Dissertations / Theses on the topic 'Academic Administration Internship Program'

This analysis contributes conceptually to the field by investigating how campuses both originate and respond to academic innovation by locating the focus of the study in the center of curricular decision-making and action—the academic department.

This study applies an organizational perspective to academic innovation directly by combining three ideas to conceptualize and measure departmental qualities. The research design proposes that (1) academic innovation is the result of a direct behavior taken by an actor—in this case, departments are collective actors and changes in academic programs require collective decision-making; (2) actor behaviors are often cyclical or routine and changes in behavior can be measured through these routines—in this case, departments routinely offer courses; (3) innovation requires feasibility in actor knowledge, capability, and skill—in this case, departments collectively contain faculty capability, course knowledge, and administrative skill.

The significance of departmental factors in a robust inferential model provides evidence that departments draw on technical knowledge and skills through course development and prior programmatic experience. Although enabling environments contribute, external conditions do not create organizational change. Program innovations occur within a campus, beginning at the department level. This study makes the case that context matters, but that its relative impact is mediated by the core characteristics of the collective actor that makes decisions and takes action.

Higher education institution performance has been brought to the forefront of the public policy arena by the spread of performance funding, the articulation of the Completion Agenda, and Congressional hearings on higher education. Debate over which entities should be responsible for monitoring the performance of higher education institutions as well as which measures are to be used has intensified. Currently, this oversight falls to institutional accrediting agencies that require institutions to meet established criteria, including the development of a culture of evidence and the pursuit of institutional effectiveness. To achieve and maintain accreditation, institutions must provide evidence demonstrating their adoption of a continuous improvement process.

Higher education institutions have a variety of continuous improvement frameworks from which to choose to improve quality and effectiveness in their processes and ultimately, their outcomes. There is; however, little research to identify how a framework might relate to organizational effectiveness performance. Accreditation provides a unique framework to higher education. The Higher Learning Commission-North Central Association (HLC), a regional accrediting agency, has created the Academic Quality Improvement Program (AQIP), an integrated approach to developing a culture of continuous improvement and supplying institutional accountability information.

This study investigated the relationship between higher education institutions’ continuous improvement planning processes and institutional performance measures of graduation, transfer out and first year retention rates for AQIP participating institutions, using a correlational explanatory research design and publicly available secondary data sets. The target population for this study consisted of US higher education institutions utilizing continuous improvement frameworks or similar professional standards. The sample selected was a purposeful convenience sample consisting of all 186 institutions currently participating in the AQIP accreditation process in the Higher Learning Commission region. The AQIP Systems Appraisal Reports were analyzed and the continuous improvement planning evaluations aggregated to develop independent variables.

The dependent variables of graduation, transfer out and first year retention were selected to represent organizational effectiveness measures. Graduation, transfer out and retention rate data are collected annually as part of the IPEDS survey. Findings showed that institutional characteristics such as sector, size and location had a greater impact on organizational effectiveness measures than continuous improvement practices. In addition, this study explored a unique approach to inter-rater reliability with respect to team generated documents.

Despite the fact that women have reached parity in entering and graduating from medical schools (AAMC, 2014), the percentage of women who advance to leadership positions is small. The purpose of this study was to explore the connection between self-efficacy and leadership development over a multi-year period among women in academic medicine following their participation in a specialized leadership development program. The purpose was addressed by analyzing secondary interview data from alumnae of the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) Program for Women, using a content analysis research design based on a constructivist paradigm of inquiry. The research problem addressed in this project was that the existing literature is deficient in studies that focus on the exploration of self-efficacy and how it influences the leadership development over time of women in academic medicine. Using Bandura's (1997) self-efficacy theory, this qualitative study was based on the thesis that Bandura's four sources of self-efficacy (performance accomplishments, vicarious experiences, verbal persuasions, and physiological states) are determinants of success over time for ELAM alumnae who achieve leadership positions in academic medicine.

This study had five major findings. First, this study supports each of Bandura's (1997) four sources of self-efficacy. Second, the most robust evidence of self-efficacy was found in the performance accomplishments self-efficacy source. Third, there was development of self-efficacy over time with the greatest growth within the self-efficacy source of performance accomplishments in the area of skill development relating to negotiation, delegation, budgeting and finance, communication, political savvy, and leadership enhancement, followed by vicarious experiences, and verbal persuasion. Physiological states had the least growth. Fourth, the research and subsequent analysis of findings extend Bandura's (1997) previous research domains to include the demographic of women in academic medicine which could have transferability to highly educated and successful women professionals working in leadership roles in male-dominated fields. Fifth, Bandura's (1997) self-efficacy sources may need to be expanded. This study fills a gap in the research and adds to the body of knowledge related to self-efficacy and leadership development.

