Dissertations / Theses: 'Higher education and state'

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Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.

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Anwar, Wasim. "Higher education in Pakistan : from state control to state supervision /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/67351/thesisx291007.pdf.

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Gianneschi, Matthew Everett. "The effect of changes in state appropriations on voluntary giving to state supported universities." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280546.

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This study examines the relationship between levels of state appropriations and voluntary support at public colleges and universities. It first describes levels of state appropriations and voluntary support at public institutions for the period of 1993-2001. Changes over time and differences across institution types are highlighted. Additional analyses breaks down the figures into the sources (alumni, other individuals, corporations, and foundations) and the form (restricted or unrestricted) of voluntary support. Using ordinary least squares regression (OLS) and fixed effects regression techniques, this study then investigates how changes in state appropriations are related to private philanthropic giving to state supported institutions of higher education. This study uncovers the changes in form, source, and magnitude of voluntary support to public higher education resulting from changes in state appropriations. The study also examines whether these relationships differ by institutional competitiveness or Carnegie classification. The results of this study have important implications for higher education policymakers, practitioners, and researchers. Most important, the results suggest that donations to public universities are positively related to changes in state appropriations. That is, donors seem to be willing to support public universities if state appropriations increase; however, donors do not seem to be willing to replace reductions in state appropriations. Additionally, the results of this study reveal that disparities in voluntary support to public universities are a function of institutional complexity and prestige. Finally, the results of this study provide evidence that donations to public universities are typically restricted in nature. Consequently, the results herein provide no evidence that suggests that increases in voluntary support to public universities are replacing state appropriations or that public universities are "privatizing."

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Wang, Qinghua. "Higher education reform in post-Mao China : market forces vs. political control /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421623411&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 270-291). Also available for download via the World Wide Web; free to University of Oregon users.

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Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.

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Viehland, Dennis Warren. "Nonresident enrollment demand in public higher education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184740.

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The purpose of this study was to investigate the impact of changes in nonresident tuition on nonresident enrollment and tuition revenue in American public four-year colleges and universities. The economic framework used to examine this relationship was the human capital investment model, which assumed a two-stage model of student choice. The analysis calculated a price elasticity coefficient and a student price response coefficient for nonresident first-time freshmen in three institutional classifications (i.e., doctoral-granting universities, comprehensive universities, and baccalaureate institutions) and for all institutions combined. Nine institutional, economic, and demographic variables were regressed on the dependent variable--a ratio of probabilities of nonresident enrollment to resident enrollment. The regression equations were estimated in double-log functional form utilizing ordinary least squares procedures. The student data used in the study were Fall 1986 first-time freshmen enrolled in 435 public four-year institutions. The major findings of the study include: (1) The price elasticity of demand with respect to nonresident tuition for all institutions in the study was estimated to be -0.60. The student price response coefficient (SPRC) for a $100 change in tuition was calculated to be -1.69 percent. (2) The price elasticity of demand for baccalaureate institutions was estimated to be negative unitary elastic (i.e., -1.00). The baccalaureate SPRC was calculated to be -3.2 percent. (3) Nonresident enrollment demand was positively associated with migration patterns of the nonstudent population, employment rate in the destination state, and home state per capita income. In summary, nonresident students in the average public four-year college or university are only moderately sensitive to changes in price. Nonresident tuition increases in the public sector will cause relatively small declines in enrollment and will be accompanied by increased tuition revenue. Students at baccalaureate institutions are more sensitive to changes in price; tuition increases in these institutions will result in larger declines in enrollment and will have no impact on tuition revenue. Institutional officials and state policy makers should be aware of these results when considering the impact of changes in tuition on nonresident enrollment and institutional revenues.

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Stalowski, Nancy. "Philanthropic Funding and State Appropriations at Public Higher Education Institutions." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28260123.

