Dissertations / Theses: 'Arti liberali'

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COMPARIN, Andrea. "La riforma scolastica carolina e l'insegnamento del latino." Doctoral thesis, Università degli Studi di Verona, 2010. http://hdl.handle.net/11562/343473.

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La tesi offre nella prima parte un inquadramento generale della scuola in età carolina (legislazione scolastica, organizzazione, impianto disciplinare), nella seconda parte una mappatura dei centri scolastici, nella terza ed ultima un'analisi dettagliata delle opere grammaticali in uso durante l'impero di Carlo Magno.
The doctoral thesis esposes a description of the school in the age of Charle Magne: the legislation, the organization, the liberal arts, a map of the scholastic centres and a analysis of the grammatical works used.

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Lev, Ori. "Should a liberal state fund the arts?" Thesis, London School of Economics and Political Science (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430864.

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Cronin, Kerry. "Assessing Moral Development in the Liberal Arts." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104138.

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Thesis advisor: Karen Arnold
Liberal education has long claimed moral education to be a chief aim of its educational format. Liberal education supporters regularly assert its unique ability to foster moral and ethical development in students, but data regarding higher education's efficacy in promoting moral development are limited. Additionally, the educational goal of moral development suffers important philosophical and epistemological critiques which bring into question its adequacy as a worthwhile aim of contemporary higher education. In order to discern whether higher education resources should be used to pursue this educational objective, liberal arts practitioners and supporters must identify clearly what moral education is, whether it is a facet of college student development worthy of our attention, and how to adequately measure it. This study offers a careful analysis of data related to student moral reasoning development gathered in an evaluation process of a liberal education course at a mid-sized research institution. The central research questions focus on aspects of student moral development and students' perceptions of the moral dimensions of coursework and highlight how these interact with students' abilities to receive and process course materials and activities. The research design employs a concurrent triangulation approach to quantitative and qualitative course assessment materials. James Rest's Defining Issues Test (DIT), a well-researched, neo-Kolhbergian measure of moral reasoning, and student writing were analyzed in pre- and post-course evaluations to investigate students' moral reasoning development as they entered, changed and left a year-long liberal arts course. Results reveal important features of student moral growth, illuminating how students at different levels of moral reasoning development and with varying degrees of change with respect to moral reasoning engaged with liberal education course materials and activities in quite distinct ways. This is an important step in uncovering the unique aspects of liberal education that may foster and sustain moral growth
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Mosquera, Barnes Arnes. "El juego del arte liberado." Tesis, Universidad de Chile, 2003. http://repositorio.uchile.cl/handle/2250/110082.

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En el presente informe de seminario, se dará cuenta de la visión que propone Hans-Georg Gadamer del juego y de la importancia de este concepto en la interpretación artística. Trataremos de dar una definición de lo que sea el juego, mostrando sus características propias, las cuales han sido fijadas no sólo por Gadamer, sino también por otros autores que se han dedicado al análisis del fenómeno del juego, como es el caso de Johan Huizinga.

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Jiang, Youguo. "Current Thinking and Liberal Arts Education in China." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104094.

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Thesis advisor: Philip G. Altbach
Liberal arts education is an emerging phenomenon in China. However, under the pressure of exam-oriented education, memorization, and lecture pedagogy, faculty, university administrators and policy makers have not embraced it whole-heartedly. Through qualitative methodology, this study explores the current thinking of Chinese policy makers, university administrators, and faculty members on liberal arts education and its challenges. A study of the perceptions of 96 Chinese government and university administrators and faculty members regarding liberal arts education through document analysis and interviews at three universities helps in comprehending the process of an initiative in educational policy in contemporary Chinese universities. This research analyzes Chinese policy making at the institutional and national levels on curriculum reform with particular emphasis on the role of education in shaping well-rounded global citizens, and it examines how the revival of liberal arts education in China would produce college graduates with the creativity, critical thinking, moral reasoning, innovation and cognitive complexity needed for social advancement and personal integration in a global context. This research also found that the revival of interest in liberal arts education in China demonstrated that government and universities have begun to realize that the current curricula, professional training, and narrowly specialized education fail to help students to be competent in a globalized economy, and liberal arts is valued in China, and will be more effective as politics, economy and society more developed
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Schipull, Rachel L. "Factors Determining Student Choice of Christian Liberal Arts Colleges." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1239673636.

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Connors, Donald R. 1936. "Quality Indicators for Private Liberal Arts Colleges and Universities." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279089/.

