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Murphy, Noela Winifred, and n/a. "Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning." Griffith University. Griffith Institute of Higher Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.172036.
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This thesis aims to contribute to the understanding of research higher degree supervision and thereby its enhancement. My study departs from the current emphasis on issues of practice to offer a set of scholarly understandings embedded in the beliefs that supervisors and candidates hold about supervision and closely related academic mailers. It is aligned with the movement over the past two decades towards concentrating on understanding why teachers and students behave in particular ways, rather than describing what they do and how they do it. I draw on the literature of research higher degree (RI-ID) supervision, the conceptual framework of beliefs research and Gadamer's concept of the hermeneutic circle to argue that supervision is best understood as a plexus of closely related educational beliefs about research, teaching, learning and supervision. Research from this perspective acknowledges supervisions plural, multifunctional character and its holistic nature. The beliefs construct recognises the powerful effect that individualsibeliefs and attitudes have on the way they define educational tasks, make related decisions and prefer to act. Thirty-four participants from one engineering faculty were interviewed about their beliefs about the four components of the supervision plexus. Entire transcripts were coded, using a three-phase, inductive method of analysis incorporating constant-comparative techniques and conceptual field principles, to reveal individuals integrated thinking about the whole process of supervision. This method ensures that the findings remain embedded in the data and retain the richness of individual experience. I identified four different core tendencies to the plexus, based on two bipolar frames - controlling/guiding and task-focussed/person-focussed kinds of beliefs. The result is four global orientations to supervision: controlling/task-focussed, controlling/person-focussed, guiding/task-focussed and guiding/person-focussed. Subcategories accommodate individuals whose beliefs differ in specific aspects but whose focal beliefs fit the global group. Each orientation is elaborated by an orientation belief profile - an integrated system of beliefs about the aspects of the plexus that are common to the individuals in that category iso the profiles describe the orientations as much as they describe the individuals in each category. The beliefs in each profile are organised into six belief clusters and different dimensions of the beliefs describe each orientation. To show the location, density and type of inter-linkages among beliefs and belief clusters orientation webs were drawn. The four webs exhibit a high degree of interconnectedness among beliefs, confirming my contention of a supervision plexus of co-dependent and logically interrelated components. Research findings indicate that practitioners beliefs about teaching are central and powerful in determining their supervisory goals and their predisposition towards particular pedagogical approaches to achieving them. With this advanced understanding of the pedagogy of supervision, a case is built for viewing research higher degree supervision as a teaching activity within the university, and positing its management as a 'joint portfolio' between the teaching and learning centre and the research centre of the university. Other findings are that controlling/task-focussed beliefs are generally favoured by RI-ID candidates and that guiding/person-focussed beliefs more commonly describe the way supervisors think about supervision. Although their strategic enactment may differ according to circumstance, beliefs were found to be consistent across contexts. The supervisors role in shaping candidates' beliefs is seen to be diminished by the influence of candidates' preexisting beliefs about teaching. The study establishes a variety of understandings about supervision within this one engineering faculty, suggesting that pedagogical understandings may be more powerful than disciplinary expectations and attitudes as determinants of supervisory behaviour. The view of RI-ID supervision discussed in this thesis builds on the earlier research in meaningful ways that enhance our understanding of the process as a whole. The thesis provides possibilities for linking that research with more fruitful and rewarding doctoral experiences for supervisors and candidates.
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Murphy, Noela Winifred. "Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366464.
Full textAbstract:
This thesis aims to contribute to the understanding of research higher degree supervision and thereby its enhancement. My study departs from the current emphasis on issues of practice to offer a set of scholarly understandings embedded in the beliefs that supervisors and candidates hold about supervision and closely related academic mailers. It is aligned with the movement over the past two decades towards concentrating on understanding why teachers and students behave in particular ways, rather than describing what they do and how they do it. I draw on the literature of research higher degree (RI-ID) supervision, the conceptual framework of beliefs research and Gadamer's concept of the hermeneutic circle to argue that supervision is best understood as a plexus of closely related educational beliefs about research, teaching, learning and supervision. Research from this perspective acknowledges supervisions plural, multifunctional character and its holistic nature. The beliefs construct recognises the powerful effect that individualsibeliefs and attitudes have on the way they define educational tasks, make related decisions and prefer to act. Thirty-four participants from one engineering faculty were interviewed about their beliefs about the four components of the supervision plexus. Entire transcripts were coded, using a three-phase, inductive method of analysis incorporating constant-comparative techniques and conceptual field principles, to reveal individuals integrated thinking about the whole process of supervision. This method ensures that the findings remain embedded in the data and retain the richness of individual experience. I identified four different core tendencies to the plexus, based on two bipolar frames - controlling/guiding and task-focussed/person-focussed kinds of beliefs. The result is four global orientations to supervision: controlling/task-focussed, controlling/person-focussed, guiding/task-focussed and guiding/person-focussed. Subcategories accommodate individuals whose beliefs differ in specific aspects but whose focal beliefs fit the global group. Each orientation is elaborated by an orientation belief profile - an integrated system of beliefs about the aspects of the plexus that are common to the individuals in that category iso the profiles describe the orientations as much as they describe the individuals in each category. The beliefs in each profile are organised into six belief clusters and different dimensions of the beliefs describe each orientation. To show the location, density and type of inter-linkages among beliefs and belief clusters orientation webs were drawn. The four webs exhibit a high degree of interconnectedness among beliefs, confirming my contention of a supervision plexus of co-dependent and logically interrelated components. Research findings indicate that practitioners beliefs about teaching are central and powerful in determining their supervisory goals and their predisposition towards particular pedagogical approaches to achieving them. With this advanced understanding of the pedagogy of supervision, a case is built for viewing research higher degree supervision as a teaching activity within the university, and positing its management as a 'joint portfolio' between the teaching and learning centre and the research centre of the university. Other findings are that controlling/task-focussed beliefs are generally favoured by RI-ID candidates and that guiding/person-focussed beliefs more commonly describe the way supervisors think about supervision. Although their strategic enactment may differ according to circumstance, beliefs were found to be consistent across contexts. The supervisors role in shaping candidates' beliefs is seen to be diminished by the influence of candidates' preexisting beliefs about teaching. The study establishes a variety of understandings about supervision within this one engineering faculty, suggesting that pedagogical understandings may be more powerful than disciplinary expectations and attitudes as determinants of supervisory behaviour. The view of RI-ID supervision discussed in this thesis builds on the earlier research in meaningful ways that enhance our understanding of the process as a whole. The thesis provides possibilities for linking that research with more fruitful and rewarding doctoral experiences for supervisors and candidates.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
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Page, Christopher. "INFLUENCES ON DOCTOR OF EDUCATION STUDENTS WHO HAVE COMPLETED ALL PROGRAM REQUIREMENTS BUT DISSERTATION." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3712.