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As state appropriations, once the primary public source of funding for higher education, have decreased, higher education institutions have attempted to increase the private funding they can generate in addition to increasing tuition. This shift from public to private sources of funding for public higher education institutions requires a better understanding of the relationship between these two sources of funding. The purpose of this study was to explore the change in philanthropic funding for public four-year higher education institutions from 2004–2018. It examined the relationship between state appropriations and philanthropic funding received by public four-year higher education institutions to determine if state appropriations were associated with philanthropic giving. It also investigated whether the relationship differed by institutional type and competitiveness to determine if it increased stratification among public higher education institutions. This study found that between 2004 and 2018, total philanthropic funding per FTE increased while state appropriations per FTE decreased. The main reason for these trends were decreases during the recession, where state appropriations per FTE decreased 21% while total philanthropic funding per FTE only decreased 3%. All types of philanthropic funding had a U-shaped growth curve showing a decline then increase except for foundation philanthropic funding per FTE, which grew linearly. State appropriations were found to be associated with the amount of philanthropic funding received. An increase in state appropriations was associated with an increase in philanthropic funding from 2004–2010, but a decrease in philanthropic funding from 2011–2018. There were significant differences by Carnegie classification and flagship status but none for Barron’s selectivity. There were also differences based on donor types. The findings add to the research on donor motivations in higher education by showing the differences in growth curves for different donor types. They also add to the literature on philanthropic funding during recessions by analyzing giving trends before, during, and after the Great Recession of 2008. Finally, results show that there was most likely an increase in the stratification of public higher education institutions as they shifted to more private sources of funding, as philanthropic funding is more unequally distributed than state appropriations.

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Buhler, David L. "The decline in state funding of public higher education in the United States| Competing budget priorities and state variations." Thesis, The University of Utah, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680845.

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State and national policy makers for 150 years have promoted public access to higher education, supported through state tax funds and more recently through federal direct appropriations and tax expenditures. In the past 3 decades, state tax funding of higher education has declined, resulting in increased reliance on tuition and reduced college affordability, thereby raising barriers to access. There are also vast differences in how well states fund higher education, with some providing more generous tax funds and others steadily providing less.

Higher education researchers have conducted ongoing inquiry regarding factors that may influence the level of state legislative support for higher education. These include institutional, political, economic, cultural, demographical, and fiscal factors. Several have pointed to what appears to be an inverse relationship between state funding of higher education and state funding of Medicaid.

This study employs regression analyses of a 20-year, 50-state panel of data (1992-2011), considering the changes in budget share devoted to higher education, Medicaid, K-12 Public Education, and Corrections. During that 20-year period, higher education's share declined in 33 states, Medicaid's increased in 44 states, and 28 states experienced both a decrease in higher education's share and an increase in Medicaid's. Also considered were political party control of states, and changes in Gross State Product. The analysis tries to determine if increases in Medicaid's share is contributing to a decline in the share for higher education, and whether the share for each budget category explains state funding variations.

A fixed effects regression model, taking into account both the differences within (across time) and between (across states), determined that 85% of the variation in the error term is due to the wide cross-sectional state differences. This calls into question much of the prior research that relied on ordinary least squares regression models, and did not account for what Zhu called "cross-unit heterogeneity". These findings indicate that additional research is needed, both quantitative (considering groupings of states rather than all 50 states), and interpretive case studies to elicit more insights and research questions that will yield more definitive answers about budgetary tradeoffs between higher education funding and other budgetary categories.

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Williams, Ramona A. "Assessing Students' Gains from the College Experience at East Tennessee State University." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2994.

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The purpose of this study was to determine what activities from the ETSU experience influence students' opinions about their growth and development. This study also examined the influence of sex, age, and classification in college. Three research questions and five hypotheses were examined. The Third Edition of the College Student Experiences Questionnaire (CSEQ) was the instrument used in this study. The CSEQ was administered to 50 undergraduate classes at East Tennessee State University during the Spring Semester 1994. There were 19 independent variables and five dependent variables in this study. The 19 independent variables included students' scores on the 14 Quality of Effort Scales along with sex, age, and classification in college. The dependent variables were five factors extracted from the Estimate of Gains Scale. This study utilized a correlational research design with five hierarchical multiple regression models (one for each of the five factors). All hypotheses were tested using an alpha level of.05. Results showed that the five factors extracted accounted for 60.8% of the variance in the Estimate of Gains Scale. The five factors were Factor I (Personal/Social Development), Factor II (Intellectual Skills), Factor III (Science/Technology), Factor IV (General Education, Literature, Arts, and Social Sciences), and Factor V (Vocational Preparation). For each of the five factors, the combined effects of age, sex, classification in college, and the Quality of Effort Scales explained more of the variance in the Estimate of Gains Scale than did age, sex, and classification in college alone.

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Combs, Alex Eugene. "STATE SUBSIDY COMPOSITION IN HIGHER EDUCATION: POLICY AND IMPACTS." UKnowledge, 2018. https://uknowledge.uky.edu/msppa_etds/29.

