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Dissertations / Theses on the topic 'College Closure'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Miller, James Paul II. "A Case Study of Antioch College: From Prestige to Closure." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338902.

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This is a case study of how old institutionalism tenets of values, and goals shaped Antioch College, the College's Board of Trustees, administrators, faculty and alumni influence the transformational expansion process that changed Antioch from a liberal arts college to a national university. The case study also examines how the pressures of new institutionalism forces of legitimacy and homogeneity directed and influenced Antioch's organizational structuring. Institutional theory is the framework for this study. Selznick's (1949, 1957) old institutional theory, new institutionalism, beginning with Meyer (1977), and the reconciliation of old and new institutionalism (Greenwood & Hinings, 1996) provide the theoretical lens through which the analysis of Antioch College's expansion is studied. Contributions from this study include a better understanding of how institutional theory affects the decisions, and the outcomes, made by key institutional stakeholders in organizational expansion and restructuring. It also demonstrates the advantages of using old and new institutional theories jointly when analyzing organizational motives that include expansion. Finally, this study provides institutional leaders at colleges and universities who are considering organizational expansion items to consider prior to making the decision to expand their institution.

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2

Head-Burgess, Whitney. "Closure or Censure?: Examining the Determinants of Disclosure of Sexual Assault Among College Students." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5111.

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Sexual assault is an ongoing problem on college campuses, with some projections indicating that one in four college women has experienced some sexual coercion or assault during her time at university. Recent national policy has strove to address the problem through legislation like the 2013 Campus Sexual Violence Elimination Act. Nonetheless, the crime remains the most underreported in the nation despite policy and law which explicitly defines what constitutes sexual assault. However, most victims of sexual assault will disclose what happened to someone else, even if they choose not to report. This research examines sexual assault disclosure practices on a college campus which has taken a progressive stance on sexual assault awareness, response, and reporting. The purpose of the research was to examine the determinants of disclosure of sexual assault among a college student population. Students (N=161) at a mid-sized, liberal arts university on the west coast lacking both a Greek system and popular athletics were surveyed. Previous research has pointed to Greek life on campus and popular athletics as being catalysts for sexual assault. Based upon Koss's Sexual Experiences Survey, a 32-item questionnaire, distributed in May of 2015, was used to gauge student sexual victimization, alcohol and recreational drug use, and the situational factors surrounding the students' most recent incidence of assault or coercion. Responses to these situational and victimization questions were then used to explore the circumstances surrounding whether a participant disclosed their assault. Multivariate logistic regression was utilized to examine the predictors of disclosure of sexual assault. Significant determinants of disclosure included gender identification, relationship to the perpetrator, and a history of drug and alcohol incapacitated rape. Analyses showed that male identified individuals were less likely to disclose an instance of sexual assault; this was also true for those who experienced assault at the hands of a significant other or date. Further, a history of having been deliberately given drugs or alcohol to facilitate non-consensual intercourse was a significant predictor for disclosure. This research was intended to fill the gap in the literature by focusing specifically on the determinants of sexual assault disclosure on a campus without a Greek system or a large, popular athletics program. Seeking to better understand the disclosure practices of students on such a campus, this research sought to closely examine the circumstances surrounding student sexual assault and how they interacted with the probability of disclosure. Implications for policy and practice regarding sexual assault prevention education on college campuses was discussed.

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3

Downing, Tracy Toft Wise Kevin Robert. "When response is news individual reactions to news websites that solicit reader opinion as moderated by need for closure /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6656.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 10, 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. Thesis advisor: Dr. Kevin Wise. Includes bibliographical references.

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4

Seemiller, Corey. "Experiences and Strategies of Student Affairs Professionals in the Implementation and Coordination of Leadership Courses for Credit Within Academic Units." Diss., Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1465%5F1%5Fm.pdf&type=application/pdf.

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5

Pustelnikovaite, Toma. "The working lives of migrant professionals : exploring the case of migrant academics." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/14129.

