UNT Theses and Dissertations - 415 Matching Results

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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

For-profit higher education programs in the United States.

Description: This study examined the extent of research and teaching on higher education programs in the United States that focuses on for-profit higher education. This descriptive study used a 30-item questionnaire to gather the information reported here. This survey instrument was sent to the entire population of interest. This population was made up of all of the programs in higher education that are listed in the ASHE Higher Education Program Directory, which is produced by the Association for the Study of Higher Education. The results of this research show that little research and teaching is being done that has a primary focus on for-profit higher education. Recommendations on how to address this are provided.
Date: May 2007
Creator: Chipps, Kenneth M.
Partner: UNT Libraries

Latino success stories in higher education: A qualitative study of recent graduates from a health science center.

Description: This study used qualitative research, particularly life history analysis, to determine the personal pathways of success for Latino students who chose to enter a health science center for graduate study and who graduated. By giving voice to individual success stories of Latino students, some of the influences on the life pathways of these graduates were determined. For the purposes of this study, success was defined as graduation from a health science center with either a doctor of philosophy, doctor of public health or doctor of osteopathic medicine degree. Four research subjects agreed to participate in this study from a possible 11 students from the graduating class of 2004-2005 at this health science center. Data were gathered through multiple in-depth interviews of the students themselves over a period of no more than one month for each participant. Data were analyzed using the mind mapping technique and Padilla's unfolding matrix. Findings indicate that each participant traveled a different pathway to achieve educational success although similarities did exist across participants. The influences of family background, cultural background, educational background and personal perceptions and goals did affect the pathways of these four Latino graduates. While three of four participants indicated that family was the most important influence on their academic success, all participants related the importance of family to their success, although their definitions of family seemed to vary and included the concepts of education, culture, and personal perceptions and goals. The concepts of family support of education and a culture of education within the family unit emerged as similar themes among study participants. Other similarities among participants were a high academic self-concept, a strong internal locus of control, the ability to create academic community, and a positive view of potentially negative situations. Individual themes emerged from the narratives within each category for each ...
Date: May 2007
Creator: Colley, Kay Lynne
Partner: UNT Libraries

History and Demise of The University Foundation in St. Augustine, Florida: An Institutional Autopsy

Description: This is an historical study of an institution of higher education that existed in St. Augustine, Florida from 1942-1949. The name of the institution was The University Foundation, founded by George J. Apel, Jr. This institution had several higher education divisions functioning under its umbrella. These divisions were the St. Augustine Junior College, the Graduate Division, the American Theological Seminary and the University Extension College with evening courses and Home Study courses for vacation study. The information collected for this study was accomplished primarily by the process of studying archives and conducting personal interviews. Since this is a qualitative research study, the collected information was processed through the use of multiple data-collection methods, data sources and analyses which insured the validity of the findings of the study. This process is known as information triangulation. The results of this study provide answers to the circumstances and identities of the key players which led to the formation of The University Foundation. Issues relating to the mission, revenue streams, faculty, curricula, and the ultimate demise of The University Foundation were also addressed in this study. Recommendations are included for higher education administrators, faculty, researchers, fund-raisers, and others whose efforts may be directed toward the launching and operation of new Christian institutions of higher learning.
Date: May 2007
Creator: Lumadue, Richard Thomas
Partner: UNT Libraries

Resiliency and the successful first-generation community college student: Identifying effective student support services.

