UNT Theses and Dissertations - 113 Matching Results

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Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities

Description: This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU). The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research. Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions. The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences.
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Date: May 2000
Creator: Alsouhibani, Mohammed A.
Partner: UNT Libraries

Burnout Among Student Affairs Professionals at Metropolitan Universities

Description: The purpose of this study was to determine the level of burnout among student affairs professionals at the 52 U.S. member institutions of the Coalition of Urban and Metropolitan Universities. Packets containing the Maslach Burnout Inventory (MBI), the Moos Work Environment Scale (WES), and a demographic survey were mailed to 371 senior student affairs administrators at the member institutions, with a completed response rate of 58.22%. The senior student affairs administrators surveyed included the chief student affairs officers and the professional staff who reported to them. The research design employed t-tests, analyses of variance, and Pearson's Product Moment correlations. The scores obtained from the MBI and WES subscales were compared overall and along 9 independent variablestitle of position, size of institution, appointment, salary, years in current position, years in profession, age, gender, and highest degree attained. Average levels of burnout were found on each of the MBI subscores. Contrary to earlier studies, women did not suffer from statistically significant higher levels of burnout than men, and burnout levels decreased with age and years in the profession for both sexes. Lower scores on the MBI depersonalization subscale were found in employees in mid-career and in professionals from smaller schools. Emotional exhaustion was not a factor. Environmental factors relating to burnout and job satisfaction were also explored. Statistically significant differences on the WES were found on all of the independent variables except the years in the current position variable. The metropolitan environment may have been effective in reducing the amount of burnout felt by this group of student affairs professionals. The study underscored the need for continuing research in burnout for student affairs professionals and for continued professional development throughout the career span.
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Date: August 2001
Creator: Murphy, Lynda
Partner: UNT Libraries

Career Paths of Female Chief Academic Officers in the Council for Christian Colleges and Universities

Description: This study examined the career paths of women administrators serving as chief academic officers in Christian colleges and universities which belong to the Council for Christian Colleges and Universities (CCCU). The CCCU is a professional association of evangelical Christian institutions dedicated to integrating faith and learning. The exploration included each administrator's demographic information; her early, adolescent, college, and graduate school experiences; early vocational experiences; the effect of marriage and motherhood on her career; critical factors she identified as important in achieving her current position; and the importance of spiritual convictions or Christian faith in career decision making. Sixteen of the eighteen identified women holding the rank of chief academic officer agreed to participate in the study. The typical woman administrator was 50, married, and the mother of one or more children. She most likely had received her education in the humanities, with the terminal degree of choice being a Ph.D. She had served at her current institution for more than five years, but in her current administrative position for less than five. As an adolescent she excelled in the humanities, less so in math and science, and was involved in many extracurricular activities, including music endeavors, leadership, and her local church. She had received the most encouragement from her mother, although both parents expected her to do her best in school. For post secondary education, she had benefited from a mentor, had excelled easily, and had taken no time off between her bachelor's and master's degrees or between her master's or doctoral degrees. Although she had aspired to teach and received most of her early vocational experience in the professoriate, she had not aspired to be an administrator. As an adult, she had married in her 20's and had children before the age of 30. She had an unusually supportive ...
Date: May 2001
Creator: Moreton, April L.
Partner: UNT Libraries

Changes in Social Distance Among American Undergraduate Students Participating in a Study Abroad Program in China

