Dissertationen: „Universities and colleges“

1

O'Neal, Lawrence M. „Performance funding in Ohio's four-year institutions of higher education a case study /“. Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178749154.

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2

Sevier, Robert A. „Freshmen at competitive liberal arts colleges : a survey of factors influencing institutional choice /“. Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244141651.

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3

Volchok, Daniel J. „The college-student relationship 1970-1990 : a legal-historical study /“. Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11226651.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Lee Knefelkamp. Dissertation Committee: Sharon McDade. Includes bibliographical references (leaves 130-140).

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4

Humphries, Donna Irene Nisbet. „Canadian universities : a functional analysis“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29672.

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This thesis identifies a university's typical administrative structure for the purpose of establishing a framework which working university archivists can use to acquire control of university records. The organizational structure of Canadian universities is examined with respect to their functions, juridical persons, and their relative competences. This study may be defined as a "functional analysis." The intertwined concepts of function, competence, and juridical persons serve as foundations for this thesis. A function is defined as the whole of the activities, considered abstractly, necessary to accomplish one purpose. A competence is the authority to carry out a determined sphere of activities within one function. Such authority, however, has to be delegated or assigned to a given office or individual, and that office or individual is termed a juridical person. Therefore, a link is forged between a function and a competence through a juridical person, because it is a juridical person who carries out certain duties and responsibilities within a specified function. Since juridical persons create records in the course of executing their competence, a functional analysis establishes the provenance of the records and places the records of an administrative body in the context of their creation. A functional analysis also reveals and explains the relationships and bonds between the records, record series, and record groups that comprise an administration's archival residue. These objectives -- understanding the organizational structure of the administrative body, identifying its functions, determining the provenance of its records, and placing records in the context of the activities that generate them — help archivists and records managers acquire a fundamental level of intellectual control over the administrative body's records. Without this knowledge, archivists and records managers cannot proceed with any of their own practices. By studying the history and development of universities from the Middles Ages to the twentieth century, this thesis identifies four functions which are common to all universities: Sustaining Itself, Teaching, Research, and Service to the Community. A number of juridical persons, either in the form of administrative bodies or individuals who comprise the administrative structure of the university, are then examined, and the functions with which with they are entrusted are ascertained by studying their competences. As a result of this analysis, the typical organizational structure of a university is revealed, the functional provenance of records created by universities (as a whole) are identified, and its records are placed in the context of the activities that generate them.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate

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5

Suwat, Suwandee Arnold Robert. „Job satisfaction and selected characteristics of faculty, members in public and private universities in Bangkok, Thailand“. Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521341.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: Robert L. Arnold (chair), John R. McCarthy, Kenneth H. Strand, Louis G. Perez. Includes bibliographical references (leaves 95-103) and abstract. Also available in print.

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6

Eedle, Elizabeth. „Resoure allocation in selected Australian universities“. Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070828.164416/index.html.

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Thesis (DBA) - Faculty of Business and Enterprise, Swinburne University of Technology, 2007.
Submitted in partial fulfilment of the requirements for the degree of Doctorate of Business Administration in the Faculty of Business and Enterprise, Swinburne University of Technology, 2007. Typescript. Bibliography: p. 209-227.

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7

McDaniel, Cleve. „Retention classification models for an historically black university with an open admission policy /“. free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841172.

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8

Zelenski, Lynne. „A group pay incentive program in academe impact on faculty work and attitudes /“. Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Higher, Adult, and Lifelong Education, 2008.
Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 112-116). Also issued in print.

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9

Wright-Tatum, Patricia. „Job satisfaction of academic administrators at historically black colleges and universities /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946315.

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10

Qudais, Mahmoud M. Abu. „The work of department chairpersons in Jordanian public universities /“. This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06302009-040435/.

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11

Webber-Davis, Yvette McCarthy John R. „An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education“. Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

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12

Perry, Jamey R. „A study on cutback management campus priorities at a large multi-campus university /“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania 1993.
Source: Masters Abstracts International, Volume: 45-06, page: 2782. Abstract precedes thesis title page as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 90-93).