Description: This study examined what differences in resiliency traits, if any, exist between successful and non-successful first and continuing-generation college students through the use of a survey. For the purposes of this study, first-generation students were those students whose parents have never attended college and continuing-generation college students were those students whose parents have attended some college. For the purposes of this study, the term successful was defined as those students who after being enrolled during fall 2005 re-enrolled for the spring 2006 semester and the term non-successful is defined as those students who after being enrolled fall 2005 semester failed to re-enrolled for the spring 2006 semester. A sample of 164 students was surveyed by collecting demographic data, resiliency traits, attitudinal characteristics, level of familial support, and reasons for dropping out of college. A sub-sample of 40 students participated in a face-to-face, in-depth interview. This study found that successful first-generation community college students possessed certain common qualities or resilient characteristics that include: 1) social competence, 2) problem-solving skills, 3) critical consciousness, 4) autonomy, and 5) sense of purpose. Through the face-to-face interviews common themes emerged. Many of the students used similar words to describe their feelings and experiences about beginning, continuing and withdrawing from college. Many of the first-generation college students expressed the lack of familial support once they enrolled. Common themes emerged for the continuing-generation college students in that each student was comfortable with the process of selecting a major, selecting courses to enroll in, and the amount of time they expected to devote to studying. The return rate for each of the four groups studied was limited and rigorous follow up efforts failed to increase the return rate. This is a fundamental limitation of the study, and the results can only be generalized to the institution studied. However, ...
Date: May 2007
Creator: Parrent, Condoa M.
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

Reflections on diversity: Graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005.

Description: The purpose of this study was to determine how graduates of master's degree programs perceived the ethnic and cultural climate at Dallas Theological Seminary (DTS) during their enrollment there. The population (N=2,223) consisted of graduates of master's degree programs who attended Dallas Seminary from 1996-2005. The study utilized a non-experimental design methodology using a mailed survey questionnaire. A 37.2 % response rate was achieved. Most results were statistically significant at the .05 alpha level utilizing chi-square goodness-of-fit tests.
Date: May 2007
Creator: Roy-Woods, Sabrina M.
Partner: UNT Libraries

John Nelson Darby: His Contributions to Contemporary Theological Higher Education

Description: This study investigated the contributions of John Nelson Darby to selected institutions of contemporary theological higher education. A qualitative approach to the investigation was employed. Archival foraging occupied a greater part of the research data and yielded rich returns as evidenced in the literature review. Purposeful sampling was also utilized. The faculty and administration of three institutions, Moody Bible Institute, Dallas Theological Seminary, and Emmaus Bible College, were mailed questionnaires comprising 22 questions to ascertain their opinions of Darby's contributions to their institutions. Of the 22 questions, 21 were of a Likert type scale offering 5 options: Strongly agree, Agree, Not sure, Disagree, and Strongly disagree; and 1 open-ended question. A response rate of 45% (N=27) was achieved. All results were statistically significant at the p=.05 level utilizing chi-square goodness-of-fit tests.
Date: May 2007
Creator: Sutherland, Winston Terrance
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

Hardiness and public speaking anxiety: Problems and practices.

Description: This study explored the relationship between the personality construct of hardiness and public speaking anxiety. Although hardiness has been widely explored in a variety of anxiety-arousing life events, its relationship with communication anxiety had not been previously studied. Therefore, hardiness, public speaking trait anxiety, and public speaking state anxiety were measured in a course requiring an oral presentation assignment. One hundred fifty students enrolled in a basic speech communication course participated in the study. A statistically significant correlation was revealed between hardiness and trait communication anxiety. Students higher in hardiness reported lower trait communication apprehension in three contexts: 1) meeting, 2) interpersonal, and 3) group. Overall, students did not differ on measures of hardiness and a fourth communication context: public speaking anxiety. Likewise, on measures of hardiness and state public speaking anxiety, students did not differ.
Date: August 2007
Creator: Iba, Debra, L.
Partner: UNT Libraries