Description: As the world becomes increasingly interdependent, mutual understanding becomes increasingly important. Therefore, it is essential that people strive for reductions in social distance on an international level. Study abroad is one of the ways to approach internationalization and promote understanding among different peoples and cultures. Prior research has been done on the degrees of social distance between people from different cultures; however, little research has been done regarding changes that cultural immersion produces among those who reside in different cultures. Studies about study abroad programs have focused on cultural sensitivity and adaptability, yet few have combined the study abroad experience with the perceptions of self and other cultural groups. This study presents a framework for understanding people through intercultural activities. It studied social distance and attitude changes brought about in social distance as an artifact of cultural immersion. The study took place both in China and in the United States. It focused on the social distance among American undergraduate students who participated in a China Study Abroad program sponsored by the University of North Texas. The study measured before and after social distance of a group of American students who studied abroad in China. The study abroad program itself was the intervention and lasted for three weeks. A mixed methods research design was used in the study. Social distance data were collected before and after students studied abroad in China. Both inferential statistics and descriptive statistics were used. Qualitative data were also collected and analyzed in the study. Most of the sample population were close to the Chinese people to begin with. Some participants positively changed their social distance and attitudes towards the Chinese people after the study abroad program, even though the changes were not statistically significant. This study merits replication among randomly selected samples. Study abroad programs should ...
Date: December 2007
Creator: Chen, Danxia
Partner: UNT Libraries

Chief Student Affairs Officers in 4-Year Public Institutions of Higher Education: An Exploratory Investigation Into Their Conflict Management Styles and Praxis

Description: This study investigated the conflict management styles of chief student affairs officers in 4-year public institutions of higher education in the Southern Association of Colleges and Schools. The data for the study were collected using Hall's Conflict Management Survey. The sample for the study consisted of 25 chief student affairs officers. The purpose of the study was to identify the conflict management style preferences of chief student affairs officers. The other variables studied to ascertain if they had an impact on the style preferences were age, gender, number of years of experience as a chief student affairs officer, ethnicity, and the size (enrollment) of their employing institution. The study found statistically significant associations (p<.05) between ethnicity and conflict management style, specifically the synergistic and win-lose styles, and between the synergistic style and age. The association between ethnicity and conflict management style could be attributed to the fact that the Caucasian group of chief student affairs officers comprised 66.7 % of the synergistic styles and 100 % of the win-lose styles. The association between the synergistic style and age could be due to the fact that the majority of the chief student affairs officers had a synergistic style, and of that group, 66.7 % were in the 50-59 age range. No statistically significant associations were found for correlations between conflict management style and gender; conflict management styles and number of years of experience as a chief student affairs officer; or conflict management styles and size (enrollment) of their employing institutions. The lack of significance shows that there are no associations between the conflict management styles of chief student affairs officers stratified according to gender, number of years of experience, and size (enrollment) of their employing institutions.
Date: August 2002
Creator: Van Duser, Trisha Lynn
Partner: UNT Libraries

Christian Higher Education at Dallas Theological Seminary: An Assessment of Doctor of Ministry Programs

Description: This study involved non-experimental research to identify alumni perceptions of the strengths and weaknesses of the Doctor of Ministry degree program at Dallas Theological Seminary. An international survey was conducted to collect data from 165 Doctor of Ministry degree holders from Dallas Theological Seminary; 131 usable questionnaires were returned. A response rate of 79.4 percent was achieved. The intent of the study was to ascertain (a) the extent to which D.Min. alumni perceive that the objectives and goals of Doctor of Ministry programs at Dallas Theological Seminary are being met, (b) alumni-perceived strengths of Doctor of Ministry programs at Dallas Theological Seminary, (c) alumni-perceived weaknesses of Doctor of Ministry programs at Dallas Theological Seminary, (d) compare the findings of this case study assessment with a 1987 national study of Doctor of Ministry programs, and (e) make recommendations for the improvement of D. Min programs at Dallas Theological Seminary. The pattern that emerged from the data indicates that the D.Min. alumni believe objectives and goals of the Doctor of Ministry program at Dallas Theological Seminary are being met. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary has its strengths. The overall opinion of the D.Min. faculty and curriculum are strong indicators of its strength. The D.Min. program has had a positive impact on the lives of its alumni and on their ministries. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary also has its weaknesses. A casual comparison of the findings of this case study assessment with a similar 1987 national study of Doctor of Ministry programs revealed more similarities than differences. The alumni provided a number of suggestions to be implemented into the Doctor of Ministry curriculum, structure, faculty, administration, overall image of the program, its purpose and objectives.
Date: August 2001
Creator: Bhatia, Sukhwant Singh
Partner: UNT Libraries