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Higher education is the third largest state expenditure behind K-12 and Medicaid but is generally more discretionary than most other budget categories. As demographic trends and economic downturns constrain state budgets, the delivery of state subsidies in higher education has increasingly shifted toward students via grant aid and away from institutions via appropriations. Since the 1990s, many states have changed the composition of their state subsidies in higher education to varying degrees. There is a rich literature that examines the effects of state subsidies on various aspects of the higher education market. This dissertation aims to contribute to the literature on two broad fronts. First, rather than state subsidy levels, theoretical and empirical emphasis is placed on subsidy composition, or the distribution of subsidies across three primary modes of delivery—appropriations, need-based grants, and non-need-based grants. This focus is meant to reflect the policy decision faced by states, especially during times of fiscal stress, and reveal insights into important economic considerations. Second, differential impacts of state subsidies are examined not only with respect to student ability and income but also college inputs of academic quality and amenities. College amenities are an important input in the higher education market in need of more theoretical and empirical analysis. The introduction briefly discusses the economic rationale for public subsidies in higher education and the complexity confronting states to subsidize the cost of college under various constraints and policy goals. Chapter 2 aims to orient the reader to the policy, trends, and research pertaining to state subsidies in higher education. Chapter 3 theoretically examines the response in student demand for educational resources and amenities to changes in state subsidy composition from which several policy implications and directions for future research are considered. Chapter 4 focuses on subsequent effects that changes in demand between educational resources and amenities may have on institutions. State subsidies and institutional expenditures between 1990 and 2016 are examined in order to determine whether the composition of state subsidies causes in-state institutions to alter expenditures in a way that reflects a divergence between educational and amenity inputs. Chapter 5 considers the role of college student migration with respect to state subsidies and student outcomes. State subsidies impact college choice, and in turn, alter the distance students migrate to attend college. The effect of distance on college student success is theoretically and empirically examined. Chapter 6 concludes with a summary and discussion of the main findings as well as ideas and directions for future research.

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Seagle, Edward Earl Jr. "Faculty Burnout In The California State University System." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3362.

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Purpose. The purposes of this study were to determine: (a) to what extent does faculty burnout exist within the California State University (CSU) system; (b) the correlation between faculty burnout and various demographic factors; (c) the correlation of the measured variables of burnout as related to self-perceptions; and (d) the dimensions of burnout within the CSU system. Procedures. Full-time faculty from each of the 19 CSU campuses were surveyed. Two questionnaires were used to canvass respondents' feelings of burnout: (a) Maslach Burnout Inventory (MBI) and (b) Faculty Feeling Survey. The number of responses analyzed was 370. Findings. Comparing the CSU faculty with MBI norms, CSU faculty scores indicated fewer feelings of being overworked, mentally exhausted, and experiencing ambivalence toward recipients of their services. Respondents' scores indicated slightly higher feelings of personal accomplishment as compared to the MBI norms. Comparing CSU faculty scores with various demographic data, the findings show no significant difference among the 19 campuses, department size, marital status, and the highest degree earned. Demographic variables which indicated significance were the job classification of Assistant Professor reporting the lowest burnout on both Personal Accomplishment subscales; tenure track faculty were less burned out and experienced higher personal accomplishment; newer faculty experienced lower burnout on Personal Accomplishment-Intensity subscale; females rated higher burnout on both Emotional Exhaustion subscales than males, yet more personal accomplishment. The 31 to 40 age group reported the lowest burnout on Personal Accomplishment subscales; Blacks indicated lower burnout on Personal Accomplishment-Frequency subscale; and faculty in their present job for five years or less demonstrated higher burnout on both Emotional Exhaustion subscales. Faculty with 6 to 10 years total teaching experience displayed higher burnout on Depersonalization-Frequency; faculty missing more work days reflected higher burnout on Emotional Exhaustion-Frequency; and the majority of faculty who had not taken a sabbatical revealed they were less burned out on the Personal Accomplishment-Intensity subscale than did those who had taken a sabbatical.

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Wall, Karen J. "ADMINISTRATIVE DEVELOPMENT FOR ACADEMIC DEANS IN THE CALIFORNIA STATE UNIVERSITY SYSTEM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/156.