To address the issues of affordability and student persistence through graduation, some institutions of higher education have embraced the Malcolm Baldrige National Quality Award (MBNQA) program. The fact that several of these institutions have subsequently shown improvements in affordability and student retention suggests that other colleges and universities that have adopted the Baldrige framework or a Baldrige style approach to institutional management may also be making improvements in the same institutional outcomes. However, to date, little research has been conducted to measure whether these institutions are improving in affordability and retention. To help close this gap in research, the present study investigated to what extent participating in a Malcolm Baldrige National Quality Award (MBNQA) based program improves affordability and degree completion. The study’s four research questions asked whether an institution’s participation in a MBNQA-based program was associated with the institution’s first-year, full-time, degree/credential-seeking undergraduate students’ (a) net enrollment cost, (b) student debt, (c) the likelihood of degree completion, and (d) the institution’s educational expense per degree.

Data for the period 2000 to 2013 were gathered for 870 colleges and universities accredited by the Higher Learning Commission. Of these institutions, 167 AQIP/Baldrige-participating institutions were compared by regression analysis to 703 non-participating institutions concerning several dependent variables related to student costs or student retention and graduation.

After controlling for year, institutional characteristics, and student demographics, results indicated that an institution’s participation in a MBNQA based program was associated with lower in-state tuition and fees (-$187), decreased student first-year student retention (-1.1%), increased student persistence (.9%), and decreased 150% graduation rates (-2.1%) or students graduating on or before 3yrs for 2-year intuitions and 4yrs for 4-year institutions. However, MBNQA based program participation was not statistically significantly associated with out-of-state tuition and fees, percentage of students receiving loans, average student loan amount, and institutional expense per degree.

Limited qualitative research has been conducted on academically reinstated students. The purpose of this naturalistic case study was to identify factors influencing the decision to apply for reinstatement and to examine how participation in an academic intervention program assisted academically reinstated students to succeed. Six reinstated students participating in an academic intervention program participated in this study. A social constructivist perspective was assumed, relying on the participants' perspectives to cultivate meanings of their experiences. This research offered a better understanding of the needs and experiences of reinstated students, provided evidence of resources, interventions, and programs that might be helpful for future reinstated students. The findings of this study could enhance attrition and retention of this student population.

The purpose of this multiple comparative case study was to examine why and how an intensive academic-orientation innovation was diffused and adopted at five different public research universities. The innovation under study was the Louisiana State University (LSU) Biology Intensive Orientation for Students (BIOS) program. Everett Rogers’ (2003) diffusion of innovation theory served as the theoretical framework for this study. Program documentation was collected and reviewed, an on-line survey was administered and completed by each program coordinator/director, and telephone interviews were conducted with each program coordinator/director. The study found there was relative fidelity in the adoption of BIOS and supported the presence of Rogers’ (2003) innovation attributes. A model was developed through this study to describe a successful innovation adoption process; essential elements, roles, and relationships were identified. Key findings of the study included the following: (a) need for a catalyst that the innovation addressed and impacted in a positive way; (b) a credible change agent, who was available to share knowledge about the innovation; (c) a champion, who was committed to the successful adoption of the innovation; and (d) an opinion leader, who supported the innovation adoption. The model further indicates there must be a productive and positive working relationship between the change agent and the champion, as well as an established positive working relationship between the champion and opinion leader. Discontinuation of the innovation adoption is possible if there is a change in opinion leadership or a less complex or less costly solution to the initial catalyst is discovered.