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

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.
Date: May 2007
Creator: Titarchuk, Victor N.
Partner: UNT Libraries

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

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.
Date: December 2003
Creator: Fincher, Mark
Partner: UNT Libraries

College Choice in the Philippines

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 choice attributes functioned similarly in the Philippine setting (e.g. academic ability, gender), while others did not (e.g. educational level of fathers and of mothers). Moreover, students' academic ability was the primary demographic attribute, accounting for statistically significant differences in assessment of the importance of college choice factors for most (12 out of 13) of the factors. The major U.S. college choice factors appear to be important to Philippine private high school students. Two choice attributes (academic ability, gender) appear to apply to private high school students in the Philippines, while the attributes of father's and mother's education levels do not ...
Date: May 2009
Creator: Tan, Christine Joy
Partner: UNT Libraries

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

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 males and females scored highest in attachment to the institution and social adjustment, while both scored lowest in personal-emotional adjustment.
Date: May 2007
Creator: Ayres, Amy R.
Partner: UNT Libraries

Community College Faculty Knowledge of Legal Issues and Students with Disabilities: A Case Study.

Description: The purpose of this study was to investigate the extent of Prince George's Community College faculty knowledge of the legal issues, Section 504 of the Rehabilitation Act of 1973, The Americans With Disabilities Act of 1990, and recent court decisions, related to the provision of classroom accommodations for students with disabilities at the postsecondary level. The focus of the study was to determine if a difference existed between the knowledge of full-time and part-time faculty. Part-time faculty comprise over 50 % of the instructional staffs at most community colleges and are considered an integral part of their institutions, yet they are offered little opportunity for professional development. The variables of gender, department affiliation, teaching at more than one institution, number of years of teaching experience, number of students taught with a disability, and number of individuals known with a disability also were reviewed. Data were collected through a questionnaire distributed to 158 faculty members at the college. Twenty-nine packets were returned as undeliverable. Of the 129 deliverable packets, 57 were returned for a response rate of 44.2%. Results from the analysis of data indicated that faculty have very limited knowledge of the legal issues concerning students with disabilities. Only 26.9% of respondents scored at an acceptable level of knowledge. Additional analysis suggested no relationship existed between faculty knowledge and gender, faculty status (full-time and part-time), department affiliation, teaching at more than one institution, number of years of teaching experience, or number of individuals known with a disability. A relationship was found at the p < .05 level of significant between faculty knowledge and number of students taught with a disability. Faculty who scored in the acceptable range had a mean score of 24 or more students taught with a disability. Faculty scoring in the unacceptable range had a mean score ...
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Date: December 2003
Creator: Hopkins, Kathleen C.
Partner: UNT Libraries

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

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 difference in A's, B's, C's, D's or F's for African-American; Hispanic, Mexican American and Asian, Pacific Islander. When considering success rates among genders, no difference was found in success rates for males or females who were enrolled in the 8-week and 16-week college algebra courses. There were a significant greater number of students in the age group (23-30) who were successful in the 16-week college algebra course than in the 8-week college algebra course. However, no differences in success rates were found in the age groups (18-22) and (31-40).
Date: August 2008
Creator: Reyes, Czarina S.
Partner: UNT Libraries

Comparison of 2-Year and 4-Year Telecommunications Technicians' Training Programs Against the Industry Standards

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 identified in the 1997 collaborative effort facilitated by the South King County Tech Prep Consortium (SKCTPC) was used as the basis for the survey instrument and reference tool. The reference tool provided additional information regarding SCANS skills and personal qualities that were identified in the skill standards for the telecommunications network technician. The survey included five job functions and 16 tasks. The evolution the telecommunications industry has created a demand for a highly skilled, flexible workforce. Higher education institutions have an opportunity to make a contribution to telecommunications industry by expanding existing training programs or initiating telecommunications technicians' training programs. ...
Date: December 2000
Creator: Houdashell-Riegel, Karen Marie
Partner: UNT Libraries