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This study explored the influences on Doctor of Education (Ed.D.) students who have completed all required coursework for their degree, but have not finished their dissertation, in an effort to identify factors influencing degree completion. Past research documents an increased time-to-degree (TTD) for Ed.D. students, which has a negative impact on K-12 and higher education, as well as on business, government, and society. This study examined Ed.D. students enrolled at a private teaching college in northern California by use of a survey built upon the framework of Bean’s nine themes of college student retention. It analyzed demographic indicators as well as the professional and personal priorities and how these characteristics interface with the demands of completing a doctoral dissertation. The results highlight key differences between Ed.D. students and other graduate and undergraduate students to understand the reasons behind their increased TTD.
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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.
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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.
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McGregor, Rowena. "Education higher degree research students writing for publication." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63275/1/Rowena_McGregor_Thesis.pdf.
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Higher Degree Research (HDR) student publications are increasingly valued by students, by professional communities and by research institutions. Peer-reviewed publications form the HDR student writer's publication track record and increase competitiveness in employment and research funding opportunities. These publications also make the results of HDR student research available to the community in accessible formats. HDR student publications are also valued by universities because they provide evidence of institutional research activity within a field and attract a return on research performance. However, although publications are important to multiple stakeholders, many Education HDR students do not publish the results of their research. Hence, an investigation of Education HDR graduates who submitted work for publication during their candidacy was undertaken.
This multiple, explanatory case study investigated six recent Education HDR graduates who had submitted work to peer-reviewed outlets during their candidacy. The conceptual framework supported an analysis of the development of Education HDR student writing using Alexander's (2003, 2004) Model of Domain Learning which focuses on expertise, and Lave and Wenger's (1991) situated learning within a community of practice. Within this framework, the study investigated how these graduates were able to submit or publish their research despite their relative lack of writing expertise.
Case data were gathered through interviews and from graduate publication records. Contextual data were collected through graduate interviews, from Faculty and university documents, and through interviews with two Education HDR supervisors. Directed content analysis was applied to all data to ascertain the support available in the research training environment. Thematic analysis of graduate and supervisor interviews was then undertaken to reveal further information on training opportunities accessed by the HDR graduates. Pattern matching of all interview transcripts provided information on how the HDR graduates developed writing expertise. Finally, explanation building was used to determine causal links between the training accessed by the graduates and their writing expertise.
The results demonstrated that Education HDR graduates developed publications and some level of expertise simultaneously within communities of practice. Students were largely supported by supervisors who played a critical role. They facilitated communities of practice and largely mediated HDR engagement in other training opportunities. However, supervisor support alone did not ensure that the HDR graduates developed writing expertise. Graduates who appeared to develop the most expertise, and produce a number of publications reported experiencing both a sustained period of engagement within one community of practice, and participation in multiple communities of practice.
The implications for the MDL theory, as applied to academic writing, suggests that communities of practice can assist learners to progress from initial contact with a new domain of interest through to competence. The implications for research training include the suggestion that supervisors as potentially crucial supporters of HDR student writing for publication should themselves be active publishers. Also, Faculty or university sponsorship of communities of practice focussed on HDR student writing for publication could provide effective support for the development of HDR student writing expertise and potentially increase the number of their peer-reviewed publications.
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Baldwin, Candice P. "Situatedness: The interrelation of factors impacting the educational pathway to degree attainment among Black and White doctoral students." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618709.
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Given the absence of a comprehensive theory of doctoral student persistence within the current literature base, the purpose of this study was to propose and test a model that would predict doctoral degree completion using an integrated scheme of background, financial support, and experience variables between Black and White students. The impact and interaction of these variables was explored individually and collectively to describe a concept defined as situatedness. The situatedness model illustrates that a student's background is related to the financial support they receive in doctoral programs; in turn, these factors are connected to a student's departmental and personal experiences, which are all directly related to doctoral degree completion.;The situatedness model was found to be useful in conceptualizing doctoral degree completion, but it illustrated that that there are other variables that cause disparities in completion among Black and White doctoral students. The situatedness model indicated that financial support factors affect doctoral degree completion among Black and White students. For Whites, the situatedness model indicated that the total amount of grant aid, the amount borrowed for education, teaching assistantships, and private/outside sources of aid were independent and significant predictors of doctoral degree completion. For Blacks, the situatedness model indicated that income and outside sources of aid were predictive of degree completion. The findings of this study suggest that finances are the most important predictor of degree completion for both groups. The disparity in sources of funding for Blacks and Whites highlight many of the differences in experiences and outcomes between the groups.
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Marsden, Brian S. "Higher degree research as professional learning for teachers: A cohort perspective." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108055/2/Brian_Marsden_Thesis.pdf.
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This thesis explored how a cohort of six full-time teachers negotiated and explained their teaching practice as a result of their higher degree learning in a Master of Education. Reflections across multiple time phases of a research degree were analysed to understand how teachers negotiated the interdependent connections of knowledge production and reconstruction that occurred across their various ecologies of practices. The teachers reported an increasing confidence in critically evaluating and reflecting on their teaching practice, although the collisions between the circular time patterns of research learning and linear patterns of teaching practice were experienced as significant challenges.
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Wright, Jean. "Selection, supervision and the academic management of research, leading to the Degree of PhD." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316389.
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McGhie-Anderson, Rose. "Advanced nursing education| Critical factors that influence diploma and associate degree nurses to advance." Thesis, Barry University School of Nursing, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10115703.
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Background: Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts.
