provided; the Biblical groundedness of the curricula, the materials, and the faculty; and the required reading and research. The three predominant weaknesses of Trinity's distance education doctoral programs as identified by program graduates include: the lack of interaction between students and faculty; the lack of regional accreditation; and course repetitiveness meaning that some courses offered repeated content from prior studies at a lower educational level. It was concluded that the future of theological higher education via distance learning is promising. Trinity has emerged as a dominant distance learning institution as a result of its continued exploration and advancements. However, Trinity and other similar distance education institutions must continually and consistently evaluate their programs and their students' expectations in an effort to transition theological distance education into the 21 st century. digital.library.unt.edu/ark:/67531/metadc279339/
Development of a Database Guide for Institutional Research in a Theological Seminary
This study sought to create a guideline to assist theological seminaries build a longitudinal database for institutional research. The study used the National Center for Higher Education Management (NCHEMS) data element dictionary as the base document for the study. digital.library.unt.edu/ark:/67531/metadc278736/
The Historical Development of Higher Education in Ellis County
Ellis County has been the home to one or more institutions of higher education almost since its existence as a county. The attraction for these schools to Ellis County included one or more of the following: a small town atmosphere and setting, a proximity to large centers of population, a strong economy based largely on agriculture, a dry county (free from alcoholic sales) except in Ennis, a strong religious influence, and a desire for educating the citizens of the county. The early schools included: Waxahachie Academy, Marvin College, South West Normal College, Waxahachie Institute, Ferris Institute, and Polytechnic Academy. They were all entrepreneurial in nature. Located in every part of the county, they provided college level work, while some provided all levels of education. The next three schools, Texas Presbyterian College for Girls, Trinity University, and Southwestern Assemblies of God College, were religious in nature. Trinity and Southwestern were both located in Waxahachie and Texas Presbyterian located in Milford was a college for girls only. Navarro College is the only public institution and is a two-year community college. The benefits to Ellis County as a result of the establishment of these institutions of higher education can be seen by their continuing existence and influence. The foresight of the many individuals involved in higher education in Ellis County has contributed greatly to the development of the citizens of its communities. The efforts of these institutions have lead the way for today's challenges in higher education in Ellis County. The citizens of the county will be better prepared for the next century because of the prior and continuing existence of higher education in Ellis County. With the locating of the Superconducting Super Collider in Ellis County, the future for higher education seems very bright. The history of higher education in Ellis County is an ongoing process, continually expanding and moving forward. digital.library.unt.edu/ark:/67531/metadc278730/
Job Satisfaction of Women Faculty at Universities in Seoul, Republic of Korea
The purpose of this study was to determine the job satisfaction levels of full-time women faculty at the 25 universities in Seoul. The findings of this study reveal that (a) women faculty are a diverse group; (b) women faculty are satisfied overall with such components of their jobs as their work, pay, supervision, co-workers, and job in general, but not with opportunities for promotion; and (c) the predictors of job satisfaction for women faculty are private or public institutional type, field of specialization in highest academic degree, origin of academic degrees, and academic rank. digital.library.unt.edu/ark:/67531/metadc279076/
Faculty Attitudes toward Intercollegiate Athletics at Colleges and Universities Belonging to Division I of the National Collegiate Athletic Association and the National Association of Intercollegiate Athletics
The purpose of this study was to compare the attitudes of faculty at: (1) Division I NCAA and NAIA institutions, (2) Division I and II NAIA institutions on selected issues related to intercollegiate athletics, and (3) Division I NCAA and NAIA institutions toward selected issues related to intercollegiate athletics when demographics variables are considered. The problem was to determine if there were significant differences between the attitudes of the faculties. digital.library.unt.edu/ark:/67531/metadc279293/
Self-Perceived Administrative Leadership Styles of Presidents, Vice-Presidents, and Deans in Public Community and Junior Colleges inTexas