A Comparison of the Leadership Styles Of Occupational Therapy Education Program Directors and Clinic Administrators

Description: Are there differences in leadership styles among occupational therapy clinic administrators and program directors in professional and technical education programs? This study investigated transformational and transactional leadership behaviors and effectiveness as measured by the Multifactor Leadership Questionnaire (MLQ) Form 5x-Short behaviors and demographic characteristics of leaders and their organizations using a questionnaire designed by the researcher. MLQ Leader Forms were received from 50 clinic administrators randomly selected from the membership list of the Administration and Management Special Interest Section (AMSIS) of the American Occupational Therapy Association (AOTA), 56 professional program directors, and 41 technical program directors from accredited occupational therapy education programs in the United States, for a total of 147 leader respondents. Rater forms were received from 2 to 5 occupational therapy staff or faculty per leader and average scores calculated. More than 86% of leader respondents were female and white. Major findings indicate that administrative positions indifferent institutional contexts relate to leadership behaviors and effectiveness. Technical education program directors and clinic administrators scored higher on transformational behaviors and effectiveness than professional education program directors. Consistent with other research on leadership, the self-ratings of leaders were higher than ratings of subordinates. The data indicated statistically significant positive correlations between transformational leadership behaviors and perceived effectiveness, a frequent finding in the literature. With the exception of Contingent Reward (CR), all transactional behaviors had a negative correlation with effectiveness. No significant relationships were found between transformational behaviors and leader’s gender or ethnicity, but males scored higher than females on the transactional behavior Management by Exception-Passive (MEP) and Laissez-Faire (LF). Some transformational behaviors were related to the leader’s age and years of experience in academia, but relationships were not linear. Highest level of education was related to leadership effectiveness. No significant relationships were found between leadership behaviors and demographic characteristics of the ...
Date: December 2000
Creator: Reiss, Rhona G.
Partner: UNT Libraries

Computer-Mediated Communication Impact on the Academic and Social Integration of Community College Students.

Description: Although research findings to date have documented that computer-mediated communication (CMC) gets students involved, a substantial gap remained in determining the impact of CMC on academic and social integration of community college students. Because computer technology, specifically CMC, has proliferated within teaching and learning in higher education and because of the importance of academic and social integration, this study was significant in documenting through quantitative data analysis the impact that CMC had on the academic and social integration of community college students. The following research question was addressed: Does computer-mediated communication have an impact on the academic and social integration of community college students as measured by the CCSEQ? The study hypothesized that data analysis will show that there will be no difference in the integrations reported by the control and experimental groups. The overall approach was to conduct a pretest-posttest control-group experimental study using CMC as the experimental treatment. The Community College Student Experiences Questionnaire (CCSEQ) was given to collect data that were used to measure the academic and social integration of the control and experimental groups. After an in-depth analysis of data using descriptive statistics, factor analysis, and ANCOVA, the finding of this study was that there is no statistically significant difference between the control and experimental groups on their academic and social integrations as measured by the CCSEQ. In other words, CMC did not have a positive or negative impact on the integrations of community college students. This study examined for the first time the impact that CMC had on the integrations of community college students and provided an experimental methodology that future researchers might replicate or modify to further explore this topic. Because CMC will continue to increase as technology becomes more available and accessible to faculty and students and because of the importance of academic ...
Date: August 2003
Creator: Dollar, David Lynn
Partner: UNT Libraries

Contributions of W. A. Criswell to the Establishment and Development of The Criswell College