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The purpose of this study was to identify indicators of quality for liberal arts colleges and universities as defined by internal and external constituents, and to compare the results of this study with those of two-year public institutions. The internal constituents included college and university presidents and faculty, and the external constituents consisted of officers of Chambers of Commerce and the Kiwanis International, representing business and industry. A survey instrument of 70 items was sent to the constituents of 148 institutions accredited by the Southern Association of Colleges and Schools. A total of 592 surveys were sent with an average response rate of 56.93%. The study was limited to Baccalaureate (Liberal Arts) Colleges I and Baccalaureate (Liberal Arts) Colleges II according to the Carnegie Foundation for the Advancement of Teaching. There were 57 survey items identified as indicators of quality by agreement of all respondent group means. The highest ranked indicator of quality was faculty commitment to teaching. The Analysis of Variance revealed close agreement by constituents on 17 of the quality indicators. There was close agreement also that three of the survey items were not indicators of quality. Fisher's Multiple Comparison test revealed that various constituents rated some survey items significantly higher than all other groups. The items that presidents, faculty representatives, and Chamber of Commerce officers each rated significantly high indicated the unique perspective of each constituent group. The Kiwanis officers responded similarly to the Chamber officers but did not rate any survey items significantly higher than other groups. Internal constituents rated seven items significantly higher than external constituents. These items centered mainly on faculty characteristics. External constituents rated three items higher than internal constituents. These survey items focused mainly on curriculum issues that related to the community and real-world problems. Seventeen conclusions were drawn from the study and implications for practice were formulated in areas such as faculty teaching, student interaction, learning outcomes, institutional effectiveness, external constituents, goal setting, advertising, and recruiting.

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Schipull, Rachel. "Factors determining student choice of Christian liberal arts colleges /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1239673636.

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Thesis (M.Ed.)--University of Toledo, 2009.
Typescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Higher Education." "A thesis entitled"--at head of title. Bibliography: leaves 76-80.

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van, Hulsen Tess. "Are (Liberal Arts) Colleges Making Students More Liberal? Examining Millennials’ Party Identification Preferences in College and Beyond." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2061.

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In order to investigate the validity of the claim that college has a liberalizing effect on students, the research reported here focuses on how transitions into college shape one’s political orientations. Studying the changes in ideological views and party identification over time have been explained in previous literature by three theories: Life Cycle Changes, Socialization Effects, and Generational Effects. These theories were then applied to the qualitative data obtained by conducting interviews with Claremont McKenna College (CMC) alumni of the last five years. Through analyzing data from CMC’s (millennial) alumni, my goal was to examine the development of their ideological views and party identifications during their four years at CMC and upon entering the workforce. My study is loosely inspired by the Bennington Studies, a well-known group of studies conducted throughout a span fifty years which measured the party identification of Bennington College alumni at three different points in their adult lives. Using these studies as a model, my study expands on these along with other existing literature to provide a more in-depth account of the political identification and potential political shift of the current generation of young adults, Millennials. Due to the temporal limitations of this thesis, however, the study I conducted only examines the identifications of a specific alumnus at one point in their adult lives, after graduating from CMC. Therefore, the possibility of accrediting party identification changes to Life Cycle Changes is excluded. This thesis seeks to explain why and how the political ideology and party identifications of recent CMC alumni changed during their time on campus.

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Cockrum, Jamie B. "A study of strategic marketing in liberal arts II colleges." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955090.

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The purpose of this quantitative study was to survey Liberal Arts II Colleges nationally to determine the strategic marketing orientation adopted by these small, private colleges. A random sample of 198 Liberal Arts II schools were surveyed. Three top administrators at each school, the president, academic dean, and admissions officer, received the mailed surveys. The research instrument - the Academic Marketing Strategy Survey - combined questions on institutional characteristics, administrators' perceptions of the acceptability and effectiveness of college marketing programs, and the Marketing Index for Higher Education (Kotler, 1977).Findings showed little or no relationship between measures of college "success" (enrollment trend, and trend in quality of the student body), and either level of college strategic orientation, or administrators' perceptions of the acceptability and effectiveness of college marketing programs. Discriminant analysis produced some statistically significant relationships between the following institutional characteristics and other variables:1.In geographic regions with fewer Liberal Arts II colleges,admissions officers were more enthusiastic about marketingprograms in their colleges;For the smaller Liberal Arts II colleges, annual strategic planning may be problematic in its ability to produce clear and comprehensive marketing strategy.Recommendations for further research include investigating- why marketing programs seem well-accepted among administrators, while bearing so little relationship to measures of success. Correlating perceptions and levels of marketing orientation with "success" variables may be too simplistic.
Department of Educational Leadership

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Wampler, Douglas R. "Legacy systems migration in the small liberal arts educational institution." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1273274.

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With new technologies arriving at an ever-increasing rate, legacy systems migration has become a growing research area. However there are few if any studies that analyze a comprehensive actual migration in progress. Legacy system migrations commonly fail and typically fail in the planning phase unbeknownst to their project managers. Possessing information on other successes and problems would aid in mitigating these failures.The Value and Significance of the ProblemThe purpose of this research is to initially document an actual legacy systems migration for a small liberal arts educational institution and analyze the successes and failures to identify their underlying cause in order to enforce or discourage certain practices. There are very few software/hardware migration studies, if any that are based on actual data. For this reason this study provides the academic community with an important data point for analysis.The MethodThe migration under consideration is an Administrative Systems Upgrade at DePauw University. The current system that has had minor upgrades is approximately twenty years old. The planned migration has a three-year scope. The planning phase started on March 2002 and finished on March 2003. Important documents that will be analyzed to form a basis for analysis will be a white paper entitled Employment of Technology to Improve Administrative Operations: Assessment and Recommendations, produced by an external consultant, the resulting actual migration plan, discussions with the project manager and related technical staff who are involved with the migration. RisksSince the research will conclude before the completion of the DePauw Administrative Systems Upgrade, this study will be limited to the tasks completed within the timeframe. As with studying any real system success of the study may be affected by:Completion of assigned milestones within the project itself;Input from end users in the form of interviews or surveys;Input from IT staff involved in the upgrade in the form of interviews or surveys.The portion of the DePauw Administrative Systems Upgrade that falls outside the scope of this research may be the topic of future research.
Department of Computer Science

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Cook, Andrea Patrice. "Faculty intervention and sophomore retention in a liberal arts college /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9947973.