Purpose: This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education.
Philosophical Underpinnings: A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study.
Method: Data were collected from two groups of participants using a face-to-face semistructured interview. The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level.
Results: Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically.
Conclusions: The study concluded by elucidating that professional advancement was the social process that grounds. Hence, the emergent theory was; The Theory of Professional Advancement.
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Hill, Geof. "Promoting congruence between the inquiry paradigm and the associated practices of higher degree research." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36661/1/36661_Digitised%20Thesis.pdf.
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In this study I examine a number of educational practices in higher education from the insider perspective of a research student. By using my own stories of undertaking two research higher degrees, both with post-positivist research paradigms, I analyse the interrelationships between a student and their supervisors and examiners, and explore ways in which those relationships can be influenced by the student's nominated research paradigm.
The research paradigm underpins the way in which a student undertakes their research and documents that research. Literature suggests that the research paradigm has potential to influence the supervision and examination of that research. In this study I have explored that potential with a particular focus on a research paradigm consisting of a constructivist ontology and a practice epistemology.
While the use of my own story is not presented as being generalisable, the analysis generates a number of issues related to my own student practices and my expectations about supervision and examination of a higher degree. I believe these issues are relevant to other higher degree students and their supervisors and examiners.
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Lönn, Svensson Anngerd. "Det beror på: : Eerfarna forskarhandledares syn på god handledning." Doctoral thesis, Högskolan i Borås, Centrum för lärande och undervisning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3414.
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The supervision offered at universities today is to some degree being questioned, while the situation of doctoral students is undergoing changes. The supervision students get nowadays is very different from what was available when today’s supervisors were doctoral students. The present study relies on thirty-one in-depth interviews with experienced research supervisors from all faculties at the one university. The Swedish governing documents regarding supervision have mostly been phrased in very general terms on the assumption that certain disciplines have several traits in common. Other documents describe the requirements for supervisors more sweepingly; everybody is expected to work according to the same lines. There is no question that supervision could be anything but good and no attempt at defining the task is made. Previous studies show that supervisors are unaware of what is really expected of them. The aim of this thesis is partly to investigate whether there are any communal traits in the accounts, at individual or group level, and partly to demonstrate how research supervisors’ views on research supervision can vary. The objective is also to highlight qualitative differences in the descriptions by the supervisors as to how and why they supervise. Results show that it is not easy to articulate knowledge about ones own actions. The supervisors under study have not previously reflected too much on the question of supervising. They have neither received nor requested feedback and do not expect to get honest verdicts from their students. They profess themselves to have developed a mode of supervision on their own, without assistance or any form of training. The thesis is based on a theory of variation, tacit knowledge and reflection and that supervisors will be shaped by connections to certain Communities of practice. It draws on the silent or unarticulated knowledge of what supervision is about, how and why supervision is carried out in a specific way, at group level or individually. At group level some similarities to other investigations can be found. Traditions regarding the form of the thesis are usually compliant with faculty norms. At the individual level, however, the study presents new findings in pointing out the existence of three different styles of supervision: researcher, leader and official. These can not be traced back to any specific disciplines. The three styles differ from each other mainly in their attitude to the doctoral students and in their outlook on the question of power and responsibility. The most important conclusion is to draw attention to the significance of having an individual perspective. In order to be able to improve the art of supervision, getting interaction and feedback from doctoral students and the organisation is not sufficient. A prerequisite for development is to gain an awareness of ones own actions. In order to become conscious about ones doings it is necessary to give and take feedback about oneself, achieved through self-reflection.AKADEMISK AVHANDLING som med tillstånd av utbildningsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen framläggs till offentlig granskning fredagen den 20 april 2007, klockan 13.00 i sal M202 Sandgärdet, Högskolan i Borås. Fakultetsopponent: Professor Leif Lindberg, Växjö universitet
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Davis, Kirk Alan. "Organizational learning to implementation: Development of post-secondary online degree programs." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/91.
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The purpose of this study was to analyze organizational learning and the facilitating factors and critical elements for development of post-secondary distance education and online degree programs at three universities in Hawaii: University of Hawaii at Hilo (public), Hawaii Pacific University and Chaminade University (both private). The researcher interviewed campus officials, key staff and tenured professors who had been instrumental in development of these programs. The data revealed that the growth of these programs was organic, with no formal edict, with only one institution having formalized grant monies to help develop their program. Support for distance programs was not widespread throughout the campus, but rather focused in compartmentalized areas, and in some cases, began with one person venturing out of 'the norm.' This organic growth led to a gradual, but minimal increase in faculty involvement, and administrative support, albeit without any significant investment in course architecture and software support, initially. Institutional support has continued, but does not encourage in a broad sense, continued distance education growth, nor faculty involvement. Marketplace considerations proved a heavy influence on development of these programs. Many students continue to be geographically isolated and there is a heavy concentration of military being transferred from their existing base, and university, unable to transfer credits to a new university at their new duty station. Further development of distance education and online degree programs is a means of assisting institutions of higher learning in reaching more students, geographically isolated from main campus operations. This applies to those existing and potential students in Hawaii, as well as abroad and in the continental United States. Although distance education and online degree programs do not totally replace campus-based courses at these institutions, they do provide an augmentation of existing classroom architecture and allow the student more freedom in the pathway to degree completion.
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Hope, Laura J. "Predicting Success in First-Year Associate Degree Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1604.
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An associate degree of nursing program in the southeastern region of the United States has had significant increases in student attrition over the past few years. Admission requirements did not include an entrance exam, such as the Test of Essential Academic Skills (TEAS), which may be useful in decreasing the deficiencies associated with poor student progression. Guided by the Knowles' theory of adult learning and Bandura's social learning theory, the purpose of this correlation study was to explore the relationship between the TEAS scores and the cumulative grade point average (GPA) of first-year students to determine if success at the completion of students' first year in the nursing program can be predicted from the overall TEAS score and its subsections of reading, math, science, and English. Archival data for 130 nursing students enrolled from 2012 to 2013 were analyzed using stepwise multiple regression. According to the study results, there was a significant correlation of the total TEAS score and student GPA after the first year of nursing school. The first semester GPA was positively related to the TEAS English score and the TEAS science score; however, there was no significant correlation found for TEAS math and reading scores with students' GPA. A 3-day workshop and a student mentoring program were developed to address academic deficiencies of at-risk nursing students, particularly in English and science. Positive social change can occur through improved retention, which will lead to a higher number of nursing graduates eligible to take and pass the National Certification Licensure Exam for Registered Nurses, provide job security for graduates, and improve the present critical shortage of nurses in the United States.