Writing Proficiency Among Graduate Students in Higher Education Programs

Description: This study explored the extent to which graduate students enrolled in Higher Education courses were proficient at writing. While writing proficiency has been extensively studied in elementary students, high school students, and undergraduates, little attention has been paid to formally evaluating graduate student proficiency. Despite the relatively new idea of assessing graduate student writing, it is a concern for graduate faculty and a valid area for study. This study was based on a sample of graduate students enrolled in at least one course in Higher Education at public institutions of higher education in the United States. A total sample size of 97 students was obtained. Two instruments were administered to the participants: A General Information and Writing Experience Questionnaire (G-WEQ) and the SAT II: Writing Test, Part B. The G-WEQ was designed to capture demographic information about the participants, as well as allow participants to provide a self-assessment of writing and describe the writing experiences they are currently encountering in graduate school. To assess writing proficiency for the participants, the SAT II: Writing Test, Part B was used. The purpose of the test is to "measure [test takers'] ability to...recognize faults in usage and structure, and to use language with sensitivity to meaning" (Educational Testing Service, 1999-2000, p.7). The z-Statistic for a Single Sample Mean significance test was used to determine whether the sample mean scored significantly higher than the population mean on the SAT II: Writing Test. This was not the case (z=0.295, p<0.38). The graduate students in this sample did not score significantly higher on the SAT II: Writing Test, Part B than the typical high school senior whose scores enter into the norm group.
Date: May 2003
Creator: Singleton-Jackson, Jill A.
Partner: UNT Libraries

Faculty Attitudes Toward Residential and Distance Learning: A Case Study in Instructional Mode Preferences Among Theological Seminary Faculty

Description: Twenty-first century learners have bought into a cafeteria-style mentality for obtaining higher education that learning should be available at the student's convenience. Institutions that ignore this postmodern trend will likely find their applicant pools dwindling along with significant reductions in entering class sizes. Students will simply choose other schools able to provide respected, accredited, and useful learning which fits their busy lifestyles. Since 1987, Dallas Theological Seminary (Texas), a 76-year-old graduate school of theology in the conservative, evangelical, free-church movement, has offered distance learning classes in both extension and print-based delivery models. Because the faculty plays a pivotal role in the successful or unsuccessful implementation of online courses (McKenzie, Mims, Bennett, & Waugh, 2000), the present study uncovered the attitudes of full-time, graduate theological faculty at Dallas Theological Seminary (DTS) regarding distance learning and the likelihood of faculty to adopt this delivery innovation. Bruce Manning's (1976) Trouble-Shooting Checklist (TSC) for Higher Education Institutions was the instrument used in the study. The TSC is a nonparametric test designed to uncover differences between the observed and expected levels of acceptance that a department, program, or institution possesses regarding change toward distance learning in contrast to residential learning. The checklist's two major purposes are to provide an overall norm-referenced, predictive score estimating the organization's likelihood of adopting and implementing an innovation and to profile the strengths and weaknesses of an organization's environment (culture) relative to the adoption and implementation of innovations. Five scales provide a comprehensive understanding of the organizational climate, personality and leadership characteristics of participants, communication pathways within the organization, the degree of sophistication or expertise within the organization, and the receptivity of the students. An official administration of the instrument was conducted involving all full-time faculty at DTS. Frequency counts, percentage distributions, and the chi-square goodness-of-fit statistic were used to ...
Date: May 2003
Creator: Scott, Benjamin 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

Theological Higher Education in Cuba: A Case Study of the Eastern Cuba Baptist Theological Seminary

Description: This research attempted to provide a comprehensive overview of the Eastern Cuba Baptist Theological Seminary within the context of theological education in Cuba and the Cuban Revolution. Three major purposes directed this research. The first one was historical: to document and evaluate the rise, survival and achievements of the Eastern Cuba Baptist Theological Seminary, which has continued its mission through extraordinary political opposition and economical difficulties. The second major purpose was institutional: to gain insight into Cuban seminary modus operandi. The third purpose of the study was to identify perceived needs of the seminary. This study sought to provide information that can facilitate a better understanding of Cuban Christian theological higher education. The Eastern Cuba Baptist Theological Seminary was founded in the city of Santiago the Cuba on October 10, 1949 by the Eastern Baptist Convention. This seminary exists for the purpose of training pastors for the Eastern Baptist Convention. The school offers a four-year program leading to a bachelor in theology degree. The Eastern Cuba Baptist Convention experienced the same oppression from the communist revolution as the rest of the evangelical denominations during the sixties and seventies. The worst period for the convention and the Eastern Cuba Baptist Theological Seminary started in 1965 when many important people were recruited to work at the Military Units to Aid Production (UMAP). Fidel Castro recognized in 1991 that the Cuban Communist Party erroneously made atheism its religion. Although the Cuban communist regime never issued an antireligious policy, in subtle ways Christians suffered the consequences of the religious ideological conflict. Nevertheless, today the Eastern Cuba Baptist Theological Seminary operates independently and without the direction of the Cuban government. Communism and Christianity have learned to live together in Cuba even though they started with difficulties. Theological education in Cuba not only survived the negative ...
Date: August 2003
Creator: Esqueda, Octavio J.
Partner: UNT Libraries