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Over the years, the academic dean position has evolved from mainly focusing on student matters to an emphasis on promoting quality teaching and academic programs. The dean’s role is comprised of academic and administrative duties and responsibilities, requiring working with various stakeholders. The complexities associated with reduced budgets, increased enrollment demands, guarantee of quality education, and expectations from the private and public sectors create a perennial need for strong, competent leaders. Attributes for those in the dean’s position have been described as being able to keep peace among various groups with competing priorities. Other abilities address the many internal and external pressures confronting the position, and the need to motivate, plan, and establish a shared vision for the college. Research has found academic deans traditionally advance from faculty to administration with few opportunities to train for the administrative leadership aspect, having trained and oriented predominately for academic careers in scholarship and teaching. In the absence of administrative training, academic deans have found they lack the breadth and depth of administrative leadership practices. This research study examined the essential administrative competencies and preferred professional development method for academic deans responsible for discipline-specific colleges within the California State University (CSU) system. The study employed a mixed methods research design for the collection and analysis of quantitative and qualitative data. The findings from the surveys and interviews revealed significant results for identifying essential administrative competencies, and preferred professional development methods for effective academic deans. A common theme that emerged was that their prior academic training and experience did not provide a significant amount of transferable skills. Interview results described serving on committees, working with mentors, training with immediate supervisors, and attending professional development programs as the methods selected for administrative development. Survey results identified hands-on experience, and attending seminars as the most preferred professional development methods for the majority of administrative competencies.

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Wan, Kar-ho Calvin. "Government policy on tertiary education." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

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Schaffer, Lonnie J. "Implementing state transfer policies: A case study of Virginia's state *policy on transfer." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618589.

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Using a collective case study methodology, this policy-oriented research examined how Virginia's state Policy on transfer has been implemented at selected public colleges and universities. A conceptual framework of policy definitions was used to examine how the policy is understood in various contexts and what the policy's effects have been at the campus level.;Based on quantitative transfer data, five community colleges and four state universities were selected for study. The cases captured a wide range of transfer activity and college characteristics with the expectation that different understandings of the policy would produce different effects. How colleges defined the policy and assessed the policy's effectiveness was inferred from campus interviews and the institutions' transfer-related documents.;Results supported previous research findings that transfer activity is closely related to institutional culture and the climate for higher education in the state. Results also demonstrated that policy implementation is an interactive and iterative process that enables policy to support many meanings. Thus, in spite of a uniform sate policy, Virginia's transfer policy is not one, but many.;Further study is needed into how policy is implemented and its effects in states with more prescriptive transfer policies. Research is also needed into the effects of market forces on transfer activity. Finally, this policy study demonstrated that transfer is no longer a linear process of students moving from two- to four-year institutions, suggesting that alternative models of student progression should be explored.

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Baker, Jonathan Tyler. "In a State of Access: Ohio Higher Education, 1945 - 1990." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591187230823684.

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Thompson, John Paul 1947. "Issues for the Nineties: An Analysis of 14 State Master Plans for Higher Education." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278185/.

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The purposes of this study are (1) to identify the major policy issues being addressed by state agencies responsible for coordinating and regulating higher education; (2) to develop a classification system through inductive "clustering" that will aid in the analysis and synthesis of the major policy issues facing state coordinating boards for higher education; (3) to classify these policy issues; (4) to compare the goals and strategies of the various states; (5) to propose a list of significant policy issues that institutions and state agencies of higher education may face through the 1990s and into the 21st century.

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Lee, Suk-yee Teresa. "An analysis of planning in higher education policy in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1871609X.

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Gross, Ronald D. "A Survey of Sophomore Students' Impressions of Academic Advising Services at East Tennessee State University." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2690.

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This study of sophomore students' at East Tennessee State University was conducted to determine students' impressions of the institutional academic advising program, to assess students' level of satisfaction with the academic advisor's assistance with those topics discussed in academic advising sessions, and to determine students' impressions of their academic advisor. The data collected in this study revealed that the sophomore students at ETSU were slightly dissatisfied with their advisor's assistance. Data derived from comparative analyses for differences in impressions of academic advising services found that specific demographic groups were basically neutral in their satisfaction with advising. Few statistically significant differences were found in these demographic groupings. A comparative analysis of ETSU students to a national norm study revealed significant differences in the impressions of academic advising services. The ETSU students were significantly less satisfied than students from the national norm study. The data in this study indicated there was a need for improving the academic services available at ETSU. Several recommendations were made. Institutional strategies and programmatic strategies were outlined to improve academic advising at ETSU.