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13

Woffinden, Charles Ritchie. „An organizational communication perspective on the university : understanding how individuals constitute organizations /“. [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/63/.

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14

Wabaunsee, Rissa McCullough. „Accreditation, tribal governments, and the development of governing boards at tribal colleges in Montana and Washington /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7699.

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15

Hermsen, Jill Marie Rosser Vicki J. „An examination of the professional identity, work engagement, and job satisfaction of higher education staff members“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/7193.

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Title from PDF of title page (University of Missouri--Columbia, viewed on February 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Vicki Rosser. Vita. Includes bibliographical references.

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16

Kraft, Paul Donald. „Faculty engagement in campus-wide enrollment management activities a grounded theory /“. Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/kraft/KraftP0507.pdf.

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17

Sanusi, Jumoke O. „An exploratory study of undergraduate classroom experiences and occupational attainment in alumni satisfaction with university experiences“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4739.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.

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18

Hou, Hsiao-I. „The impact of faculty members' perceptions of institutional policies on their performance in Taiwan's context“. online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3263098.

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19

Chen, Andrew Y. „College and the economy the relationship between college acceptance rates and economic cycles /“. Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3620.

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20

Shinkut, Martins Bulus. „Job satisfaction of full-time business faculty of higher education institutions in Kaduna State, Nigeria /“. free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901279.

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21

Venezia, Andrea. „The communication and interpretation of undergraduate admissions policies in central Texas high schools and middle schools /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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22

Garcia-McMillian, Darilis. „Latino student perceptions of college experiences at Historically Black Colleges and Universities“. Thesis, Hampton University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629576.

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This study examined Latino student college experiences at Historically Black Colleges and Universities (HBCUs). Black enrollment at HBCUs has been decreasing and, as a result, HBCUs are turning to non-Black students to make up the enrollment deficit. One group sought after by some HBCUs is Latino students. Comprising 15.2% of the population in the United States, Latinos are the largest minority group and these numbers are expected to grow another 29% by 2050. Five undergraduate students at two HBCUs were interviewed for this qualitative study. Findings revealed five themes from participants' college experiences—campus involvement, cultural integration, faculty involvement, family support, and financing of college education. Administrators in academic affairs, enrollment management, and student affairs can consider the study's findings in order to plan Latino student initiatives. A challenge in American higher education has been the Latino educational pipeline; as such, this study is significant because it expands research on Latino college experiences at HBCUs.

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23

Melton, Bruce. „The benefits to the small Bible College of achieving accreditation through the Transnational Association of Christian Colleges and Schools“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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24

McTaggart, Jon R. „Policy development for fund raising at La Sierra University“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1995. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1995.
Source: Masters Abstracts International, Volume: 45-06, page: 2773. Abstract precedes thesis as [2] preliminary leaves. Typescript. Includes bibliographical references (leaves 70-71).

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25

Asbury, Robin L. „Pitfalls, promises, and potential West Virginia community colleges, economic development, and Senate Bill 547 /“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2213.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 159 p. Includes abstract. Includes bibliographical references (p. 122-127).

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26

Swartzendruber, Loren E. „Increasing Mennonite parental involvement in the college choice decision“. Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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27

Mountjoy, Michael Shane. „Faculty perceptions of empowerment in private four-year colleges /“. free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013005.

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28

Pearce, Elizabeth Helen. „King's College, purpose and accountability in higher education, the dilemma of King's College, 1827-1853“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/NQ41269.pdf.

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29

Reece, Philip David. „Universities as learning organizations: how can Australian universities become learning organizations?“ Thesis, Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/274/.

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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below: * Leadership * Vision * Organizational culture * Human resource management * Role in society * Accessibility * Resources * Innovation and creativity * Information Communication Technology * Global reach Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.

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30

Reece, Philip David. „Universities as learning organizations : how can Australian universities become learning organizations? /“. Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/274/.

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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below: * Leadership * Vision * Organizational culture * Human resource management * Role in society * Accessibility * Resources * Innovation and creativity * Information Communication Technology * Global reach Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.