A Study of Department Chairs in Two-Year Colleges: A Comparison of the 1992 International Community College Chair Survey to Department Chairs in the North Texas Community College Consortium

Description: A study was conducted to gather information from department chairs serving in the 26 two-year colleges that are members of the North Texas Community College Consortium using the International Community College Chair Survey (ICCCS). The ICCCS is designed to gather insights into four aspects of the chairs' professional lives: personal characteristics, responsibilities challenges, and strategies. The study compared the demographic data and the respondents' perceptions of the challenges their units will face in the next 5 years to the original survey conducted in 1992. The regional sample included 616 first-line administrators, and a 30.5% response rate was achieved. The demographic distribution of the regional respondents shows significant shifts in gender, age, education, experience and release time but constancy in race and stability of the population. Similarities between the two samples exist regarding the challenges of maintaining program quality, providing technology, and managing financial issues. The regional sample expresses greater concern about the challenges of distance education, external accountability, and student matters.
Date: August 2003
Creator: Gallagher, Judith
Partner: UNT Libraries

The Impact of Financial Aid on Persistence: Application of the Financial Nexus Model

Description: The purpose of this study was to examine the financial nexus between college choice and persistence for full-time, first-time, first-year freshman college students. The theoretical framework of this study was the financial nexus construct developed by St. John, Paulsen, and Starkey (1996) and Paulsen and St. John (1997). This is the first study to apply the financial nexus construct to full-time, first-time, first-year freshman population; the first to examine baccalaureate/comprehensive and doctoral/research institutions in both public and private sectors separately. The results of this study found that (1) overall, it is slightly evident that there is a financial nexus between college choice and persistence among full-time, first-time, first-year freshman students; (2) the nexus between college choice and persistence may be different by the Carnegie Classification, and (3) the pattern of the direct effects of financial variables (i.e., tuition and financial aid) on persistence was different from the previous results. Unlike in the previous studies, tuition increases appeared to have a positive effect on the enrollment of full-time, first-time, first-year freshman students attending institutions of all Carnegie Classifications. The result suggests that price may reveal a "quality effect" and that higher tuition institution may signal higher quality. In both public and private institution students, students of comprehensive/baccalaureate institutions were more sensitive to tuition than those of research/doctoral institution. This result may raise fundamental questions about the tuition price responsiveness of full-time, first-time, first-year freshman students. The results indicate that public students were more sensitive to grants than private students. Also, students attending comprehensive/ baccalaureate institutions were more sensitive to grants than those of research/doctoral institutions in both sectors.
Date: August 2003
Creator: Hwang, Dae-Yeop
Partner: UNT Libraries

Pre- and Post-matriculation Demographic and Academic Profiles of Undergraduate Hispanic Students: A Single Institution Case Study