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Chan, Pik-ha. "The governance and control of public higher education models and operations in Hong Kong and Macau /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501625.

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Wilson, Marie Elaine. "Collective bargaining in higher education: A model of statutory constraint." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185108.

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This dissertation explores the impact of the state public sector legal environment as a determinant of the governance content of faculty collective bargaining agreements. Using content analysis, the legal environment and contractual content are reduced to quantities that may be explored through the lens of population ecology. Legal environment is determined to have a significant impact on the development of contractual content and individual factors of governance and statutory form are identified. Specifically, the statutory scope language and reservation of management rights are seen as the primary environmental forces determining policy and rule issues in contractual content. Further, the relevant temporal element for an ecological model appears to be the tenure of public sector bargaining in each state. National affiliation, institutional type and other temporal variables do not have a significant impact on governance language. Implications and directions for further research are discussed.

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Freeman, Catherine Elaine. "Missouri and Oklahoma a comparative study of political culture and state higher education planning and policy making /." Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9111523.

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McHenry, Kristen L., and Bethany H. Flora. "Key Elements of a State Master Plan in Higher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2999.

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A master plan in higher education is developed to address the academic and workforce needs of a particular state. The master plan helps serve as the roadmap for implementation of proposed strategies to reach state goals in education and degree attainment. In Tennessee, Drive to 55 is a state-wide effort to increase the number of Tennesseans with a higher education credential to 55% by the year 2025. In an attempt to gain a deeper understanding of the key elements within state master plans, an independent review of ten state plans was conducted. The states involved in the analysis were Tennessee, Virginia, West Virginia, New York, Colorado, Arkansas, Nevada, Louisiana, Connecticut, and Massachusetts. The informal review revealed four key elements of state master plans in higher education: accessibility, affordability, accountability, and success. A consensus to reach underserved, underrepresented, or nontraditional students could be found among all ten states. Increasing accessibility to higher education can help abridge achievement gaps and eliminate disparities. Through responsible planning, management of resources, and assistance of those with demonstrated financial need, a quality higher education degree or credential that is affordable could be obtained. Accountability is measured in various ways by the ten states; however, clear expectations for performance are needed to ensure student success and positive institutional outcomes are experienced. A key element of success was noted to be college readiness and characteristics of students including determination and grit. Nine out of the ten states reviewed had some form of performance-based funding measures in place; providing incentives for institutions to help students successfully complete degree programs

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Atuahene, Francis. "A policy analysis of the financing of teriary education institutions in Ghana an assessment of the objectives and the impact of the Ghana Education Trust Fund /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1160006095.

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Cartwright, Debra K. "Strategic responsiveness to institutional pressures : resistance and internalization strategies in response to conflicting institutional pressures regarding assessment in higher education /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901222.

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Johnston, Iain Mark. "In the wrong class : a comparative analysis of the British Labour Party's political discourse of higher education and social class with the Barlow, Robbins and Dearing reports /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190525.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 186-201). Also available for download via the World Wide Web; free to University of Oregon users.

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Wright, Rebekah E. "OER Adoption in Higher Education| A Case Study of Stakeholders' Perceptions at a Florida State College." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10982191.

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The purpose of this case study was to document stakeholders’ perceptions of adopting and integrating OER materials in higher education. Specifically, this study sought to understand the perceptions of institutional faculty, librarians, instructional designers, and students with the adoption and use of OER at a state college in east Florida. Semi-structured interviews were conducted with institutional faculty, librarians, and instructional designers. A survey was distributed to students enrolled in OER integrated courses during the Spring semester. Theoretical perspectives on the adoption and diffusion of OER as an innovation were grounded in Roger’s Diffusion of Innovation theory.

An analysis of the data revealed that stakeholder perceptions are a key factor in the rate of adoption and diffusion within the institution. Faculty perceptions of resource quality and time involved to curate the resources proved challenging for OER adoption and integration. Instructional designers perceived the resources as time consuming yet highly accessible. Librarians perceived the resources as beneficial, but a lack of awareness and understanding of licensing rules made adoption and integration challenging. Students perceived the resources as advantageous, above average in quality, and just as effective as traditional textbooks. Despite the challenges presented, stakeholders agreed that access to the resources and the cost savings for students were significant enough to outweigh the time involved to locate, adapt, implement, and utilize the resources.