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31

Neal, Ira L. McCarthy John R. „Comparisons of perceptions of college campus environment by undergraduate students at eleven Illinois universities“. Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311286.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed February 2, 2006. Dissertation Committee: John R. McCarthy (chair), Edward R. Hines, Jeanne B. Morris, Charles E. Morris, Sally B. Pancrazio. Includes bibliographical references (leaves 100-106) and abstract. Also available in print.

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32

Antkowiak, Glenn. „Show me the money! an investigation of collegiate athletics and its influence on tuition /“. Diss., Connect to the thesis, 2005. http://hdl.handle.net/10066/582.

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33

Oware, Philip K. „A study investigating the college choice process of selected freshmen minority undergraduate students at Rowan University /“. Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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34

Tillman, Rosemarie. „The communication of collegiality : an examination of advice faculty give incoming faculty /“. view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232428461&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-121). Also available for download via the World Wide Web; free to University of Oregon users.

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35

Frazier, Kimberly G. „First-year experience collaboration among academic affairs and student affairs“. unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05032007-120254/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo A. Hutcheson, committee chair; Sheryl A. Gowen, Rebecca S. Casey, Laura R. McNeal, committee members. Electronic text (127 p.) : digital, PDF file. Description based on contents viewed Apr. 17, 2007. Includes bibliographical references (p. 103-106).

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36

Thorpe, Robert Samuel. „Comparisons of college presidencies private and public /“. Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9015928.

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37

Herr, Stephen R. „Connected thoughts : a reinterpretation of the reorganization of Antioch College in the 1920s /“. Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791366.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Robert 0. McClintock. Dissertation Committee: Robert L. Crain. Includes bibliographical references (leaves 499-530).

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38

Farina, Katie A. „The effects of situational crime prevention on crime and fear among college campuses and students“. Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1691866981&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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39

Sánchez, Lourdes. „Career pathways and demographic profiles of university presidents in the U.S. 2000-2008 /“. To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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40

Walters, Allison M. „Comparing apples to oranges an evaluation of quarter calendar data in the Delaware Study of Instructional Costs and Productivity /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 107 p, 2009. http://proquest.umi.com/pqdweb?did=1833641541&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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41

Carter, Marie E. „A comparison of successful and unsuccessful candidates for college presidencies in the state college system of West Virginia“. Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1652.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xii, 107 p. Vita. Includes abstract. Includes bibliographical references (p. 92-99).

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42

Dickson, Verna Josephine. „Faculty development in the university setting perspectives and practices /“. Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2006. http://etd.umsl.edu/r1401.

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43

Goldenberg, David H. McGrath J. H. „A study of American college and university presidents perceptions of their educational leadership /“. Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514770.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 7, 2005. Dissertation Committee: J.H. McGrath (chair), John Brickell, Edward Hines, Paul Baker, John McCarthy. Includes bibliographical references (leaves 144-150) and abstract. Also available in print.

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44

Kristenson, Hjördis. „Vetenskapens byggnader under 1800-talet Lund och Europa /“. Lund : Arkitekturmuseet Stockholm, 1990. http://books.google.com/books?id=UD5UAAAAMAAJ.

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45

Hull, Starr Lee Piland William E. Baker Robert Lawrence. „Academic employees' attitudes toward academic program review in Illinois public universities“. Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8626591.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 15, 2005. Dissertation Committee: William E. Piland, Robert L. Baker (co-chairs), Kenneth H. Strand, Robert A. Pringle, Normand W. Madore. Includes bibliographical references (leaves 161-170) and abstract. Also available in print.

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46

Glick, Nancy Parsons. „Job satisfaction among academic administrators at selected American colleges and universities“. Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332589/.

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The problem of this study was job satisfaction among academic administrators in selected American institutions of higher education. Its main purpose was to document the level of job satisfaction among selected U.S. college and university academic administrators.

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47

Dorn, Renee Felicia. „The relevance of Historically Black Colleges and Universities“. Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587240.