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Cooper, ShaRonda M. "From There to Here: The Experiences of Historically Black College and University Graduates in Pursuit of an Advanced Degree from a Predominately White Research University." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490632000441306.
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Kaenzig, Lisa M. "The talent process of successful academic women scientists at elite research universities in New York state." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154102.
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Oehne, Christian, and Sascha Bardua. "University Teachers’ Perspectives on the Use of Educational Technology in the Research Supervision Process : A case-study on the supervision process of students during their final thesis at the Jönköping University in Sweden." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Informatik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44520.
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Educational technology has been proven to potentially impact higher education institutions, but the true extent of this potential often remains vague. In times when higher education and research become increasingly relevant for the economic welfare of society, research supervision itself emerges as an important field of research. This qualitative research investigates the teachers’ view and approaches to the use of educational technology during the research supervision process of undergraduate and graduate students at the Jönköping University. Through the application of the TPACK framework in higher education, we gained a better understanding of the teachers’ personal values when using educational technologies in their supervision process. Furthermore, we are contributing an empirical example of a TPACK application in higher education while shedding light on the decision-making of supervisors when using or not using educational technology. We conducted seven interviews with research supervisors and answered the questions of (1) how educational technology is used during research supervision and (2) why educational technology is used or not used during the supervision process. The findings showed five main use cases for educational technology. We observed that supervisors mostly used educational technology when collaborating with their students whereas they preferred a more analog or hybrid approach to technology for executing individual tasks like reading and commenting. Educational technology has a supporting role for supervisors, and it is creating personal value to them through convenience, reading comfort, increased efficiency and effectiveness. For further research we suggest investigating how the personal value for teachers can be accounted for in the existing TPACK framework, and the possible benefits the application of the original or an extended version of the TPACK framework has for the field of information system research.
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Alamoud, Maha. "Faculty Perceptions of the Quality Enhancement Plan in a US Public Doctoral University with Highest Research Activity: A Case Study." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6671.
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The purpose of this case study was to explore faculty members’ perceptions of the QEP in a public doctoral university with highest research activity. Particularly, the study explored how faculty members perceive the role of the QEP in student learning and institutional effectiveness, the relevance of the QEP activities in student learning and institutional effectiveness, and how faculty members’ involvement with the accreditation process associated with their perceptions of the QEP. The study design was a qualitative single case study and data were collected from the Quality Enhancement Plan Questionnaire (QEPQ), face-to-face interviews, and documents. Findings revealed that faculty members perceived the QEP as an ambitious and important, necessity-driven process that is focused on globalization. Faculty members’ perceptions of the QEP’s role in institutional effectiveness included: (a) emphasizing the university identity, (b) increased reputation, (c) promoting international research collaboration, (d) bureaucracy, (e) cost-effectiveness, and (f) need for institutional conversation. In regards to their perceptions of the QEP’s role in student learning, faculty members believed that the QEP enhanced the curriculum and helped globally oriented students to compete in the workplace. The study findings also indicated that the QEP activities were relevant to student global experiences such as study abroad program and second language learning programs. Faculty members indicated that the QEP is more relevant to their focus on teaching and learning and that their involvement with the accreditation process contributed to a better awareness of the QEP. The findings from this study have implications for higher education quality practice and research.
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Spencer, Laurie-Ann M. "Exploring the Transition Experiences of Successful International Undergraduate Students at a Public Research University in the USA: The Impact on International Student Success and Retention." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6395.
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This qualitative study utilized surveys, interviews and document review to explore the transition experiences of international students at a large, public research university, specifically as it relates to their persistence and success. Within the context of challenges that they face, the study examined factors that the students perceived as jeopardizing their success and further explored both institutional and personal factors these students perceived as enhancing their success and persistence.
Findings revealed that academic challenges tended to occur during the first year and included teaching styles, course-load/assignments, language issues, time management and understanding the US academic system. Social and cultural challenges included homesickness, cultural misunderstandings, culture-shock and language barriers. Daily living challenges included transportation, finances, food, visa/immigration issues, job restrictions and housing.
The study results also indicated that students utilized a blend of coping strategies, support systems and personal strengths to overcome these challenges and persist. More specifically, students identified campus involvement, family support, friend support and university support services as integral to their success. The findings from this study have implications for faculty, as well as student affairs, international services and orientation practitioners as they identify international student needs and challenges as well as factors that positively impact international student persistence and success.
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Morgan, Verity. "Policy enactment and complexity: A case study of a master of philosophy." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214320/1/Verity_Morgan_Thesis.pdf.
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This study contributes to understanding the master by research as a policy object, and provides insight into how policy work is done at universities. It utilises Stephen Ball’s theorisation of policy enactment with theories of complexity to explore the tensions that frame aspirations for a new master by research at a large modern university. Findings identified that experiences in, and of, the MPhil are complex and, at times, contradictory and point to a need to better understand policy intentions, decisions, and experiences when creating courses and educational experiences in the future.
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Boursiquot, Janice. "School desegregation in Broward County, Florida 1970-1998 : a historical study of power." FIU Digital Commons, 2003. http://digitalcommons.fiu.edu/etd/1750.
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This is a historical case study on school desegregation and power in Broward County, Florida from 1970 to 1998. The purpose of this study is to describe, explain and analyze types of power used by the School Board of Broward County, Florida and community activists, in their efforts to influence desegregation decisions from 1970 to 1998. In addition, this study explains who benefited and who won from the School Board's desegregation decisions and who governed those decisions?
A historical case study approach was used as the method for conducting this study. Data sources included 11 interviews of individuals who were involved in school desegregation issues as either School Board officials or community activists and 10 archival data sources.