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Reyes, Ginger Q. "Identified enrollment management practices in the California State University system." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682381.

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This study focused on the California State University system's enrollment management activities. For schools in California who rely on state funds, managing enrollment has to be balanced with competing campus priorities, limited resources, volatile economic times, and the primary mission of the system which is serving students whose goal is to achieve a college degree.

Hossler and Bean (1990) defined enrollment management as the activities a campus conducts and how it organizes itself in order to influence student enrollment. Enrollment management components consist of marketing, admissions and recruitment, academic advising, career planning and placement, academic assistance programs, institutional research, orientation, financial aid, retention programs, and student services and activities (Hossler, 1984).

Individuals in leadership roles ranging from the presidents to administrators in various academic and student affairs areas were invited to participate in the study. A survey that inquired about campus enrollment management activities and perceived effectiveness of those activities was distributed through the campus system with support from the Chancellor's Office. Responses were received from each of the 23 campuses with a range of 1 to 6 respondents per campus.

A total of 90 surveys revealed the most prevalent enrollment management activities included the use of current students in the recruitment process, campus visits by prospective students, and the use of recruiters making visits. Also, the utilization of professional advisors in the advisement of students was used at a majority of campuses. Almost all the campuses had academic assistance programs in reading and study skills as well as used student tutors. Orientation activities were prevalent amongst all the campuses though student dropout follow-up, services addressing non-traditional students, and programs focused toward commuter students were found to be inconsistent amongst the campuses.

From this study, the following conclusions were determined. Certain components of enrollment management, such as recruitment and institutional research, could be standardized. Enrollment management components such as academic advisement and learning assistance must stay within the choice of campus so they can have the latitude to meet the needs of the students they serve. Enrollment Management activities focus on the goal of student retention and persistence

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Lee, Sophia Te-Yu. "Overeducation in higher education a case study of early childhood education in The Ohio State University /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155704836.

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Nelson, Jesse Y. "In pursuit of postsecondary equity evaluating the Washington State Achievers Program /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243777.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006.
Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4478. Adviser: Edward P. St. John.

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Hewitt, Desmond. "Excellence in critical condition : the current state of English higher education." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77135/.

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This thesis argues that excellence is emancipatory in the sense that it promotes individual and collective transformation and it traces this idealized concept back to Aristotle and the concept of eudaimonia (Aristotle: 2009). This is the idea that excellence promotes happiness and well-being; it enables human beings to flourish and live to their full potential. In short, the thesis is about the potential of higher education to transform lives, in particular those of young people. Thus the fundamental premise of the thesis is that a legitimating principle of English higher education is excellence defined as the Hellenic ideal and that excellence is emancipatory. The thesis operates from the perspective of Critical Theory and operationalizes the theories and concepts of Habermas. It argues that the political discourse of excellence – the economic imperative of competition - eclipses emancipatory excellence in discourse but that in the lifeworld of the university this transformational concept of higher education remains unaffected as a legitimating principle, despite recent government reforms. In a further subsidiary argument, the thesis argues that the emancipatory interests of the university, particularly those of social science are inextricably linked to those of wider society (Barnett: 1994; 2; Habermas: 1977; 1978; 1988) and that this critical normative claim can be realized in an ideal speech situation. The thesis argues that the ideal speech situation already exists in the scientific-public validation of Critical Theory geared at world construction (Strydom: 2011; 158) but that a space for a new discursive event exists in the wider public community of knowledgeable social agents (Bohman: 1999; 475; Nowotny: 1993; 308). This thesis is argued for using material from in-depth, semi-structured, conversation-led research interviews which were conducted with senior administrators, higher education policy specialists and academics across the English higher education sector.

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Clark, Ryan Keith. ""Top down" : an analysis of state implementation of a federal teacher accountability policy /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1331413341&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-138). Also available for download via the World Wide Web; free to University of Oregon users.

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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia." Thesis, Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /." Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

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Hunt, Amber Michelle. "Data Envelopment Analysis: An Alternative Approach to Ohio's State Share of Instruction Allocation." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1403855659.

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Stevens, Robert Allan. "Demise of an antebellum college| A history of Illinois State University." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105075.

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This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark’s (1972) concept of “organizational saga,” the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford’s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta’s (2008) unique model of antebellum denominational college survival helped identify ISU’s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school’s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.