Description: This study researched the role of W. A. Criswell as Chancellor of The Criswell College and his involvement in the areas of development, facilities acquisitions, personnel, and academics. This qualitative historical research was taken from Criswell's personal files from 1968 through 2001. W. A. Criswell gave written approval for this review and publication in November 2001. Included in Criswell's files were primary and secondary sources including copies of letters, board meeting minutes, personal notes, catalogs, newspaper articles, sermons, speeches, and other printed forms of communication. All documents pertaining to Criswell's involvement in these four categories were copied and the documents organized in chronological order, by the decade of the 1970s, the 1980s, and 1990s. Primary sources also included personal interviews and telephone interviews with eyewitnesses who were present at the events described, and board meeting minutes. Secondary sources included newspaper articles, magazine articles, national Christian magazines, and journals. Findings were summarized, evaluated and the following research questions answered (1) What was the purpose for establishing a Christian institution of higher education sponsored by First Baptist Church in Dallas, Texas? (2) What was the rationale for establishing a Christian institution of higher education in an area where a high density of Christian colleges already existed? (3) What was Chancellor Criswell's vision for a Christian institution of higher education in its infancy? (4) Do alumni survey results in 1999 reflect the vision Criswell had for The Criswell College? (5) How did Chancellor Criswell develop endowment for The Criswell College? (6) What involvement did Chancellor Criswell have in the acquisition of physical facilities for The Criswell College? (7) What influence did Chancellor Criswell have over the curriculum development process in the history of The Criswell College? (8) Were there changes in the gender and diversity make-up of student enrollment at The Criswell College ...
Date: May 2004
Creator: Cowan, Gloria
Partner: UNT Libraries

The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students

Description: In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking ...
Date: May 2000
Creator: Reid, Helen
Partner: UNT Libraries

Cross-Cultural Adaptability of Texas Dental Hygienists and Dental Hygiene Students: A Preliminary Study

Description: This causal-comparative and correlational study examined cross-cultural adaptability of randomly selected licensed dental hygienists, 1995-2005 graduates, practicing in the state of Texas and first and second-year dental hygiene students attending 5 randomly selected accredited 2 and 4-year dental hygiene schools in the state of Texas. A sample of 289 individuals: 194 enrolled students and 95 licensed dental hygienists, alumni of the 5 schools, completed the 50-item Cross-Cultural Adaptability Inventory (CCAI ®) and a brief demographic survey. The purpose of this study was to determine if statistically significant differences existed among and between licensed dental hygienists and first and second-year dental hygiene students in the state of Texas on a cross-cultural adaptability measure. The study also examined relationships among and between cross-cultural adaptability scores, as measured by the CCAI, and several independent variables. The data were analyzed by using the Statistical Package of Social Sciences (SPSS 12). Eight hypotheses related to group differences and relationships among and between groups and variables were tested. The groups were compared on total CCAI scores using a t-test, and on subscale CCAI scores simultaneously using a descriptive discriminant analysis (DDA). A 3X2 MANOVA was used to compare all groups simultaneously on subscale CCAI scores. The sample was also analyzed for statistically significant differences among 3 levels of ethnicity and total CCAI scores using a one-way analysis of variance (ANOVA). Lastly, various Pearson correlation analyses were conducted to determine relationships among and between the 3 independent variables mentioned above and total and subscale CCAI scores. The results revealed no statistically significant differences among the various groups and CCAI scores. A statistically significant relationship (r = .148) was found between age and 1 of the 4 CCAI subscale scores, flexibility/openness. No other statistically significant relationships were found. The study concluded that number of years for degree, level ...
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Date: August 2006
Creator: Tavoc, Tabitha
Partner: UNT Libraries

Descriptive Analysis of the Association for the Study of Higher Education Dissertation of the Year Award Winning Dissertation and Recipients, 1979 - 2004