The theoretical models of Russell, Galbraith, Wartenberg and Domhoff were used to determine the different types of power techniques used by School Board officials and community activists and to answer the questions: who benefited and who won from the School Board's desegregation decisions and who governed those policies and practices?
The primary beneficiaries of school desegregation policies and practices in Broward County were: white, affluent communities and the builders, developers, realtors and other businesses in the western suburban communities. All of the data sources indicated that the black community did not benefit from the School Board's desegregation policies. The primary power techniques used by School Board officials to influence desegregation policies and practices was "power over opinions" and compensation.
These power techniques were manifested by the School Board publicly disputing the allegations raised by community activists and by compensating those who supported and promoted the School Board's desegregation policies and practices. The power techniques primarily used by community activists were coercive force and "power over opinions." They effectively used these power techniques to change the School Board's policies and practices they felt were detrimental to black children and the black community.
Based on the analysis of the qualitative data, it can be concluded that black children did not benefit from school desegregation in Broward County, Florida and the community continues to suffer residual effects from past desegregation policies and practices.
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Schroeder, Kimberly Ann Chaffer. "AN EXPLORATION OF THE USE OF DATA, ANALYSIS AND RESEARCH AMONG COLLEGE ADMISSION PROFESSIONALS IN THE CONTEXT OF DATA-DRIVEN DECISION MAKING." UKnowledge, 2012. http://uknowledge.uky.edu/epe_etds/2.
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Increasing demands for accountability from both the public and the government have resulted in increasing pressure for higher education professionals to use data to support their choices. There is significant speculation that professionals at all levels of education lack the knowledge to implement data-driven decision making. However, empirical studies regarding whether or not professionals at four-year postsecondary institutions are utilizing data to guide programmatic and policy decisions are lacking. The purpose of this exploratory study was to explore the knowledge and habits of undergraduate admission professionals at four-year colleges and universities regarding their use of data in decision making. A survey instrument was disseminated and, the data collected from the instrument provided empirical information, which serves as the basis for a discussion about what specific knowledge admission professionals at four-year institutions possess and how they use data in their decision making. The instrument disseminated was designed specifically for this study. Therefore, before the research questions were addressed, Rasch analysis was utilized to evaluate the validity and reliability of the survey instrument. Data was then used to determine that undergraduate admission professionals perceived themselves as using data in their decision making. The results also indicated admission professionals feel confident in their ability to interpret and use data to in their decision making.
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Cyster, Grant Alexander. "Narratives in postgraduate studies: Stories of six master’s students who have experienced supervision-related challenges at a South African university." University of the Western Cape, 2019. http://hdl.handle.net/11394/6916.
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Magister Artium - MAPostgraduate research throughput and problems associated with appropriate supervision are a key focus area for many higher education institutions around the world (Lessing & Schulze, 2012; Amehoe, 2014; Botha, 2016). Central to this challenge is the supervisory relationship, which by its very nature, is not one-sided. A productive and rewarding supervisory process requires that both student and supervisor(s) are committed to fulfilling clearly-articulated responsibilities relevant to the research project at hand (Eley & Jennings, 2005). Both student-centric and institutional factors have been found to contribute to low student throughput and to the time taken to complete postgraduate studies (Amehoe, 2014; Luescher-Mamashela, 2015). In South Africa, the higher education landscape is increasingly fraught with varied challenges, including issues of attrition and completion rates as they relate to postgraduate students. Some of the implications of the premature termination of postgraduate research are that various academic fields are deprived of potentially valuable research contributions, and there is a significant cost incurred by the affected students and supervisors (Lovitts, 2001; Lessing & Lessing, 2004), as well as the relevant faculties and institutions, and society at large. Additionally, a number of South African universities are still grappling with inequities resulting from the Apartheid era (Pillay & Karlsson, 2013). It is against this backdrop that this research, through a narrative research lens involving semi-structured interviews, explores and chronicles the stories of six Master’s students who have encountered supervision-related challenges. According to Pearson and Kayrooz (2004), a limited narrative research spotlight has been trained on the issue of postgraduate supervision from the student perspective. The primary objective of this study, therefore, is to facilitate a platform through which the six respondents are able to share the stories of their Master’s supervision experience. On a secondary level, the sharing of these student stories has the potential to enhance the postgraduate research experience, as Lovitts (2001) and Lessing and Lessing (2004) point out.
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Blanton, William H. "A Regression Model of the Interactions Between Higher Education and High-tech Industries in East Tennessee and Southwest Virginia." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2882.
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This study examined the interactions--(1) research grants and contracts, (2) faculty consultation, (3) employee training, (4) student internships and co-ops, (5) universities sharing firm facilities, and (6) firms sharing university facilities--between higher education and high-tech industries in East Tennessee and Southwest Virginia using multiple regression modeling. The purpose of the study was the development of a vision of what the future could be and the strategies to successfully overcome the threats and enrich the opportunities that exist between higher education and high-tech industries. Data were collected from the engineering and engineering technology faculty at Tennessee Technological University, East Tennessee State University, Virginia Polytechnical Institute and State University, the University of Tennessee at Knoxville, and the University of Tennessee at Chattanooga and selected high-tech firms in East Tennessee and Southwest Virginia. The analytical process included four phases: (1) data collection and preparation, (2) reduction of independent variables, (3) model refinement, and (4) model validation. The analysis suggested that large universities with well-defined organizational channels seemed to have an advantage in obtaining research grants and contracts from large firms that were strongly involved in research and development. Likewise, faculty members seemed to use the facilities of large high-tech firms that were near to the university. More importantly, the study emphasized the mutual benefits that universities and industries could share through university-industry interactions if each could overcome formidable barriers that have been established through tradition, culture, and bureaucratic processes.
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Stuart, Victoria L. "Reframing the Academic Research Library in the U.S.: Perceptions of Change from Library Leaders." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6032.