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Bhagavan, Manu Belur. "Higher education and the "modern state" : negotiating colonialism and nationalism in princely Mysore and Baroda /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Yung, Po-shu Benjamin. "Needs analysis and planning : a review of the provision of tertiary education, 1978-90 /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13014250.

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Jewell, Jessica M. "Faculty Life in an Illiberal State: Hungarian Collegiate Faculty Work Life Vignettes." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554619415854043.

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Zhao, Jielu. "A descriptive study of the centralized system of higher education in China." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170045/.

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Milner, Patricia E. "Regulating the new borderlands| An event history analysis of state cross-border distance higher education policy adoption." Thesis, University of Colorado at Colorado Springs, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560685.

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Cross-border state distance higher education policy is a complex web of complicated and often contradictory regulations stretching across 50 states and 14 US territories. This study examined the applicability of strategic choice theory to state higher education policy innovation in the context of the adoption of polices that regulate the distance education operations of out-of-state, regionally accredited higher education institutions. Using Event History Analysis, the role of power structures and the political and social environment in which policy adoption decisions were made were examined alongside established policy adoption predictors. Significant applicability of strategic choice theory to state distance higher education policy adoption was identified. Findings indicate that cross-border distance higher education policy adoption diverges from established trends in state higher education policy adoption, and that public and non-public institutions have the potential to play key roles in shaping future policy adoption.

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Archibald, James G. "The State of the Faculty Senate: Roles, Responsibilities, and Senate Leadership." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304971053.

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42

Lam, Kam-shing. "The structure of higher education in Hong Kong during the transitional period determinants and implications /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626068.

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Braganza, Agnes Logan. "Beyond the campus: Image and saga of the state coordinating council: A case study of the State Council of Higher Education for Virginia, 1977-1987." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618484.

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The purpose of this study was to contribute to an understanding of the milieu in which higher education policy is formed in the United States, using the Commonwealth of Virginia as a case study seeking to explain the image and saga of its State Council of Higher Education. Virginia is an appropriate state upon which to focus because it is taking its place among the leading states in public higher education.;Although control of higher education policy now resides largely in the states and their statewide coordinating councils and governing boards, there is not a clear identity of any state's presence. This study was an attempt to determine if such an identity exists, and, if so, to describe it using a distinctive approach to the recent history of American higher education.;Papers, policy and position statements, documents and Council minutes of State Council of Higher Education for Virginia (SCHEV) from 1977 to 1987 were studied. Interviews were conducted with persons involved in higher education in the Commonwealth 1977 to 1987. to evaluate legislative opinion about SCHEV, a questionnaire was mailed to each member of the 1988-89 General Assembly and responses compared with those from a similar 1976 survey. Newspaper reports and news releases were analyzed.;It was hypothesized that the concept of organizational saga which Burton Clark developed to explain campus image and evolution is useful as a method of analyzing and describing a statewide coordinating council of higher education.;It was concluded that the Clark's concept of organizational saga fits the State Council of Higher Education for Virginia. as the story unfolded, it showed a formal organization with its own legend, with its own set of beliefs, and with pride in itself for major accomplishments in improving the state's system of higher education.;Further study is recommended on the appointment process by which lay persons fill positions on the higher education bodies, on measuring the effectiveness of statewide coordinating boards and the influence of their executive officers, on the construction of target budgets of the state system of higher education, and on the relationship between the State Council and the General Assembly.

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Tolofari, Sowaribi Victor. "The commodification of higher education in the welfare state of Sweden exploring the possibilities /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/485/.

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Collins, David D. "Funding of Higher Education in Tennessee: A Qualitative Study of the Perceptions of State Legislators and Higher Education Leaders." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2897.