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Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 158-169). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9947973.

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Larson, Vernon C. "Student perceptions of moral development at three liberal arts institutions /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Black, Jodie Lynn Gallais, and University of Lethbridge Faculty of Education. "Retention in a small liberal arts institution : the commuter student experience." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2468.

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Research indicates that students who reside on campus are more likely than commuter students to persist in their studies until graduation. The purpose of this study is to explore factors that may influence retention for commuter students. Data were collected from 20 commuter students at a primarily undergraduate four-year institution, in three stages: administration of a brief questionnaire, individual in-depth interviews, and a focus group. The qualitative data gained was coded and analyzed, and a grounded theory entitled “the commuter student experience” was developed. The theory contains three main categories, various subcategories, and a mediating variable. The results and findings of this study provide validation for existing areas of research on commuter students; however, they also suggest areas for further exploration.
ix, 107 leaves ; 29 cm

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Lightfoot, Connie Dae Hall. "Ratio analysis : a model for private liberal arts colleges and universities." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897470.

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Ratio analysis is a financial analysis technique used by the corporate sector and public colleges and universities. Private colleges and universities have been largely unsuccessful utilizing this technique because of the varied accounting techniques used by the private institutions. This study attempted a different technique. The controllers of five institutions were asked to meet and agree on definitions of categories necessary for completing ratio analysis.Ratios are useful as a tool for monitoring financial changes over time within one institution, comparing similar institutions one with another and evaluating institutions in better financial condition for use as goal ratios.The resultant model consisted of a data dictionary which contained the definitions the controllers had created and iteratively refined, a data spreadsheet which contained the numbers over a five year period matching the definitions, and a ratio spreadsheet which presented the 58 ratios for each institution over a five year period. The controllers, acting as an expert panel for the study, believed the results to be reliable because of their level of involvement in setting the definitions and supplying the numbers. Average ratios were also calculated using the data from all five institutions over all five years. All resulting spreadsheets are contained in their entirety in the dissertation.
Department of Educational Leadership

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Tomkins, Alexandra D. "The Spirit of Liberal Arts and Its Manifestation at Boston College." Thesis, Boston College, 2009. http://hdl.handle.net/2345/696.

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Thesis advisor: John Cawthorne
As a student at one of the nation’s leading universities, Boston College, it seems imperative to look at the university’s aims and accomplishments with a critical eye. The conceptual goals of higher education, particularly liberal arts education, have been the object of philosophical and political conversations for centuries, and it is important that universities continually assess their status through deliberative discussions. This paper seeks to analyze the liberal arts education provided at Boston College in relation to historic conceptions of higher education, current understandings on methods of this education, and the possibility of disparities between what Boston College claims to provide and what students, in reality, receive. Further, this report seeks to make comparisons between the liberal arts education provided by the honors program at Boston College and that which is delivered in the regular core program
Thesis (BA) — Boston College, 2009
Submitted to: Boston College. College of Arts and Sciences
Discipline: College Honors Program
Discipline: Lynch School of Education

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Kille, Nicola. "Achieving intercultural knowledge through global awareness programming at liberal arts college." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/835.

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This thesis investigated the success of global awareness co,curricular programming as a tool for increasing intercultural knowledge at a liberal arts college. The study asked the following question: do internationally themed campus-wide events increase student interest in, and appreciation of, difference? Students in this study were involved in two activities: a semester-long series of South Asian themed events (the Wooster Forum and the Forum Auxiliary Events) and the First Year Seminar in Critical Inquiry (FYS). Two sections ofFYS had themes related to that of the Wooster Forum while the other two did not. Levels of student openness to difference and intercultural awareness were measured by the Intercultural Effectiveness Scale (Kozai, 2009a) both before and after exposure to the events of the Wooster Forum. An additional institutionally designed questionnaire was also administered to determine students' participation in the events and to allow them to share their perspectives of the programming offered. Results indicated that the majority of students at the start of the study demonstrated a lack of interest in and awareness of the differences that exist between cultures. At the end of study, those students in sections of FYS without strong links to the theme of the Wooster Forum showed greater movement on the elements of the Intercultural Effectiveness Scale that indicate intercultural openness than the students in sections with close links. Surprisingly, this movement was likely to be negative. Survey results revealed the importance of both friendship groups and the perception of fun as students decided which events in which to participate. Both instruments indicated the need for clear context setting for each event, and for opportunities for structured - ~ reflection and discussion in order to maximize intercultural learning. The study concluded with recommendations regarding future global awareness programming in this specific institutional context

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Ruhl, Taylor D. "Organizational culture in the private liberal arts college: A case study." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2583.