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This thesis examines the working lives of foreign-born academics who come to work to the UK. Its main aim is to understand the degree and conditions of migrant scholars' inclusion in professional practice abroad. The thesis fulfils this aim by developing a conceptual approach to encapsulate how migrant professionals' working lives are conditioned by the pre-existing professional structures. Grounded in the principle of social closure, this framework proposes that migrant professionals' employment abroad is influenced by the different forms and rules of closure, as well as by the sites in which closure rules are applied. The synthesis of the theoretical framework with findings from sixty-two interviews with foreign-born scholars employed in thirteen British universities shows that migrant academics' working lives are explained by ‘modes of incorporation'. ‘Modes of incorporation' designate the distinct ways in which the academic profession has reacted to the increased presence of foreign incomers, and comprise integration, exclusion, subordination and indifference. The proposed framework extends the understanding of the demographic change in professions, and offers a way to capture migrant professionals' movement across countries.

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6

Province, Terry Paul Baier John L. "An investigation into the factors leading to the closure of 40 private four-year colleges between 1965 and 2005." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12186.

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7

Rosenthal, Marina. "Close Quarters: College Women's Experiences of Campus Sexual Violence." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24172.

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College women face high rates of sexual violence and rarely report their experiences to school officials. Even when victims do report, their cases infrequently result in the expulsion of their perpetrators. As such, many college women continue to attend school with their perpetrators in the months and years following their assaults. No academic research has explored the experiences of these women coexisting with the person who harmed them. Furthermore, previous research on how perpetrators behave after acts of violence suggests the possibility that individuals who commit sexual assault on campus may try influence their victims after the assault by denying the assault, attacking the victim verbally, and reversing the victim and offender roles (a pattern referred to as DARVO). The current study explores the experiences of 113 women who were sexually assaulted during college, with attention to the impact of any ongoing contact they had with their perpetrators after their assault. This study also examined participants’ responses to two different kinds of acquaintance rape vignettes which varied in victim resistance. The results of this dissertation suggest that most campus sexual victims do indeed experience some contact with their perpetrator after their assault and nearly half of victims who experience such contact see it as having a negative effect on their wellbeing. Although a relationship between perpetrator contact and student health outcomes (mental, physical, and academic) did not emerge as expected, participants’ written descriptions of seeing their perpetrators provide support for the theory that contact with perpetrators is detrimental to victims’ health. The effects of victims’ contact with perpetrators are evidently complex and warrant further exploration.

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8

Province, Terry Paul. "An Investigation Into the Factors Leading to the Closure of 40 Private Four-Year Colleges between 1965 and 2005." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12186/.

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This study searches for a set of common indicators that contributed to the ultimate closure of 40 colleges and universities between 1965 and 2005. From research on related literature, a set of 31 contributing factors was identified by published experts and observers in higher education. That set of indicators was then used as a list of 31 questions answered by data found in newspaper articles, professional journals, published research work, published institutional records, data taken from the Department of Education, data taken from IPEDS, data published in historical recounts of the colleges of interest, etc. The data was accumulated in the form of yes/no responses to the 31 questions. Although the study involved only 40 colleges and universities this population represents the majority of institutions that pass the restrictions of limitations and delimitations described in the full document. The complete data set was processed using SPSS which produced ANOVA tables and level of statistical significance for each indicator question. The results indicate that out of the 31 original indicator questions there were two groups of statistically significant indicators. The larger group of indicators having statistical significance at the .05 level encompassed the smaller group having statistical significance at the .001 level. There were ten indicators in the first group with significance at the .05 level and seven in the second group with significance at the .001 level. Both groups conform to Bowen's revenue theory of cost associated with the operations of colleges and universities. The first group also has a cultural values component observed by a number of the experts cited in this study. The second is very tightly associated with Bowen's revenue theory of cost and Bates and Santerre's for profit theory of economics. Future research needs to be done to investigate the effect of such use of those indicators and to cause change in their use by educating those entities who are informed by those indicators.

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9

Parade, Stephanie H. "Attachment to parents and the close relationships of first semester college students." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1507Parade/umi-uncg-1507.pdf.

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Thesis (M.S.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Mar. 11, 2008). Directed by Esther M. Leerkes; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 39-47).

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10

Al-Naeem, Abdulhamid A. A. "An investigation of the classroom climate in the College of Education, King Faisal University, Saudi Arabia." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250611.

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11

Williams, Marrianne. "An Early Taste of College| A Closer Look at Dual Enrollment at Shasta College among Students at Anderson Union High School District." Thesis, University of California, Davis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706706.