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The purpose of this study was to identify issues that are considered important to the legislators and higher education leaders of Tennessee in making decisions that affect the funding of higher education. A further purpose was to identify actions that such individuals believe should be taken by higher education leaders to ensure that higher education is accountable and worthy of continued or increased financial support. Using a qualitative research design, interviews were held with 10 legislators and 6 higher education leaders selected in accordance with the concept of purposeful sampling. Legislative participants included five members from the Senate and five members from the House of Representatives. All participants served on either the Education Committee or Finance Ways and Means Committee within their chamber. Higher education leaders consisted of a university president, the President of the University of Tennessee System, Chancellor of the Tennessee Board of Regents, Executive Director of the Tennessee Higher Education Commission, Comptroller of the Treasury, and a member of the University of Tennessee Board of Trustees. Issues identified from the interviews were reduced to eight categories: (a) issues affecting higher education and (b) findings regarding the accountability of higher education. The issues category was divided into eight categories: (a) financial issues that was further subdivided into funding issues, accountability issues, capital expenditures, taxes, fees, and other general financial issues; (b) administrative structure and costs; (c) quality outcomes; (d) faculty issues; (e) technology; (f) program duplication; (g) relationship to K-12 education; and (h) other general issues. Issues that emerged related to accountability included the measurement of educational outcomes and the communication of those results to legislators and the public. Based on the findings of this study, three recommendations are offered: (1) a committee consisting of appropriate representatives should be established to study the issue of accountability and determine appropriate measurements that will provide relevant information; (2) leaders in higher education should make a concerted effort to improve communication with legislators and their staffs; and (3) those in higher education must improve their communication with the public.

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Johnson, Pamela. "An Exploration of Critical Latin American Historical Analyses of the Capitalist State and the University System in Argentina." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This investigation into certain elements of critical Latin American Literature was prompted by the apparent post-1980s neglect by academics of Anglo-Saxon origin to engage with the state and social class, in the contextual framework of the political economy, as central elements of social analysis. This analytical perspective of the state was marginalised by post-modernism and post-structuralism during the 1980s and 1990s with the state re-defined by contemporary globalisation theorists according to a notion of the nation-state. This constitutes one element of an overaching configuration of power relationa and networks comprising a variety of transnational players who assume political and economic roles to pursue their interests. This designation of players detracts from the centrality of class as an analytical tool, preferring to dwell on notions of power and conflict without pursuing tha analysis to its fundamental origin in a system of control and ownership of resources by dominant transnational corporations. An abandoning of the state as a central conceptual tool has coincided with changes , in the way the role performed by the university is conceptualised, foregrounding symptoms of an ideological intrusion by neoliberal discourse concerning the role of the University, rather than locating the cause. Hence the greater struggle for ideological hegemony that occurs within society, waged by the mass media, as mouthpiece of implementation by agents of transnational financial capital, and progating a neoliberal discourse, seems overlooked.

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Yung, Man-sing. "Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.

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48

Herndon, Matthew Craig. "The Public Benefits of Higher Education: Examining the Relationship Between State Spending on Higher Education and the Formation of Human Capital." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26559.

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This study contributes to the literature on the economic value of higher education by examining the extent to which a set of independent variables, including two measures of state spending on higher education predict the formation of human capital. The findings suggest that, in most states, increases in state spending per full-time equivalent enrollment in public higher education predict decreases in the formation of human capital, while increases in state spending per capita on public and private higher education predict increases in the formation of human capital. This suggests that the relationship between state spending on higher education and the formation of human capital is dependent on the measure of state spending used. Attempts to increase the formation of human capital should focus on increasing state spending per capita on public and private higher education. This study also analyzes time-series data from states, grouped by income inequality and changes in productivity, to examine the extent to which changes in a single measure of state spending on higher education predict changes in the formation of human capital. The results indicate that increases in state higher education spending do not benefit all states. Increases in state higher education spending predict increases in the formation of human capital in states with low productivity growth and in states with low levels of income inequality. In states with high productivity growth, increases in state higher education spending predict decreases in the formation of human capital.
Ph. D.

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Dar, Luciana Nogueira. "The politics of higher education spending in the American states." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1998518551&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Bendriss, Rachid. "Internationalization Efforts at State Universities in Florida." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2185.

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Today's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study was to explore the extent to which internationalization had been realized in Florida's public universities by determining (1) whether there was a relationship between articulated commitment and the level of internationalization; (2) whether there was a relationship between curriculum and the level of internationalization; (3) whether there was a relationship between organizational infrastructure and the level of internationalization; (4) whether there was a relationship between funding and the level of internationalization; (5) whether there was a relationship between institutional investment in faculty and the level of internationalization; and (6) whether there was a relationship between international students/student programs and the level of internationalization. Data derived from the internationalization survey were used to analyze the six research questions by employing descriptive statistics, Pearson coefficient of correlation, and Chi-Square tests. There were strong positive correlations between the six categories noted above and the level of internationalization efforts in Florida public universities. Implications for practice include the development of various strategies to help internationalize their campuses and the student learning experience.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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Dissertations / Theses on the topic 'Higher education and state'

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