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The purpose of this study was to describe the organizational culture of Pacific Union College (PUC), a part of the Seventh-day Adventist system of higher education in North America. The design of this research project was a case study, and the methodological paradigm on which this study was based is that of naturalistic inquiry. Three means of inquiry were utilized: an organizational culture survey, interviews, and content analysis. The survey was administered to all salaried personnel of the college. Each respondent also submitted a demographic profile. Interviews further contributed to the triangulation of this study. They were conducted on the campus with 16 faculty selected by the researcher because of their familiarity with the college and their potential to be articulate and informative regarding it. A content analysis of the last institutional self-study done by Pacific Union College (Pacific Union College, 1990) furthered triangulation. Formative studies such as this are conducted for the purpose of improvement rather than to answer a hypothetical question or prescribe for practice. The study addressed five research questions. The results of this study indicated a predominant perception that the collegial culture is dominant. The findings further revealed that the collegial culture is perceived to be dominant without the application of demographics. This contrasts with analysis of the Self-Study (Pacific Union College, 1990) which indicated that the managerial culture was dominant. The findings indicated that there was not cultural congruence between the faculty and administration, but that there was closer congruence between the administration and the department chairs. The findings of the survey showed that the collegial culture was dominant among the faculty while the managerial culture was dominant with the department chairs and administration.

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Blumenstock, Richard A. "Participatory methodology for teaching evangelism in a Christian liberal arts college." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Pleshakova, Victoria. "The Importance of Teaching Humanities in Higher Education Institutions: in Defense of Liberal Arts Education." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/182.

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The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in general and search for answers, how to find meaning, how to know what’s important to them. In general, teaching them how to think. I would like to take different approaches in looking at teaching humanities to college students in this country, drawing from my own experiences in both Russia and US, my graduate courses at UVM, as well as works of those in the academia concerned with the same matter. I will look at how corporate culture of the university and research-driven education dictate the curricula in colleges and universities; how multiculturalism and political correctness that saturated higher education these days can influence the way humanities are presented, and explore the influence of humanities in our students’ making meaning of their lives.

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Ramer, Heber M. "Emancipatory technology as liberal art education : a rationale and structure /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442298.

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Ferguson, Nicholas. "Indifference : art, liberalism and the politics of place." Thesis, Goldsmiths College (University of London), 2015. http://research.gold.ac.uk/19407/.

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Against a backdrop of territorial expansion, land enclosure and laissez-faire economic policy in eighteenth-century England, a mode of perception was imagined that would disrupt conventional acts of looking which, to the critical mind, were linked to an economy of selfhood. There emerged a theory of a gaze that might resist tendencies to private authority, as well as the absolutism of public power. The gaze would, with time, come to be identified with artistic vision and is here labelled indifference. This thesis seeks to characterise indifference, to use it as an optic onto liberal orthodoxies, and to evaluate its capability as a disruptor of neoliberal ideology. Selected for analysis is liberalism’s valorisation of place, to which twenty-first century cultural production has contributed. Through case studies of contemporary art, it is shown that artworks produced in order to cultivate a sense of place in the name of social welfare and a crowded public sphere may not in practice serve such ends. Rather, they threaten to reinforce hierarchies already operative in the concept of place. If they do so, their instigators are arguably complicit in the very inequalities that they propose to eliminate. The thesis examines the disruptive potential of the artist’s indifference through an analysis of artworks by Robert Smithson and Thomas Hirschhorn. Both these artists, albeit in different ways, claim indifference to site, thereby promising to negate the authority of a body politic that is sustained by place production. However, in the case of Hirschhorn, whose public commission in Holland, 2009, serves as a case study, the promise is undermined by the fact that his indifference coincided with the interests of his corporate and state backers. Consequently, his art functioned not to sublimate selfhood in the interests of the polis, but to facilitate the liberty of corporations and the Dutch state.

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Wright, David W. "Student Leadership Development| How Do Liberal Arts Colleges Enhance Socially Responsible Leadership?" Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557574.

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Student leadership development is a key initiative at many colleges and universities in the United States today. Many of the liberal arts institutions in America have leadership development of their student population as one of the fundamental elements of their educational objectives (Astin, 1997; Durden, 2001; Rothblatt, 2003). This study utilized a qualitative, multiple-case study design to explore how two liberal arts institutions developed socially responsible leaders within their student population. An expert-driven, purposeful sampling strategy was utilized for this study. Using an interview and focus group protocol that was framed by the Social Change Model of Leadership (SCM), the researcher also used a documentation review to collect data. The findings were reported as two individual case studies, followed by a cross-case analysis looking for areas of convergence and divergence between the institutions. The SCM was an effective theoretical framework to determine how these liberal arts institutions develop socially responsible leaders. Each of the eight constructs from the SCM was addressed by the study's research question and subquestions. The findings from the study were consistent with the student learning and development analogous with the descriptions of the constructs from the theoretical framework. However, there were several influences on student leadership development that were underrepresented in the findings. Thus, the recommendations offered, along with other findings of the study, propose tactics for more thorough development of socially responsible leaders at liberal arts institutions.

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Wadden, Paul, and Chris Carl Hale. "Academic Writing in a Liberal Arts Curriculum in Asia: Culture and Criteria." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21058.

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McGadney, C. Andrew. "Crisis management at small liberal arts colleges| Perspectives on presidential decision making." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746347.

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Moments of crisis, whether on the busy streets of major metropolitan cities or at small, intimate liberal arts campuses across the country, require adept management strategies, effective leadership, and prompt decision-making attributes. As it relates to small liberal arts colleges, their presidents’ ability to manage effectively, lead, inspire, and project confidence during moments of crisis is critical to the success of the communities they serve.