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During the past five years (2010-2015), U.S. universities experienced a simultaneous downturn in financial support along with rapid changes in technology and increased demand for accountability. Academic libraries, among the most central and visible units in the university system, were often at the forefront of financial cutbacks and increased pressure to demonstrate both unit effectiveness and closer alignment with the overall institutional mission. Little research existed to document academic libraries’ changes during this volatile period in history, or how the role of the academic library as part of the university system evolved during this period. Through interviews with the library leaders at four public, doctoral, comprehensive research universities in Florida, and an examination of a variety of documents, artifacts, news sources, and electronic and other resources, this qualitative multiple case study explored how four academic libraries were reframed, using the analytic lens of Bolman and Deal’s (2008) theory of reframing organizations. The evidence from this study revealed these four libraries demonstrated engagement in strategic changes across all four of the frames of Bolman and Deal’s (2008) theory of reframing organizations to become innovative, agile, pro-active organizations closely involved in the academic enterprise of their parent universities, and with a reimagined sense of place and purpose as the symbolic heart of the campus. A clear understanding of the activities of these four libraries in reframing their organizations may better inform the future evolution of academic libraries in higher education.
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Kim, Myo-Kyoung. "PEER-REPORTING OF ACADEMIC DISHONESTY IN CLASSROOM AND ONLINE EXAMINATIONS: PREVALENCE, EXPERIENCES, PERCEPTIONS, AND BELIEFS OF PHARMACY STUDENTS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3723.
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The purpose of this study was to investigate pharmacy students’ experiences, perceptions, and beliefs regarding peer-reporting of academic dishonesty by adopting a cross-sectional anonymous survey to pharmacy students in the United States. In addition, this study identified factors that may affect pharmacy students’ likelihood of reporting peers’ academic dishonesty including the relationship between the cheater and their observer, the severity of the punishment on the reported cheating, and the reporting systems. Fifty-six out of 271 respondents (20.7%) reported their engagement of academic dishonesty. One hundred forty-four respondents (53.1%) reported that they directly observed someone else’s cheating behavior. One hundred eighty-nine respondents (69.7%) reported that they indirectly heard about someone else’s cheating behavior from others who directly observed cheating; yet, only 25 respondents (9.2%) peer-reported their classmates’ cheating.The current study shows that although the majority of participants believe that peer-reporting is ethical, they have not reported the cheating they observed due in part to fear of retaliation and no information (or clear direction) on who they should report to or how to report. Additionally, the current study shows that if an innovative system to anonymously report cheating (e.g., a specific peer-reporting website or hotline to protect confidentiality) is adopted, the likelihood to report in the innovative system is higher than in the current system across all types of student-student relationships and all levels of punishment. The current study also demonstrated a statistically significant inverse relationship between likelihood to report and punishment severity. Peer-reporting can be an effective method when well-established polices protect peer-reporters from retaliation and when transparent and reasonable punishments are assigned to those who engage in academic dishonesty. It is imperative that pharmacy schools consider these findings, review their policies regarding academic integrity and its peer-reporting, and modify practices so that professionalism is encouraged and expected.
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Brown, Alytrice Robinson. "Swirling: An Examination of Time-To-Degree, Reasons, and Outcomes Associated with Multi-Institutional Transfers." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3016.
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Swirling is an emergent transfer pattern among college students. Swirlers are students who may have participated in a combination of reverse transfer, lateral transfer, or traditional transfer patterns. The available research on swirling has been predominately quantitative in nature. This study was designed to obtain qualitative data on multi-institutional transfers from a qualitative perspective.
A heuristic phenomenological approach grounded in the transformational learning theory method was used to obtain data. The data were obtained via an online blog-based interview. The interview revealed six themes in regards to why students swirl. This study also addressed time-to-degree and outcomes associated with students who swirl.
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Damonse, Beverley Ann. "Leadership through the lens of research productivity." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24325.
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Academic leadership in higher education in the 21st century is very different and more multifaceted than it was just a decade ago. Thus, given the multilayered, dynamic nature of higher education leadership at individual, group and organisational levels, a more nuanced understanding of its role in driving excellent research performance remains paramount. Hence, this study explores the professional and personal nature of research leadership that enables and stimulates high quality research performance. The research explores the research career pathways of ten researchers from various disciplinary fields who had been rated by the National Research Foundation (NRF) of South Africa and who were recommended by their education institutions as research leaders. The ten leaders were each interviewed about their research careers. Postgraduate students (47 in total) whom they had supervised were invited to answer an email questionnaire about their personal experiences of the leaders’ mentorship and leadership. In addition, information about the leaders and mentees was obtained from various documents such as curriculums vitae, research training records, institutional annual reports and web sites. The data collected and analysed in the study showed that the research career pathways of the research leaders were highly diverse and were affected in various ways by the historicalpolitical and social context of South Africa. However, across the career pathways, the research leaders had the following features in common: 1) the presence of strong research-centeredness throughout all career phases; 2) they lead by example of personal scholarship and intellectual leadership; 3) their research is locally relevant and globally competitive; and 4) their personal dynamics influence a confident and dynamic people-centred leadership approach. The most notable differences in research leadership across the sample could be traced to disciplinary contexts which ranged from distributed leadership across large teams and entrepreneurial networks to the more prevalent one-on-one mentor-mentee relationships. Leaders who were most influential in driving research performance were highly regarded scholars with extensive academic experience, had served a variety of leadership roles, confidently embraced the complexity of academic leadership and created stimulating research environments. The research also reveals a number of challenges that still remain for research leadership in addressing the human resource transformation requirements of the South African higher education research context. These include issues of 1) individualism and competition; 2) equity and excellence; 3) race and gender; and 4) research career exit and entry paths. The South African higher education system is characterised by pockets of scientific excellence in some disciplinary fields, as illustrated by the career trajectories of leaders in this study, but much work remains to be done in order to build a fully representative research-performing professoriate for South Africa.Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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Wang, Xiaoping. "Readiness and Achievement Motivation: An Investigation of the Validity of the Readiness Scales in Hersey and Blanchard's Situational Leadership." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etd/2822.