Description: This study sought to identify pre- and post-matriculation characteristics of undergraduate Hispanic students at the University of North Texas (UNT). The study also examined demographic trends among this population. Eleven purposes guided the study: 1) to determine geographic origins of the undergraduate Hispanic students at UNT in terms of location of educational institution attended prior to matriculation; 2) to establish whether students entered UNT as true freshmen or transfer students; 3) to ascertain the gender composition of undergraduate Hispanic students at UNT; 4) to report the highest level of education achieved by parents of undergraduate Hispanic students at UNT; 5) to explore patterns in major selection of undergraduate Hispanic students at UNT and who or what influenced that choice of major; 6) to ascertain the percentage of undergraduate Hispanic students at UNT who plan to use financial aid during their enrollment; 7) to examine the graduation rates among undergraduate Hispanic students at UNT; 8) to determine who is most influential in the academic decisions made by Hispanic undergraduate students at UNT; 9) to discover what type of emotional support is given to Hispanic students pertaining to their college enrollment and success; 10) to establish why Hispanic undergraduate students elect to attend UNT; and 11) to discover what factors prohibit new undergraduate Hispanic students at UNT from graduating. Data were collected from undergraduate Hispanic students attending spring 2003 orientation using a new-student survey instrument. Additional data were collected using UNT student information system reports. Chi-square statistics were performed to identify significant results. Results of the study indicated both characteristics substantiated in previous research and characteristics unique to this sample existed among the undergraduate Hispanic students at UNT. The results, particularly as concerned with the parental influence exerted on students in the study, departed from the finding of past research. Additional research ...
Date: August 2003
Creator: Lothringer, Rebecca Lynn
Partner: UNT Libraries

Perceptions of Parents of Postsecondary Education Students Concerning Parental Notification and Underage Alcohol Offenses

Description: Since the inception of the Higher Education Reauthorization Act of 1998 by the United States Congress, there has been limited research conducted on parental notification policies on campuses of Higher Education concerning alcohol and drug offenses committed by students. This study surveyed parents of incoming freshmen at the University of North Texas regarding their perceptions of Parental Notification policies and their perceptions of underage alcohol offenses by gender, age, ethnicity, and parental status. The relationship between parental notification and underage alcohol offenses was also examined. This study, conducted in the summer of 2002, at the University of North Texas had 539 respondents. An instrument developed to determine parental perceptions of underage alcohol use and parental notification consisted of 20 dichotomous questions. Chi-square tests of independence were used to analyze the data because it could calculate the relationships between two sets of nominal data. Data show that most parents want to be notified in all situations involving underage alcohol offenses and their offspring. Generally, parents do not believe their offspring will use alcohol underage as they enter college and that they are not binge drinkers. Females want to be notified about their student's underage alcohol offenses at a higher rate than males. Males want to be notified at a higher rate than females if using alcohol jeopardizes housing or enrollment in school for their student. Native Americans have great concern for their students in all areas of alcohol use and binge drinking. Parents should stay actively involved in the lives of their offspring as they attend institutions of higher education as well as stay involved with the University community in which their student attends.
Date: December 2003
Creator: Clouse, Maureen McGuinness
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

Presidents' Leadership Behaviors Associated with Followers' Job Satisfaction, Motivation Toward Extra Effort, and Presidential Effecitveness at Evangelical Colleges and Universities

Description: Transformational leaders have tendencies that include: 1) projecting confidence and optimism about goals and followers' ability, 2) providing a clear vision, 3) encouraging creativity through empowerment and rewarding experimentation, 4) setting high expectations and creating a supportive environment, and 5) establishing personal relationships with followers. Transactional leadership as a process in which leaders and followers decide on goals and how to achieve them through a mutual exchange. The leader provides followers with resources, rewards, and punishment in order to achieve motivation, productivity, and effective task accomplishment. Laissez-faire leadership is the process of letting followers work without direction or guidance from the leader. The laissez-faire leader avoids providing direction and support, shows a lack of active involvement in follower activity, and abdicates responsibilities by maintaining a line of separation between the leader and the followers. The primary purpose of this study was to investigate the assumption that a combination of transformational and transactional leadership factors is more predictive of greater followers' job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either leadership style alone. The study investigated perceptions of the degree to which transformational leadership, transactional leadership, and laissez-faire leadership were practiced by presidents of member colleges and universities in the Council for Christian Colleges and Universities (CCCU). In addition, the study considered whether some combination of transformational and transactional behaviors is more predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either transformational or transactional leadership alone. The independent variables in the study included the transformational, transactional, and laissez-faire leadership behaviors of the college and university presidents and the dependent variables were job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. This study points to specific behaviors that are predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. By combining ...
Date: December 2003
Creator: Webb, Kerry S.
Partner: UNT Libraries

Participation in a study-abroad program and persistence at a liberal arts university.