The critical question that this research project addresses is how crisis situations on liberal arts colleges are managed by presidents. This study explores the complexities of crisis management, presidential leadership, and decision-making attributes at three small liberal arts colleges and the responses during different crisis scenarios. The institutions in the study share characteristics in terms of their relative size, private nature, and liberal arts focus. Although the crises differ, the study investigates the preparation, actions during the crisis, and post-crisis review in order to understand crisis management by the leadership of small liberal arts colleges.

I consulted and examined the relevant literature regarding crisis management and presidential leadership; however, I identified a gap in the literature, specifically as it relates to crisis moments at small liberal arts institutions. I used a comparative case-study approach to analyze the three cases. The results highlight the complications I observed in discussing crisis scenarios at each location, the importance of communication strategies, the influence and value of a highly performing leadership team, and the importance of presidential leadership style.

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Woodley, Michael. "A Study on Retention: Positive Steps for a Small Liberal Arts College." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26543.

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Retention is a concern for colleges and universities nationwide. The focus of this study is what a small private liberal arts college does well in terms of retaining students by examining the students who left the college for a minimum of one semester and then returned to finish their degree. A survey instrument was used to examine the positive impact the faculty, academic advising, academic program, student services, technology, and the living environment had on the return of reactivated students to Jamestown College (JC). The survey instrument was also used to find out the reasons students attended JC initially, why they left, why they came back, what they like the most, and what they like the least about JC. The faculty and staff of JC had the most positive impact on reactivated students returning to JC. Other factors that positively impacted the students included academic advising and programs of study.

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Lalani, Imran. "On the relation between pay and performance: presidents of liberal arts colleges." Oberlin College Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1354895398.

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Tennant, Stuart Barden. "Personal and Moral Development: A Development Curriculum Intervention for Liberal Arts Freshmen." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392807606.

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Tennant, Stuart Barden. "Personal and moral development : a developmental curriculum intervention for liberal arts freshman /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253457.

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Chua, Dominique. "Edge of Town: Cultivating a Critical Design Discourse in the Liberal Arts." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1011.

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As theoretical and practical explorations of design in the past century have broadened to integrate myriad disciplines, its ubiquity and pertinence across diverse ways of knowing grows more apparent and complex. However, in education, design often remains institutionally and intellectually contained to pre-professional programs and trade schools. I contend in this thesis that liberal arts campuses warrant their own critical design-oriented discourse. As a tangible way of addressing this assertion, I coordinated the publishing of a printed design magazine entitled Edge of Town. To support my rationale for my project I present in this written supplement a set of academic literature demonstrating how current political and economic forces shaping design practice justifies a critical evaluation of the discipline. I also illustrate how the growing body of research between rhetoric and design provides a theoretical template for this re-evaluation of contemporary design practice. In the second half, I outline the components of Edge of Town and how the community that worked to produce it came together.

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Myers, Greeley Robert. "University Presidents and the Role of Fundraising at Private Liberal Arts Universities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2368.

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In the last decade, private liberal arts universities have experienced financial difficulties requiring the need to raise private funds. The financial viability of these universities depends on the ability of university presidents to raise money; however, challenges remain to carry out this task. To increase fundraising effectiveness at the university being examined, this case study identified skills and practices of 10 university presidents who achieved fundraising success during their tenure, such as the completion of a capital campaign or the growth of the university's endowment. Transformational leadership style traits were considered to determine their alignment with the successful fundraising behaviors identified. The 10 university presidents were selected to participate through referral sampling that identified peers from the professional networks of study participants that met the selection criteria. The presidents were interviewed, and those data were recorded, transcribed, organized, and coded into emerging themes. Results indicated the importance of setting a vision for the university and implementing behaviors that motivated donors to join that vision. Identified skills were practical applications of a leadership style that were grounded in the importance of personal relationships. The study contributes to positive social change by providing skills and behaviors for university presidents to improve their fundraising effectiveness in order to provide increased resources for universities to better carry out their educational mission.

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Chris, Lyons. "The Plan to Transform Post-Secondary Education in New Brunswick: A Philosophic Critique." Thesis, University of New Brunswick, 2010. http://hdl.handle.net/1882/1087.

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My aim in this work is to identify and contextualize the goals driving contemporary post-secondary education reform in New Brunswick. I do this by grounding the 2007 Advantage New Brunswick Report and New Brunswick Action Plan in the general historical context of higher education. I provide a descriptive account of the policies under review with a view to the ideals of a liberal arts education. Through a critical theory framework, I relate the contents of the policies under review to neo-liberal ideology, professional, bureaucratic and managerial hegemony. My focus is on the place of the liberal arts and humanities in a system dominated by the corporate imperatives of professionalization, specialization and bureaucratization. I propose as a response to neo-liberal policies that seek to make education instrumental to the needs of the market returning to history, philosophy and classics as the core of a liberal arts education.

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Jimenez, Francesca M. "Music Performance Anxiety and Interventions in Conservatory and Liberal Arts Institution Music Students." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/779.