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The purpose of the study was to investigate the construct validity of the two instruments measuring readiness in Situational Leadership: the Readiness Scales--Manager Rating Form and Staff Member Rating Form--developed by Hambleton, Blanchard, and Hersey (1977). The study examined the relationships between readiness and achievement motivation, and between readiness and faculty education and work experience. The study also explored the concurrent validity of the two instruments measuring McClelland's (1961) achievement motivation: The Achievement Orientation Scale and The NachNaff Scale. The respondents were 66 department chairs and 156 faculty from 12 comprehensive institutions in the South. Data on faculty readiness were collected with the Readiness Scales. Data on achievement motivation were collected using the Achievement Orientation Scale and the NachNaff Scale. A faculty demographic questionnaire was used to collect data on faculty education and work experience: amount of education, length of teaching experience, publications and presentations, public service, and rank. The results of the study provided only partial support for the construct validity of the Readiness Scales. Faculty work experience was significantly correlated with faculty self-rated job readiness for teaching (r =.16, p $<$.05), research (r =.29, p $<$.001), and service (r =.23, p $<$.23). Significant differences were found in faculty self-rated job readiness for teaching (F (2, 143) = 5.08, p $<$.01) and for service (F (2, 139) = 4.33, p $<$.05) among full, associate, and assistant professors. Significant differences were also found in faculty self-rated job readiness for teaching (t = 2.59, p $<$.01) and research (t = 2.79, p $<$.01) between faculty with a doctorate and those with a master's degree. However, the study did not find any relationship between readiness and achievement motivation. From the results of this study, there was no evidence for the concurrent validity for the Readiness Scale--Manager Rating Form and the Readiness Scale--Staff Member Rating Form. There were no statistically significant correlations between faculty self-ratings and department chairs' ratings of faculty readiness. Additionally, no evidence was found for the concurrent validity of the two instruments of the Achievement Orientation Scale and the NachNaff Scale.
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Johnston, Rita Audy. "Experiential Journey of Females Who Enter or Re-enter College Later in Life to Degree Completion." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587.
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Melky, Huda. "A Study of an Academic Enrichment Program at Western Kentucky University." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2624.
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The principle objective of this study was the investigation of whether or not an enrichment program would increase the success of remedial students attempting to complete a university program of study. An descriptive analytical design was utilized to test a null hypothesis related to selected control and experimental samples of remedial students.
Analysis of variance and descriptive statistics were utilized to compare differences between the control and experimental samples. A two sample t-test treated for equal or unequal variances was utilized to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups at the end of the first year. A Chi-square test was utilized to test for significant difference (.05) in success of completion of four years between the control and experimental group. Descriptive statistics were utilized to present success rates at the end of the first, second, third, and fourth years.
A comparison of student retention for the four academic years of this study produced the following results:
All students in both groups completed the first year. Control group students produced a mean GPA of 1.43597 and earned 21.67164 hours of credit. Experimental group students produced a mean GPA of 2.11791 and earned 24.35821 hours of credit. At the end of the first year, approximately seventy percent of the control group had failed to earn a two point or higher GPA while approximately thirty-five percent of the experimental group had failed to earn a two point GPA
At the end of the second year, fifty (seventy-five percent) of the experimental group and forty-one (sixty-one percent) of the control group remained in school
At the end of the third year, thirty-four (fifty-one percent) of the experimental group and nineteen (twenty-eight percent) of the control group were still in school
At the end of the fourth year, twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work.
First year analysis of variance utilized a two sample t-test treated for equal or unequal variances to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups. This form of analysis of variance was possible since all participants in each group were retained, producing data for comparison.
Comparison of GPA data indicated that the experimental group earned a significantly (.001) higher GPA than that of the control group. The experimental group also earned a significantly (.02) higher number of earned hours than did the control group.
At the end of the fourth year, only twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. Since missing data precluded the use of analysis of variance techniques similar to those used with year one, a Chi-square analysis was utilized to produce a probability of significant difference based upon retention.
Chi-square analysis of the control and experimental groups at the end of year two produced an odds ratio of (1.865) and a probability of (.1388). End of year three data produced an odds ratio of (2.603) and a probability of (.0013). End of year four data produced an odds ratio of (2.021) and a probability of (.0094). These data, with the exception of end of year two, indicated a significantly higher level of success for the experimental group as defined by retention.
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Stevenson, Kylie J. "Creative River Journeys: Using reflective practice to investigate creative practice-led research." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2025.
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This ‘Creative River Journey’ doctoral study explored the processes of art practice and knowledge-making by six artist–researchers engaged in creative higher degrees by research (HDR) at Edith Cowan University (ECU) in three arts disciplines—performing arts, visual arts, and creative writing. The study applied the Creative River Journey (CRJ) reflective practice strategy, originally applied as the River Journey tool in music education (Burnard, 2000; Kerchner, 2006), but further developed by the researcher into a three-phase reflective practice strategy for its application in complex practice-led research projects over the extended period of the participants’ HDR studies. Six rich cases studies of HDR artist– researchers, and their reflective practice and practice-led research, resulted. The researcher took an a/r/tographical approach (Irwin & de Cossen, 2004) and specifically focused on inquiring into the intersection between arts practice, practice-led research, and HDR creative arts training and pedagogy. The study addresses three questions in relation to these three concepts about what the application of the CRJ strategy to the creative process elucidated for, and about, the HDR artist–researcher. A fourth question addresses the experiences and evaluations by participants of the CRJ strategy.
The ‘Creative River Journey’ study aimed to examine the way that reflective practice and the CRJ reflective strategy might add to emerging practice-led research methodologies for individual artist–researchers and the field of practice-led in general. In the past decade, there has been a significant continued discussion about the nature of research in the creative arts (for example, Nelson, 2013; Barrett & Bolt, 2007; Smith and Dean, 2009). This study adds the perspective of the HDR artist–researcher engaged in a creative arts doctorate to this discussion. The study’s HDR perspective joins existing Australian contextual reviews of practice-led research, for example, effective supervision of creative practice higher degrees (Hamilton & Carson, 2013a), and examining doctorates in the creative arts (Webb, Brien & Burr, 2012). This study advances this discussion by providing rich case studies of HDR practice-led research from the outsider perspective of the researcher whilst, at the same time, providing a unique insider perspective as the researcher acts as a co-constructor of the participants’ reflective practice, and as the participants independently document their creative practice and reflective practice strategies.