Description: This mixed-methodology study examined a set of award winning dissertations to determine what factors may have led to their receiving recognition by the Association for the Study of Higher Education (ASHE). The study addressed seven specific research questions which were answered via two different research designs: 1) a survey administered to the 27 recipients of the dissertation award, and 2) through the qualitative assessment of a sample of the winning dissertations. The quantitative survey was distributed to recipients of the Association for the Study of Higher Education Dissertation of the Year award from 1979 through 2004. The survey collected specific information on the personal attributes and characteristics of the award recipients, descriptive information about the award winning dissertations, information concerning the quality of the winner's doctoral experiences, the quality of their relationship with their dissertations advisors and the progression of their careers after winning the award. The qualitative assessment involved applying a set of evaluative questions provided by Gall, Gall and Borg to describe a sample of the award winning documents. The results indicated that recipients of the ASHE award were not representative of education doctoral students as indicated by 2004 data. The results of the study also indicated that, as a group, these dissertations winners were full-time doctoral students, likely recipients of some form of financial assistance (assistantship and fellowships) and were able to complete their dissertations and degrees in substantially less time than typical education doctoral students. The findings also suggest that Gall, Gall and Borg's procedure for evaluating educational research can be used to assess doctoral dissertations.
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Date: December 2006
Creator: Powell, Monica S.
Partner: UNT Libraries

Determining the Relationship Between Motivation and Academic Outcomes Among Students in the Health Professions.

Description: Admissions processes for health professions programs result in students entering these programs academically homogeneous. Yet some students have great difficulty with the programs. Research has shown a limited ability of traditional academic indicators to predict successful outcomes for health professions education. The purpose of this study was to examine the relationship between learning motivation and academic outcomes for students in health professions programs. The Modified Archer Health Professions Motivation Scale (MAHPMS) and a demographic survey were administered at orientation to 131 medical and 29 physician assistant students at the University of North Texas Health Science Center in the fall of 2005. At the end of the semester, the same version of the MAHPMS was administered, and final course grades and semester averages were collected. Descriptive statistics were analyzed for all the study variables. Analysis of variance was utilized to examine within subjects and between subjects differences for the learning motivation scores among programs and demographic categories. Linear regression analyses were used to determine the relationship between learning motivation scores and end-of-semester grades. And finally, logistic regression was performed to explore the ability of the motivation scores to predict academically high-risk students. Approximately three-fourths of the students indicated a preference for mastery learning and an internal locus of control. For the PA students, alienation to learning and performance goal scores statistically related to semester grades, and alienation to learning scores predicted high-risk academic performance almost 90% of the time. For the medical students, mastery goal scores statistically related to semester grades, but no motivation score predicted high-risk performance. External locus of control scores predicted high-risk performance 81% of the time for the total group of students at the end of the semester. Students in this study exhibited learning motivation preferences similar to those of other health professions students reported in the ...
Date: May 2007
Creator: Reed, Linda E.
Partner: UNT Libraries

Educationally At-risk College Students From Single-parent and Two-parent Households: an Analysis of Differences Employing Cooperative Institutional Research Program Data.

Description: Using factors of low income, parents' levels of education, and family composition as determinants of educationally at-risk status, study investigated differences between first generation, undergraduate college students from families in lowest quintile of income in the U.S, One group consisted of students from single-parent households and the other of students from two-parent households. Data were from CIRP 2003 College Student Survey (CSS) and its matched data from the Freshman Survey (Student Information Form - SIF). Differences examined included student inputs, involvements, outcomes, and collegiate environments. Included is portrait of low income, first generation college students who successfully navigated U.S. higher education. The number of cases dropped from 15,601 matched SIF/CSS cases to 308 cases of low income, first generation college students (175 from single-parent households and 133 from two-parent households). Most of the 308 attended private, 4-year colleges. Data yielded more similarities than differences between groups. Statistically significant differences (p < .05) existed in 9 of 100 variables including race/ ethnicity, whether or not English was first language, and concern for ability to finance education as freshman. Data were not generalizable to all low income, first generation college students because of lack of public, 4-year and 2-year colleges and universities in dataset. Graduating seniors' average expected debt in June 2003 was $23,824 for students from single-parent households and $19,867 for those from two-parent households. 32% from single-parent households and 22% from two-parent households expected more than $25,000 of debt. Variables used on SIF proved effective tools to develop derived variables to identify low income, first generation college students from single-parent and two-parent households within CIRP database. Methodology to develop derived variables is explained.
Date: August 2005
Creator: Brown, Peggy Brandt
Partner: UNT Libraries