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Music performance anxiety (MPA) is reported in musicians of all experience, levels, and genre. However, solo classical musicians report MPA more often and at higher levels than performers in other genres because of its formal culture and traditional structure. Within solo classical musicians, collegiate training greatly differs between conservatories that award a Bachelor of Music (B.M.) and liberal arts institutions that award a Bachelor of Arts (B.A.). In 2 studies, the proposed research examines the differences in general anxiety, MPA, and private lesson content between these two groups. Participants will be from the two groups of types of collegiate music students. In Study 1, participants will take the Beck Anxiety Inventory (BAI), Kenny Music Performance Anxiety Inventory (K-MPAI), and a Personal and Musical Background Questionnaire (PMBQ) at 3 times intervals before a public, solo performance in order to assess general connections between anxiety and MPA. In Study 2, participants will partake in weekly session of 1 of 3 interventions (meditation, journal entry, and biofeedback training) in order to determine an effective method for preventing and coping with MPA. Proposed results suggest higher levels of general anxiety and MPA in conservatory music students and lower levels of MPA in participants who undergo biofeedback training. Individuals who report learning about MPA strategies in their lessons will have lower levels of MPA, suggesting the need to consistently address MPA in classical music pedagogy.

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Ponquinette, Christine Poole Hines Edward R. "The relationship between faculty burnout and selected variables in private liberal arts colleges." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219085.

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Thesis (Ph. D.)--Illinois State University, 1991.
Title from title page screen, viewed January 3, 2006. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Franklin G. Matsler, Jeanne B. Morris, George Padavil. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.

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Dubois, Brenda Lee Hines Edward R. "New entrant faculty satisfaction with professorial roles at liberal arts colleges and universities." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064530.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 9, 2006. Dissertation Committee: Edward Hines (chair), Patricia H. Klass, Phyllis McCluskey-Titus, John Rugutt. Includes bibliographical references (leaves 139-146) and abstract. Also available in print.

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Braxton, Symeon O. "The Financial Implications of No-Loan Policies at Private Elite Liberal Arts Colleges." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283611.

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Today 17 elite private colleges in the U.S. have offered no-loan policies, which replace student loans with grants, scholarships and/or work-study in the financial aid packages awarded to all undergraduate students eligible for financial aid. Generally, the goal of these policies is to increase the socioeconomic diversity of campuses and to reduce the amount students borrow to finance their education. However, since the 2007–2008 credit crisis two colleges eliminated their no-loan policies for all students on financial aid and several restricted the policies to their lower-income students on financial aid. Therefore, this qualitative case study explored the financial implications of no-loan financial aid at private elite liberal arts colleges.

Leaders from various offices involved in planning and implementing no-loan policies at four colleges were interviewed: two campuses that maintained their full no-loan policies after the financial crisis of 2007–2008 and two that did not. The leaders were interviewed to understand how no-loan policies were financed and managed; how they affected operating budgets and other academic priorities; and how they were communicated to college constituents.

Findings from this study provided a more nuanced understanding of why some schools maintained and others retracted no-loan financial aid. Contrary to reports in the news, endowment losses, while symbolic of financial distress, were not the only reason that schools retracted no-loan policies. Endowment losses in the context of other internal and external budget pressures resulting from the credit crisis and Great Recession led to this decision. Each college in this study made a series of tradeoffs in how to balance mission and market pressures in a new budget reality where all three of their primary revenue sources were constrained. These competing priorities included how to increase faculty lines and compensation, reduce teaching loads, fund capital projects, reduce student loan debt, and distribute scholarship aid to ensure proportional socioeconomic diversity on campus. Higher education policymakers and leaders can use this study’s findings to improve institutional policies and practices in higher education finance.

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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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Johnson, Margit Carson. "Intercultural transitions: Designing an undergraduate course at a United States liberal arts college." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2749.

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This thesis examines the development of an undergraduate course about intercultural transitions for students returning from study abroad and for international students at a U.S. liberal arts college. The curriculum design is informed by theories about intercultural communication, cultural identity, intercultural transitions, and intercultural competence. The instructional plan includes theory-into-practice pedagogy, and application of intercultural theories to students' personal experiences and to the literary narratives presented throughout the course. This thesis explains the choice of theories and literature in the context of developing a course syllabus. The methods used during the study include a review of the literature, a summary of the curriculum planning process, a faculty curriculum workshop, a pilot course, and an evaluation by students enrolled in the pilot course. A review of other reentry programs and an interview with another instructor provide additional perspectives on the course design.

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Yokley, Delight Bena. "Organizational Fit of Non-Academic Administrators of Color at Small Liberal Arts Institutions." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77028.