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Starting in the mid-1800s, Historically Black Colleges and Universities (HBCUs) were created for the purpose of educating Black students. Since their inception, HBCUs have transformed from institutions of higher learning with a core curriculum of teaching and ministerial education serving the Black community to progressive colleges and universities that provide bachelor, master, and doctorate degrees in specialized areas of study which serve and benefit communities of all races around the world. As advanced as HBCUs have become, they still have the stigma of being less than adequate producing underachieving students. An increase in publicity of their accomplishments would help to change public perceptions, but so far they have not received a lot of positive media attention. The question that continues to be asked and is the main question of this study is whether Historically Black Colleges and Universities are still relevant.

The research design for this investigation into HBCUs is a qualitative, multi-case study using purposive sampling in the selection of 4 universities or units. HBCU alumni and associates were interviewed to discuss their views on the relevance of HBCUs and how they plan to change public perceptions. The data gathering instruments used were documents, archived records, interviews, and researcher observations, and through the examination of four unique universities, questions about their missions, demographics, academic programs, graduation rates, accreditation, and accomplishments were researched with data collection and analysis occurring simultaneously.

The findings collected showed that the 4 HBCUs are still relevant because they serve a racially and economically diverse student body focusing on nurturing students and giving them the chance to excel in a comfortable learning environment with rigorous and challenging academic programs that are geared to prepare them to enter the workforce and succeed. They must be proactive and disseminate positive information to the public, including alumni, which could encourage them to support their alma maters. The 4 HBCUs still have some work to do to stay progressive and provide for their students, but the need for all HBCUs to educate is still apparent, not just for African-American students, but for all students.

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48

Dawson-Smith, Kimya. „White Faculty at Historically Black Colleges and Universities“. ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/1044.

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The purpose of this study was to explore the socialization process of White faculty at Historically Black Colleges and Universities (HBCUs). Specifically, this qualitative study identified influences and barriers in the socialization process of White tenure-line faculty at two HBCUs. Through the participants shared experiences, both positive and negative themes emerged relative to their perceptions of the socialization process. The positive themes were: the provision of clear institutional values and expectations through colleagues and institutional documentation, as well as establishing and maintaining collegial relationships, particularly with senior faculty members. On the other hand, the participants identified the absence of an orientation and the expectation to publish as barriers they perceived that impacted their experience as they sought promotion and tenure. Overall, White faculty perceived their socialization experiences at HBCUs as positive. The findings of this study assist faculty members and administrators across all institutional types in cultivating a culture that is conducive to the socialization process of all faculty members. Thus, the results not only necessitate the need for future research but also provide recommendations for policy and practice that can be utilized at both Predominantly White Institutions and Historically Black Colleges and Universities.

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49

Barnes, Christina M. „EXAMINING CAMPUS CRIME AT VIRGINIA’S COLLEGES AND UNIVERSITIES“. VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1816.

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This dissertation examines reported campus crime at Virginia’s institutions of higher education. Utilizing secondary data and content analysis, the research seeks to determine the amount and types of crime occurring on Virginia campuses and which correlates explain such crimes. Three sources of campus crime statistics are included and scrutinized in detail, including the Clery Act statistics, Virginia Incident-Based Reporting statistics and campus crime logs. Regardless of data source, findings indicate that the vast majority of reported campus crime is comprised of property offenses. The research argues to separate analyses by campus police departments versus campus security departments for more meaningful findings. For multivariate analysis, the study employs campus crime logs as the outcome measure for reported campus crime. The results indicate that, in all models, percentage of students living on campus significantly contributes to the explanation and prediction of total, violent/personal, and property crime log offenses reported per 100 students at institutions with either campus police departments or security departments. Additionally, percentage male enrollment was found to significantly contribute to violent/personal offenses reported per 100 students at institutions with campus police departments. Implications of findings and recommendations for policy and future research are discussed.

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Kinkead, John Clinton. „A geographical classification of Master's Colleges and Universities“. Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2146.

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Dissertationen zum Thema „Universities and colleges“

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