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The percentage of students entering postsecondary education has steadily increased and college participation rates are currently reported at nearly 42% for persons age 18-24. However, the demand for a college-educated workforce continues to increase and various programs have been introduced to increase student success in college. One of those programs is termed "Dual Enrollment." The purpose of this study was to determine if a dual enrollment program implemented between the Anderson Union High School district and Shasta College increased students' perceptions of their own college readiness for reading, writing, and class participation. The results of the student assessment are compared with that of their peers who did not participate in the dual enrollment program. The participants were requested to complete a 20-question survey developed by the researcher. In the survey, participants were asked to assess their preparation in reading, writing, and class participation as well as provide responses to open-ended prompts. Participants were also asked to rate their overall preparation for college level work and to provide information related to outside factors that may affect college success. Finally, students' high school achievement data were used to provide background information related to student success. With a response rate of 31%, 92 of 301 students, the survey revealed that students who participated in dual enrollment assessed themselves as more prepared but in specific areas. Dual enrolled students felt more prepared in writing and an even greater difference for assessing themselves was revealed in their preparation for class participation.

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12

Rose, Linda Dean. "Teaching and learning in community college a close-up view of student success in accelerated developmental writing classes /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459901941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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13

Smith, Warren T. "Predictors of Academic Achievement among Students at Hillsborough Community College: Can School Engagement Close the Racial Gap of Achievement?" Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1778.

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In the United States today, significant gaps exist among the races along a variety of measures of academic success, including standardized test scores, grade point averages, and drop-out and graduation rates. In recent decades, social scientists and educators alike have sought to uncover the reasons for these gaps, and many have focused on the role of cultural and institutional factors within the school setting. In recent years, researchers have examined such factors as a students' school identification (Osborne 1997; Voelkl 1997), students' opportunities to learn and the classroom climate (Oakes 1985), students' sense of school belonging (Goodenow 1993), and of particular interest to this researcher, sense of school engagement (Fredricks, Blumenfeld and Paris, 2004). Using data drawn from the Community College Survey on Student Engagement (CCSSE) administered by Hillsborough Community College (HCC) in the spring semester of 2007, I explore (1) whether students' levels of academic achievement, as measured by grade point average, vary across racial groups, as much of the literature has shown; and (2) whether any of the observed racial differences in academic achievement can be explained by differing levels of school engagement. Results show that black students at HCC do, in fact, report lower academic achievement compared to their white counterparts, but that these racial differences persist even after controlling for levels of school engagement. In other words, school engagement predicts academic achievement for all students, blacks as well as whites. The strongest predictors of academic achievement for students at HCC are class attendance, quality of student-faculty relations, and hours spent studying.

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14

Riley, Allison C. "Soul Sisters and Brothers: Sanctification and Spiritual Intimacy as Predictors of Friendship Quality Between Close Friends in a College Sample." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu152199301442317.

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15

Knowles, Sally. "Getting up close and textual : an interpretive study of feedback practice and social relations in doctoral supervision /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071204.85056.

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16

Amado, Suzi. "Emotional Well-being Of The First-year University Students: Family Functioning And Attachment Styles." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606196/index.pdf.

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The present study aimed to reveal the effect of family functioning, attachment styles in romantic relationships, and city of origin on the emotional well-being of first year university students. 286 first-year university students from the Department of Basic English at Middle East Technical University participated in the study. They completed a demographic information sheet, the McMaster Family Assessment Device, the short-form Version of Experiences in Close Relationships Scale, the Beck Depression Inventory, the Beck Anxiety Inventory, and the Hopelessness Scale. ANOVAs were run to find out if there are significant differences in the emotional well-being of participants with different cities of origin and gender. To assess if there are significant differences in the emotional well-being between participants with different attachment styles and cities of origin, ANCOVAs (Gender as the covariate factor) were conducted. Finally, regressions were run to find out the relationship between demographic variables, attachment styles, family functioning, and emotional well-being of first-year university students. The participants who moved to Ankara when they started university were found to report more depressive symptoms than the participants who had been living in Ankara. Further significant differences were observed in the depression and hopelessness levels of participants with different attachment styles. In general, those participants having fearful attachment styles tended to have more depressive symptoms and hopelessness as compared to those having secure and preoccupied attachment styles. Regression analyses revealed that absence of secure attachment style, fearful attachment style, and problems in affective responsiveness in the family were associated with symptoms of depression. Gender, fearful attachment style, and communication problems in the family were found to be associated with symptoms of anxiety
and fearful attachment style, communication problems in the family and inappropriate family roles were found to associate with hopelessness. These findings were discussed with reference to relevant literature. Future research topics were suggested and thereupatic implications of the study were stated.