The purpose of the study was to determine the impact of attendance longevity participation in an after school program, attending one and two times or three times weekly for two years, designed to build intentional relationships and support academic success, on urban elementary school students' achievement, attendance, and positive school awards. Independent variable attendance fidelity condition one was those students who attended the Hope Center for Kids after school program regularly scheduled after school activities one and two times weekly for two years (n = 9) and independent variable attendance fidelity condition two was those students who attended the Hope Center for Kids regularly scheduled after school activities three times weekly for two years (n = 10). Same urban school district control students (n = 11) did not participate in the after school program served as the study control group. The null hypothesis for between group California Achievement Test Normal Curve Equivalent posttest-only average and below average reading scores where F(2, 27) = 2.07, p = .145 was not rejected. Null hypotheses were also not rejected for between group California Achievement Test Normal Curve Equivalent posttest-only average range language scores where F(2, 27) = 1.09, p = .350 and between group California Achievement Test Normal Curve Equivalent posttest-only average range math scores where F(2, 27) = 0.38, p = .687. School attendance as measured by total end of the fifth-grade year overall absence totals were not statistically different where F(2, 27) = 0.65, p = .530 and school-wide awards and recognition as measured by end of the fifth-grade year overall awards presented totals were also congruent where X ²(2, N = 48) = 0.591, p = .744. Findings suggest that even limited student participation in Hope Center for Kids after school program resulted in achievement, attendance, and earned awards consistent with the study's control group students who were not in need of these after school services.

The purpose of this study is to determine the reading and math outcomes of randomly selected majority culture students participating in an elective, parent choice, full academic content area Spanish Immersion Program kindergarten through fifth-grade compared to randomly selected same school control majority culture students participating in a traditional academic content area English only program kindergarten through fifth-grade. Study results indicate that posttest ending third-grade NWEA MAP-Reading Test Scores M = 196.02 (SD = 46.18) compared to post-posttest ending fifth-grade NWEA MAP-Reading Test Scores M = 227.07 (SD = 9.58) following kindergarten through fifth-grade participation in an elective, parent choice, full academic content area Spanish Immersion Program was statistically significantly different rejecting the null hypothesis in the direction of improved NWEA MAP-Reading Test Scores where dependent t(39) = 4.05, p < .001 (two-tailed), ES = 1.11. Furthermore, posttest ending third-grade NWEA MAP-Math Test Scores M = 197.42 (SD = 46.22) compared to post-posttest ending fifth-grade NWEA MAP-Math Test Scores M = 238.72 (SD = 14.70) following kindergarten through fifth-grade participation in an elective, parent choice, full academic content area Spanish Immersion Program was statistically significantly different rejecting the null hypothesis in the direction of improved NWEA MAP-Math Test Scores where dependent t(39) = 4.99, p < .0001 (two-tailed), ES = 1.35. Students who participated in a traditional standard of care academic content area English only program serving as a control group also made statistically significant reading and math gains over time. Between group post-posttest ending fifth-grade NWEA MAP-Reading Test Scores for students in an elective, parent choice, full academic content area Spanish Immersion Program compared to post-posttest ending fifth-grade NWEA MAP-Reading Test Scores for students in a traditional standard of care academic content area English only program were statistically significantly different rejecting the null hypothesis in the direction of greater post-posttest NWEA MAP-Reading Test Scores for students in an elective, parent choice, full academic content area Spanish Immersion Program where independent t(78) = 3.22, p < .01 (two-tailed), ES = 0.73. However, the null hypothesis was not rejected for the between group post-posttest NWEA MAP-Math Test Scores comparison indicating statistical equipoise where independent t(78) = 1.63, p = .107 (two-tailed), ES = 0.40. It is clear from the study results that students participating in the programs of this research are making significant academic progress as measured by norm-referenced reading and math test results over time, third-grade to fifth-grade. It is also remarkable that students who are learning basic skills at the elementary level in a second language, Spanish, are doing so at an observed above grade level pace suggesting that they will be ready for middle school English and math coursework with an advanced promise of success in future second language, Spanish, coursework as well.

This study assessed the actual and perceived efficacy of TAFE as implemented across public schools in Texas with Latino populations. The graduation rates of students were analyzed to assess whether there were significant differences in graduation rates between schools implementing the program and those not implementing the program across gender and ethnicity. Surveys were administered to past and present personnel associated with TAFE to ascertain their perceptions on the program. A significant main effect for Latinos was found at TAFE schools during the five year period of the study. Survey responses were isolated to differentiate between Latino responses and those of the general population. Responses varied in consistency between Latino respondents and the overall population of respondents. In general, respondents credited the program for the higher graduation rates of Latinos and their motivation to attend college which are future indicators of success. However, the respondents were undecided as to TAFE's influence to foster teaching vocations but believe it impacts teacher retention. Respondents were also undecided, and a considerable percentage of them had a negative opinion that TAFE motivated them to become or want to become educational administrators. Finally, respondents endorsed the idea of recommending TAFE to high school students and to schools/districts for implementation.