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Diversity has become a central organizational goal especially as the U.S. population is experiencing racial demographic shifts (U.S. Census Bureau, 2014). Employees of color makeup one-third of the workforce, yet higher education institutions have been slow to adjust to the shifting demographics (Birnbaum, 1988; Brown, 2004; Yancey, 2010). Higher education leaders are seeking ways to recruit and retain growing numbers of administrators of color working at their institutions. Available research focuses on organizational fit and faculty of color (Bozeman and Gaughan, 2011; Jackson, 2003b; Jayakumar et al., 2009; Ortega-Liston and Rodriguez Soto, 2014; Victorino et al., 2013) or examines organizational fit at research universities (Barrett and Smith, 2008; Gasman et al., 2011; Ryan et al., 2012; Turner et al., 2011). A review of the literature shows there is scarcity of scholarly knowledge on the experiences of administrators from historically minoritized groups with organizational fit at small liberal arts institutions. The purpose of this study was to understand and describe how administrators of color at small liberal arts institutions experience organizational fit. The conceptual framework for this study was Jackson's (2004a) Engagement, Retention, and Advancement (ERA) Model. The participants in the sample included Black/African American, Asian American, Native Hawaii/Pacific Islander, and Latina/o non-academic administrators from institutions with less than 2,500 students. Using a phenomenological design, I interviewed selected administrators twice using a modified version of Seidman's (2013) life history structure. Data analysis revealed six themes including the pathways into higher education, attraction to small liberal arts institutions, institutional culture, position empowerment, multiple hats/roles, and professional success. The findings suggest these administrators of color experience similar ERA processes as other administrators. These similarities include desiring to fit in, an on-going process of building trust, and enjoying the small family business environment of a small liberal arts institution. Unique findings included how participants valued their quality of life despite limited salaries at small liberal arts institutions. They also assimilated, code switched, and served as cultural guides, adding responsibilities to an already hard working group. Implications for higher education leaders concerning the importance of supporting administrators of color can be gleaned from these findings.
Ph. D.

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Sevier, Robert Allen. "Freshmen at competitive liberal arts colleges: a survey of factors influencing institutional choice." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244141651.

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Banks, Troylin Lavon. "Where am I?Intersections between Ethnic Minorities and Liberal Arts Writing-Intensive Programs." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1462266182.

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Young, Denise York. "Participation in a study-abroad program and persistence at a liberal arts university." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4373/.

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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. Persistence during and after the sophomore year was not associated to the same extent with pre-entry background characteristics, academic integration, and social integration as was persistence from freshman to sophomore year.

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Bali, Maha. "Critical thinking in context : practice at an American Liberal Arts University in Egypt." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4646/.

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The American University in Cairo (AUC) considers critical thinking (CT) essential for academic success, global employability, and effective citizenship. Nevertheless, CT remains a highly contested notion, with insufficient evidence that universities succeed in developing it. This study explores how CT develops in practice for diverse AUC students. After exploring different understandings of CT, I synthesize a working definition, then draw on interview evidence from students’ perceptions of AUC experiences that contributed to their CT, illuminated further by faculty and administrator interviews, and relevant AUC documentation and research. Students’ incoming CT levels differed according to high school experience, parental attitudes, and interaction with diverse others. Key factors fostering CT were found to be: liberal arts education, rhetoric and composition courses, opportunities for learning situated in authentic contexts, and intercultural learning. The thesis explores how student backgrounds and the institutional structure result in inequalities in students’ access to, and capacity to participate in, those beneficial AUC experiences, and shows the limited notion of criticality developed through most of these experiences - findings that are applicable to other university contexts. I conclude that AUC needs a critical contextual approach to curriculum development and implementation: an approach that encourages stakeholders to continually question the values behind learning experiences, recognize power struggles within the learning environment, address ways of supporting students with diverse capabilities and privileges in order to develop their capacity for CT, and question what it means to be critical in Egypt’s changing, uncertain context. Egypt's struggle for democracy after years of oppression and corruption needs a conception of critical citizenship that involves both a social dimension focusing on empathy, and a critical action dimension promoting a constructive social justice orientation. While the study addresses AUC stakeholders, it has relevance for all educational institutions aiming to develop CT in bi/multicultural contexts. Such institutions include Western-style universities located in Arab/Muslim countries, Western universities with large numbers of international students, and universities with local but diverse students and staff.

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Verst, Amy L. "Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195054.

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Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that revolve around learner-centered teaching practices, characteristics of outstanding teachers, effective teaching, and pressures on the professoriate related to the phenomena of academic capitalism. Outstanding professors from the College of Arts and Sciences, and Schools of Business, Education, and Nursing were invited to participate in this research. Weimer's (2002) five learner-centered changes to teaching practice framed this investigative study. This conceptual framework consists of altering the role of the teacher, balancing power in the classroom between teacher and students, changing the function of course content, instilling student responsibilities for learning, and using different processes and purposes for evaluation that serve to guide teacher and students interactions throughout the course.The findings of the study suggest that faculty from the School of Education agree with and implement all five of Weimer's (2002) learner-centered changes to teaching practice. However, there is incongruence between the learner-centered teaching beliefs and learner-centered teaching practices of outstanding teachers from the College of Arts and Sciences and the Schools of Business and Nursing. This study seems to indicate that several pressures on the professoriate including the phenomena associated with academic capitalism affect teaching practices in the classroom. Existing learner-centered practice models can be informed by the salient findings of this study.

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Glisan, Mary Hornback. "White students' racial attitudes and racial identity development in a liberal arts environment." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618897.