The major purpose for this study was to determine the self-perceived leadership styles of the presidents, vice-presidents, and deans of public community and junior colleges in Texas in 1994. Administrators' choices of leadership style were also compared with personal characteristics of leaders, such as age, gender, title, number of years in current position, number of years in current institution, number of years in administration, degree earned, number of years in teaching, and number of full-time subordinates. The backgrounds of the administrators, particularly their previous experience, control over their respective budgets, size of their budgets (state, local, other, percentage of workers' compensation), and the ethnicity of leaders, were also examined. The Styles of Leadership Survey and a Demographic Information Form were used to collect the data. digital.library.unt.edu/ark:/67531/metadc279178/
The Administration of Auxiliary Services in Texas Public Universities: Analysis and Proposed Integrated Model
The problem of this study was to develop a model for the administration of auxiliary enterprises in Texas higher education as a cooperative effort of administrators and input from other sources. The purposes were to determine which administrators currently have the responsibility for the management of auxiliary services, to evaluate the correlation between the type of administrator and the concern for fiscal and student needs, to identify problems and opportunities for useful administration, and to develop a model integrating the strengths of each administrator and the implementation of new ideas to improve auxiliary enterprise management. A survey instrument consisting of three types of questions was mailed to both Vice Presidents of Fiscal Affairs and Student Affairs at all 26 four-year public institutions in Texas. Part I questions were informational, designed to determine who administers auxiliary services. Part II consisted of 20 questions on a Likert scale to obtain both opinions on the theories of the research, and specialized knowledge of the administrators. Part III was free response to solicit ideas from the administrators for the construction of the model. Paired t-tests were performed to determine knowledge strengths of the administrators. All other information was presented in frequency tables or narrative summaries. digital.library.unt.edu/ark:/67531/metadc278759/
An Analysis of Selected Factors Which Influence the Funding of College and University Noncommercial Radio Stations as Perceived by Station Directors
The problem of this study concerned factors which influence the funding of college and university noncommercial radio stations as perceived by station directors. digital.library.unt.edu/ark:/67531/metadc278770/
An Examination of the Relationship Between Published Book Reviews and the Circulation of Books at an Academic Library
The primary purpose of this study was to determine if book reviews are useful and significant indicators of potential circulation. Major book reviewing sources were studied to determine if some were more useful than others in selecting books which circulate. digital.library.unt.edu/ark:/67531/metadc278889/
Values, Beliefs, and Characteristics of Hispanic Students at One Urban Southwestern University
The problem of this study concerns the values, beliefs, and characteristics of Hispanic students attending a large urban southwestern university. The study is qualitative and utilizes the constant comparative research method. Data is gathered from interviews with 21 Hispanic students, campus surveys, university records, a census report, and observation of campus activities. The literature review spans organizational culture, campus culture and subcultures, as well as studies regarding Hispanic students. The findings introduce the students and report their perspectives in both their own words and in summarized themes for each research question. In summary, Hispanic students and their college experiences are diverse. They major in a wide range of disciplines, come from varying socio-economic households, have parents with varying levels of education, are surprised by various aspects of college, and they do not all speak Spanish. digital.library.unt.edu/ark:/67531/metadc278766/
Factors Related to Student Retention in Community College Developmental Education Mathematics
This study investigated the factors related to student retention in a comprehensive community college developmental education mathematics program. The purpose was to identify and describe these factors and to develop strategies for improving retention in the community college developmental education mathematics program. Tinto's 1975 model of institutional departure was employed to examine different factors relating to retention in developmental education mathematics courses. In accordance with established criteria, data were collected using the Institutional Integration Scale (IIS) and Students Existing Records (SER). The IIS survey instrument questionnaire was completed by 41 students from a sample of 56 developmental education students enrolled in college level mathematics, and the data thus collected were used for analysis. Data were analyzed using frequency count, percentage, and the chi-square statistical analysis with a significant level of 0.05. The analysis of the data showed that the responding sample was primarily white, females aged 18 to 45. Most of the respondents had high grade point averages, did not miss any developmental education mathematics classes, and attended extra curricular activities infrequently. More fathers than mothers of the sample population had received a college education. Academic goal commitment, institutional experience, academic involvement, and placement grades were not statistically significant factors influencing retention. Among the major findings were: Development education instructors appeared to make the difference, institutional experience, academic goal commitment, and placement grades did not appear to play a major role; the students' academic involvement beyond classes appeared negligible; age, gender, grade point average, and parental educational levels were not significant factors for student retention in developmental education mathematics courses. Although statistical evidence did not support reversal of the proposed null hypotheses, pertinent issues for further research were raised. digital.library.unt.edu/ark:/67531/metadc279110/