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17

Kane, Laura Rae. "SORORITY REJECTION: AN EMPIRICAL STUDY OF ATTRACTIVENESS, PERSONALITY, GRADE POINT AVERAGE, ACT SCORE, INVOLVEMENT, AND CLOSE FRIENDSHIPS AS PREDICTORS OF REJECTION FROM SORORITIES AND ITS RELATIONSHIP TO STUDENT DEPARTURE." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460729924.

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18

Edwards, P. R. "Does living close to heavy industry cause lung cancer? : investigation through a case control study employing the lifegrid approach to collect life course exposure data." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.598772.

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19

Bourke, James Raymond. "Living with Unresolved Grief and Uncompleted Tasks : Achieving Closure around Ambiguous Loss and Traumatic Events during Wartime." Thesis, 2014. https://vuir.vu.edu.au/27752/.

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This study examines how people deal with contentious life issues where high levels of ambiguity exist, specifically ambiguity arising from wartime losses where authorities declare a service person as Missing-in-Action or Killed-in-Action, without the recovery of a body.

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20

Escobido, Cesar. "Negotiating the Rapids: Transitional Moments of the Filipino and Karen Diasporas in Regional Victoria, Australia." Thesis, 2015. https://vuir.vu.edu.au/29795/.

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The established Filipino and the newly emerging Karen/Karenni communities, although satisfied with their immigration journey, perceive forms and processes of closure in the socio-economic and cultural spheres of the Australian society. The resettlement of hundreds of Karen/Karennis into the regional City of Geelong, Victoria, coincides with rapid socio-economic changes and wide-ranging ramifications due to globalisation. Forms and processes of social closure coupled with the local resistance to the processes of globalisation are deployed by those who control, maintain, and dispense forms of power by ensuring that these ‘Third World-looking’ immigrants do not pose a threat to the competition of scarce desirable opportunities in the labour market. In what could be considered times of turbulence and uncertainties, this study examines the lived experiences of the established Filipino and the newly emerging Karen/Karenni communities in the Geelong region. It addresses issues of difference hounding members of these diasporic communities, their engagement with access and equity, and relative positioning within the social inclusion/exclusion arena. By employing the Weberian theory of social closure in exploring the lived settlement and resettlement experiences of two immigrant communities, I aim to investigate the contemporary situation of members of these communities in regards to their positioning in the labour market relative to their qualifications and social capital, and the way they are included and excluded in many spheres of the mainstream of the host society.

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21

Hsu, Yueh-Ching. "Taiwanese and U.S. student adult attachment within close relationships." 2012. http://liblink.bsu.edu/uhtbin/catkey/1697795.

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The purpose of this project was to examine potential differences in undergraduate student attachment styles based on their nationality (Taiwanese and U.S.), gender (female and male), and the duration of their dating relationships (no relationship, less than 1 year, more than 1 year but less than 2 years, more than 2 years but less than 3 years, and more than 3 years). A total of 2,580 students participated in this study. Of these students, 1,298 were recruited from a university in Taiwan, and 1,282 were obtained from a university in the U.S. Due to a lack of culturally-sensitive attachment theory and measures for the Asian population, in the current project, the author created a new scale based on the five Eastern cultural constructs identified by Wang and Song (2010) in order to gather data to better understand Taiwanese relational patterns. However, rather than confirming the five cultural constructs, a three-factor solution was found in this project. This solution better fit the data for Taiwanese students. The three-factors that were discovered were dialectical thinking and interdependent self-construal, filial piety, and yuan. In the study to test the hypotheses, it was found that among the three cultural constructs, dialectical thinking and interdependency and yuan seemed to be more relevant to the attachment styles of Taiwanese students than filial piety. For the U.S. students, however, responses to yuan were significantly correlated with responses to attachment styles. Regarding the comparison between Taiwanese and U.S. participants, Taiwanese respondents seemed to relate to a dialectical thinking pattern, interdependency, and yuan better than U.S. students, while U.S. respondents rated higher on filial piety than the Taiwanese participants. In addition, the longer individuals were involved in a dating relationship, the lower they scored on attachment avoidance. Even though females' overall scores on avoidance were higher than males, being in a relationship had greater salience for females than males. Strengths, limitations, and implications for research, theory, and practice are discussed.
Department of Counseling Psychology and Guidance Services

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