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The purpose of this study was to document the racial attitudes and racial identity development scores of White students in a liberal arts environment. of particular interest was gender differences, classification differences, and Greek/nonGreek affiliation differences. Furthermore, an effort was made to predict the racial attitude and racial identity development scores using self-report biographical variables.;The College of William and Mary, a public liberal arts university was the institution studied for this project. A stratified random sample was obtained of all White students attending the College. Participants completed the White Racial Identity Attitude Survey (WRIAS), the Racial Attitude and Opinion Scale (ATTW), and a personal data sheet.;It was hypothesized that there would be a significant difference in scores between those with a Greek affiliation and those without a Greek affiliation, males and females, and freshmen and seniors. More specifically, Greeks, males and freshmen would score higher on the ATTW and lower on the WRIAS than would nonGreeks, females, and seniors, respectively. This would signify more negative attitudes toward Blacks and a less healthy racial identity.;The results indicated five of the six hypothesis to be supported to a certain extent. Even though the total population reported positive racial attitudes, Greek males and freshmen may need to be provided with additional educational opportunities concerning race to bring them closer to the same level as the other groups.;It was also concluded that colleges need to address the issue of race and racism. High scores on the lowest stage of the racial identity development model indicated that respondents were naive about the topic of race in general.

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Thompson, Jay Arthur. "Greater flexibility, greater growth : a comparative study of labor and capitalist models in Japan, Germany, and the United States." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002217.

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Stackman, William Bradford. "A study of conflict and methods of handling conflict at small liberal arts colleges." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32835.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
An examination of the literature revealed that conflict is prevalent throughout American colleges and universities-especially within divisions of student affairs-and that senior student affairs officers are expected to assume an important role campus-wide in the management of conflict. Trends suggest a significant increase in their involvement with conflict over the next twenty years. This study sought to identify the nature of conflict and the conflict resolution process at small liberal arts colleges and to examine differences among senior student affairs officers in the methods they use to resolve conflicts, the theories they report as underlying these methods, and the sources of these espoused theories of conflict resolution. Interviews on these matters were held with 15 senior student affairs officers in such colleges in the American mid-west. The following are among the most important findings: 1) the deans have a firm understanding of how to handle conflict (contrary to many prior research findings); 2) the deans have a strong dislike for conflict; 3) one-third of the deans report that they avoid conflict whenever possible; 4) the deans see it as their responsibility to handle any conflict involving students and they have the potential to be directly and indirectly involved in almost any such situation, even outside their divisions; 5) handling conflict is reported to take up three-fourths of their time; 6) half of the deans attempt to mediate (minor) violations of policy while others deem it inappropriate; 7) factors which most frequently contribute to conflict include communication, and diversity-the interplay among people from different cultures and backgrounds; 8) the deans view issues of diversity as being the most difficult to handle because of their emotional intensity; and 9) the deans reported a predominantly trial-and-error preparation for dealing with conflict rather than through formal education. The findings suggest that further research is needed to address such questions as these: 1) What is the relationship between espoused theories of handling conflict and theories-in-use? 2) How does having a strong dislike for conflict affect one's ability to manage it? 3) How does institutional culture affect the handling of conflict? 4) What are the consequences of conflict avoidance? 5) How do institutions support deans in handling conflicts involving diversity issues? (6) What consequences typically ensue from trying to mediate policy violations? The findings also suggest the need for practical programs and policies such as the following: 1) improving relevant pre-professional programs; 2) improving in-service programs for those having responsibility for managing and resolving conflict; 3) changing the recruitment, hiring, and evaluation process for the dean of students position; 4) transforming college cultures in ways that better support conflict management and resolution; 5) institutionalizing the process of the effective management of conflict; 6) addressing the issue of avoidance to ensure that conflict is being addressed in a timely manner; 7) developing an ombudsman position to centralize and formalize the process of assisting faculty, staff, and students to resolve conflicts; and 8) creating a Center for Conflict Management to provide faculty, staff, and students with resource materials, training workshops, and assistance with mediating and managing conflict.
2031-01-01

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Fleming, Tamara Colleen. "The Academic Identity Experience of Liberal Arts Faculty in the Age of New Managerialism." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686940.

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Studies suggest that the academic identity of liberal arts faculty is changing due to the introduction and use of new managerialism practices in higher education. Increasingly, faculty members are being asked to take on tasks considered to be outside of traditional teaching, research, and service functions. These tasks are largely administrative in nature, and while previous research has documented some shifts in faculty duties, none has detailed the explicit impacts these shifts have on faculty identity.

This phenomenological study documents how 15 tenured and tenure-track liberal arts faculty members at a well-respected and highly ranked research 1 (R1) university in the Mid-Atlantic region have experienced new managerialism. It tells a story of a faculty devoted not only to research but also to teaching—one that values both the high caliber of undergraduate students and his colleagues and the strong academic tradition and reputation of the institution. The data in some ways paint a portrait of what one would expect to find: faculty members who fervently believe in the intellectual freedom that comes with tenure. At the same time, the data challenge previously held generalisms, such as a faculty member's primary identification with his or her discipline. The study also details concerns about what has been described as the rapidly expanding administrative core of the university—those individuals not primarily focused on conducting research or teaching students.

My conclusions question higher education's societal role and the academy's present challenges and opportunities, and depict faculty members who are clinging to an idealized image of the professoriate of the past and, at the same time, attempting to define their future identity.

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Van, Loo Scott Daniel. "Concurrent Enrollment at a Faith-Based Liberal Arts College: Student Behavior and Policy Considerations." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1310745296.

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Harter, James. "The Impact of Tuition Discounting on Net Tuition Revenue at Private Liberal Arts Colleges." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452093373.

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Dissertations / Theses on the topic 'Arti liberali'

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