The Effect of Faculty Development on Active Learning in the College Classroom

Description: This study examined the effect of active learning seminars and a mentoring program on the use of active learning teaching techniques by college faculty. A quasi-experimental study was conducted using convenience samples of faculty from two private Christian supported institutions. Data for the study were collected from surveys and faculty course evaluations. The study lasted one semester. Faculty volunteers from one institution served as the experimental group and faculty volunteers from the second institution were the comparison group. The experimental group attended approximately eight hours of active learning seminars and also participated in a one-semester mentoring program designed to assist faculty in application of active learning techniques. Several individuals conducted the active learning seminars. Dr. Charles Bonwell, a noted authority on active learning, conducted the first three-hour seminar. Seven faculty who had successfully used active learning in their classrooms were selected to conduct the remaining seminars. The faculty-mentoring program was supervised by the researcher and conducted by department chairs. Data were collected from three surveys and faculty course evaluations. The three surveys were the Faculty Active Learning Survey created by the researcher, the Teaching Goals Inventory created by Angelo and Cross, and the college edition of Learner-Centered Practices by Barbara McCombs. The use of active learning techniques by the experimental group increased significantly more than the use by those in the convenience sample. No statistical difference was found in the change of professors' teaching beliefs or the course evaluation results.
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Date: May 2001
Creator: Evans, Cindy
Partner: UNT Libraries

The Effects of Interactive Reviews and Learning Style on Student Learning Outcomes at a Texas State University

Description: This study investigated the effects of interactive lessons and learning style on student learning outcomes in self-defense education classes. The study utilized an experimental design that incorporated four self-defense education classes at the University of North Texas (UNT) during the fall semester 2007 (N = 87). A pre-test was administered during the first week of class to determine prior knowledge of the participants. The Visual Auditory Reading/Kinesthetic Inventory (VARK) was used to assess the learning styles of the students and was completed after the pre-test of knowledge was administered. The treatment group received the interactive lesson and the control received a paper review. The difference between the pre and posttest was used as a measure of improvement of the student's learning outcomes. A 2 (treatment/control) by 2 (pretest/posttest) ANOVA with repeated measures was conducted to examine the differential improvement in knowledge across the intervention. Based on the 2-way ANOVA there was a significant difference between the treatment group and the control group based on their learning outcomes. A repeated measures ANOVA was conducted to determine if there was a significant difference between the groups based on the pre and post test scores. Based on the results of a one week study it was determined that interactive lessons do make a significant impact on learning outcomes compared to traditional reviews.
Date: May 2008
Creator: Adams, Wesley
Partner: UNT Libraries

Enrollment Management in Higher Education: From Theory to Practice

Description: This study investigated enrollment management practices found in higher education. The research identified enrollment management and retention practices described in the higher education literature. These suggested practices were incorporated into a sixty-six question survey that was distributed to a random sample of colleges and universities taken from the 1999 US News and World Report of college rankings. The survey data were used to identify which of the suggested enrollment management practices were of greatest utility. First, the sixty-six items were grouped into 14 categories of enrollment management strategies. Second, the institutional responses for each category were averaged and then correlated with each institution's graduation rate. Finally, each institution's "yes" responses for the entire survey were totaled and correlated with each institution's graduation rate. This study developed a list of the 26 most frequently used enrollment management practices in higher education, and as well, identified the 10 least used enrollment management practices. Given the results of this study graduation rate is not a sufficient criterion to assess enrollment management practices at a college or university. Enrollment management strategies contribute to many institutional and student outcomes; thus, multiple indicators are required to accurately evaluate enrollment management practices.
Date: August 2000
Creator: Clark, V. Allen
Partner: UNT Libraries