The History of Paul Quinn College: Austin and Waco Years
The purposes of this study were (a) to examine the major reasons for the establishment of Paul Quinn College, (b) to examine the development of academic programs, and (c) to examine the reasons and processes involved in relocation of the campus to the Dallas-Fort Worth metroplex in 1990. Chapter 1 includes a statement of the problem, purposes of the study, and background and significance of the study; Chapter 2 traces the legal steps in establishing the college in the state of Texas; the original leaders, educational philosophy and mission statement, site selection and building program, first class offerings, and funding sources; Chapter 3 includes a profile of faculty, a profile of students, program origins, additional program offerings in nontraditional education, degrees conferred, accreditation process, and contributions to education; Chapter 4 examines the reasons for relocation, results of site changes, relocation to Dallas in 1990, and Paul Quinn College today; and Chapter 5 offers a summary of findings, conclusions, and recommendations. During the research, it was realized that the early founders and those connected with Paul Quinn College did not keep concise, accurate, and detailed records. The data available in the archives were not consistent, nor had they been kept in chronological sequence. To assure the validity of this study, the information from the archives was combined with interviews for critical evaluation. Efforts were made to evaluate the interview responses in relation to primary sources in order to authenticate their accuracy. Alleviating financial problems and upgrading accreditation status are crucial for the future of Paul Quinn College. digital.library.unt.edu/ark:/67531/metadc278844/
Identification of College Freshmen According to Scholastic and Persistence Potential
This study was designed to develop a procedure for the identification of freshman students at risk in the academic and social integration process at Texas Christian University. The data for the study were collected from the Student Information Form (SIF) and student records system at Texas Christian University. The data included demographic, attitudinal, educational background and one-year persistence indicators (retain and drop) as well as one-year cumulative grade point averages for the fall 1990 entering freshman class. digital.library.unt.edu/ark:/67531/metadc279134/
Quality Indicators for Private Liberal Arts Colleges and Universities
The purpose of this study was to identify indicators of quality for liberal arts colleges and universities as defined by internal and external constituents, and to compare the results of this study with those of two-year public institutions. The internal constituents included college and university presidents and faculty, and the external constituents consisted of officers of Chambers of Commerce and the Kiwanis International, representing business and industry. A survey instrument of 70 items was sent to the constituents of 148 institutions accredited by the Southern Association of Colleges and Schools. A total of 592 surveys were sent with an average response rate of 56.93%. The study was limited to Baccalaureate (Liberal Arts) Colleges I and Baccalaureate (Liberal Arts) Colleges II according to the Carnegie Foundation for the Advancement of Teaching. There were 57 survey items identified as indicators of quality by agreement of all respondent group means. The highest ranked indicator of quality was faculty commitment to teaching. The Analysis of Variance revealed close agreement by constituents on 17 of the quality indicators. There was close agreement also that three of the survey items were not indicators of quality. Fisher's Multiple Comparison test revealed that various constituents rated some survey items significantly higher than all other groups. The items that presidents, faculty representatives, and Chamber of Commerce officers each rated significantly high indicated the unique perspective of each constituent group. The Kiwanis officers responded similarly to the Chamber officers but did not rate any survey items significantly higher than other groups. Internal constituents rated seven items significantly higher than external constituents. These items centered mainly on faculty characteristics. External constituents rated three items higher than internal constituents. These survey items focused mainly on curriculum issues that related to the community and real-world problems. Seventeen conclusions were drawn from the study and implications for practice were formulated in areas such as faculty teaching, student interaction, learning outcomes, institutional effectiveness, external constituents, goal setting, advertising, and recruiting. digital.library.unt.edu/ark:/67531/metadc279089/
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