Description: This study used a quasi-experimental design with 1,237 students to investigate the association between participation in a study-abroad program and persistence at a liberal arts university. The theoretical basis for the study was Tinto's Theory of Individual Departure. The independent variable of interest, also known as the treatment, was participation in the University of Dallas Rome Program during the sophomore year. The control group consisted of students who were qualified to participate in the Rome Program, but chose not to do so. The dependent variable was the number of fall and spring semesters enrolled as an undergraduate at the University of Dallas post-treatment through spring 2003. Nine variables that measured background characteristics, academic integration, and social integration explained 3.8% of the variation in number of semesters enrolled post-treatment. Participation in the Rome Program explained an additional 4.2%. In all of the statistical measures examined in this study (incremental increase in R2, b weights, adjusted β weights, and structure coefficients), there was evidence of an important positive association between participation in the Rome Program and persistence. Based on the b weight in the regression equation, holding all other variables constant, students who participated in the Rome Program persisted on average .83 semesters longer post-treatment at the University of Dallas than those who did not go to Rome. Of the 1,007 students in this study who went to Rome, 96% were enrolled at the University of Dallas one semester after Rome participation and 91% were still enrolled after two semesters. This compared to 80% and 72%, respectively, for the 230 students in the control group. Of the 674 students in the study who went to Rome and had the opportunity to graduate within 4 years, 79% graduated within 4 years. This compared to 51% for the 123 students in the control group. ...
Date: December 2003
Creator: Young, Denise York
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

An analysis of the effects of high school student concurrent enrollment at Collin County Community College District.

Description: As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college courses across the country. The purpose of this study was to evaluate the effectiveness of various aspects of the concurrent enrollment program at Collin County Community College District in Texas. Six research questions were designed to address student success and continuing enrollment patterns after high school graduation, as well as evaluate differences in the various models of dual credit classes offered by the college. Literature related to concurrent enrollment and dual credit programs, senior year of high school, and part-time faculty effectiveness was reviewed. Student issues addressed include: grade performance of concurrent enrollment students compared to the general college population; the percentage of concurrent enrollment students who continue at the college after high school graduation; and a comparison of continuing concurrent enrollment students with a matched sample (based on high school class rank), on the student success factors of fall-to-spring retention rates, fall-to-fall retention rates, grade point averages, and completion rates. Findings were generally positive related to the impact of concurrent enrollment on students and their subsequent success at the college. Various models of offering concurrent enrollment courses were also evaluated as measured by student performance in subsequent courses. Analysis of variance was used to determine differences based on the location at which the courses were taught (high school, college campus, or a college center); differences based on the mix of students in the class (all from one high school; all high school representing several schools; or a mix of high school and college students); and differences based on the employment status of the instructor (full-time college instructor; part-time college instructor; or high school teacher). Differences were examined for the entire sample, and for the ...
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Date: December 2003
Creator: Swanson, Kathrine Bridgett
Partner: UNT Libraries

Priorities of the Professoriate in Historically Black Private Colleges and Universities

Description: The intent of the study was to ascertain the importance faculty at Historically Black Private Colleges and Universities in Texas place upon academic activities of research, teaching and service. A survey of faculty at 4 historically black private colleges and universities in Texas (HBCUs) was conducted to collect data from 158 faculty members; 107 usable questionnaires were returned. A response rate of 67.7 percent was achieved. The pattern that emerged from the data indicates the HBCU faculty in this study lean toward teaching and service as being a viable measure for tenure and promotion. The HBCU faculty in this study should remain cognizant that they are an intricate element within the higher education discipline. According to the perceptions of the HBCU faculty, several indicated that their college/university is important; however, they indicated that their academic discipline is less important in comparison. According to the perceptions of the HBCU faculty, many respondents indicated that their job is a source of considerable personal strain. A comparison with the findings of the 1989 Carnegie Foundation for the Advancement of Teaching reveals more similarities than differences.
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Date: December 2003
Creator: Thornton, Artist
Partner: UNT Libraries