This thesis will demonstrate that the CRJ reflective strategy is an innovative way of exploring the relationship between the creative and critical components in creative arts higher education degrees. The strategy generated knowledge about how each artist–researcher engaged in a meld of practice and research in the art-making process within practice-led research, and brought to light key critical moments in the practice-research nexus. Of consequence to the knowledge outcomes for the HDR artist–researchers in the study is how these captured the phenomena of their praxis, and thus was a useful documentation approach to their practice-led research. This thesis will make evident the ‘Creative River Journey’ study’s contribution to the rich established field of practice-led research in general, made possible through the deliberate pedagogical interventions of the CRJ reflective strategy.
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Sullivan, Janice. "Global Leadership in Higher Education Administration: Perspectives on Internationalization by University Presidents, Vice-Presidents and Deans." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3370.
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The purpose of the study was to identify international university administrators' perspectives on organizational strategies to support higher education internationalization. Internationalization is the conscious effort to integrate international, intercultural, and global dimensions into the ethos and outcomes of higher education (NAFSA, 2008). A descriptive survey design method was used and the instrument entitled "Strategic Internationalization Priority Scale" was developed for this research. This study is quantitative and cross-sectional. The online survey was sent to 1,043 top university administrators at 149 universities in 50 countries. These universities had active international agreements with the University of South Florida at the time of the study.
Approximately 350 university presidents, vice-presidents, and deans, from 33 countries, and 65 universities, participated in the study. ANOVA, MANOVA, and Multiple Regression analyses were used to examine data in the three dimensions of internationalization: 1) Planning and operations, 2) Student Education, and 3) Teaching and Faculty Development. The statistical programs used for data analysis were SAS 9.2, SPSS 18.0 and Mplus 5.
In general, the study participants perceived the three dimensions as having a medium priority level. Planning and operation strategies, and student education strategies, were rated higher than those for teaching and faculty development. Four of the 34 strategies were perceived as having a high priority level: 1) Motivating students to participate in study abroad programs, 2) Establishing institutional collaboration with foreign universities, 3) Communicating an institutional global vision, and 4) Increasing visibility of international focus on institution's web site. In contrast, the following strategies were perceived as having a low priority level: 1) Creating a branch campus abroad, and 2) Considering foreign language fluency in salary and promotion decisions.
The research findings revealed that there were differences in perceptions based on the following demographic characteristics: 1) Institutional description, 2) Institution's world region, 3) Institutional status, 4) Number of international undergraduate students, 5) Administrators' position, 6) Administrators' English proficiency, and 7) Administrators' International experience. Furthermore, the participants identified the following top difficulties in achieving internationalization at their institutions: 1) Lack of economic resources, 2) Lack of faculty involvement, 3) Lack of planning and coordination, and 4) Lack of governmental support. The implications of these results are presented as they relate to the research and practice of higher education administration, educational leadership and policy development.
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Henderson, Nicholas Paul. "Towards an understanding of lay ecclesiology in the Anglican Communion : statistically based research conducted in five provinces of the Anglican Communion for submitting a thesis to be examined for a higher degree." Thesis, University of Wales Trinity Saint David, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683233.
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Corley, Alton L. "The predictive influence of variables in three different academic learning environments on the intentions of music education majors to leave the degree program." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4228/.
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Attrition rates among students in music teacher training programs have contributed to a shortage of qualified music teachers for the nation's schools. The purpose of this study was to investigate the predictive relationship of academic variables in three different learning environments and the intent of a select population of music education majors to leave the degree program. The study drew upon the work of Tinto, Bean and Astin to form a theoretical foundation for examining variables unique to student withdrawal from the music education degree plan. Variables were examined within the context of three different learning environments: (1) applied lessons, (2) ensembles and (3) non-performance courses. Participants were 95 freshmen and sophomore music education majors at a public university who were enrolled in the music education degree program during the spring semester, 2002. Data included participant responses on the Music Student Inventory (MSI), a questionnaire developed specifically for the study, and grade data from university records. Independent variables in the study included participants' perceptions of (1) Ensemble experiences, (2) Applied lesson experiences, (3) Non-performance music course experiences, (3) Course requirements, and (4) Performance growth. Additional variables included: (1) Ensemble placement, (2) Course grades for music theory, applied lessons and aural skills, and (3) cumulative grade point averages. Gender interactions were also examined. The dependent variable in the study was intent to withdraw from the music education program. Data were analyzed using a binary logistic regression procedure. Results of the analysis indicated that none of the variables tested were statistically significant predictors of subjects' intentions to withdraw from the music education degree program. Gender interactions were not evident among the variables. Although statistically insignificant, the strongest predictor of the variables represented by questionnaire responses was lesson experiences. The ana ysis of course grades for music theory, applied lessons and aural skills failed to produce a statistically significant main effect, but applied lesson grades produced the strongest effect in the model. Results of the study suggest that students' intentions to withdraw from the music education program are related to variables other than those representing the academic component of the music education program.
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German, Millberg Lena. "Akademisering av specialistsjuksköterskans utbildning i Sverige : Spänningsförhållanden med anledning av utbildningsreform i enlighet med Bologna." Licentiate thesis, Karlstads universitet, Avdelningen för omvårdnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15627.
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Licentiatavhandlingens övergripande syfte var att studera konsekvenser av ökad akademisering och akademiskt lärande inom Svensk specialist-sjuksköterskeutbildning efter genomförande av ny utbildningsreform enligt Bologna. Bakgrund: Specialistsjuksköterskor förväntas i dagens hälso– och sjukvård att kunna bedriva en patientsäker och evidensbaserad vård, vilket kräver akademisk kompetens. Utbildningen till specialistsjuksköterska fördes i och med Bolognaprocessens införande i Sverige 2007 till avancerad utbildningsnivå. Både yrkesexamen och akademisk examen (magisterexamen) skulle inkluderas och integreras i samma utbildning. Detta medförde en förändring från en ämnesinriktad (samlingskodsinriktad) läroplan till en läroplan som syftar till att integrera ämnen (integrationskodsinriktad). Förutom ämnesintegrering skulle yrkesspecifika mål integreras med akademiska mål. Metod: Artikel I genomfördes i form av ett didaktiskt aktionsforskningsprojekt som pågick under 2½ år. En projektledningsgrupp (n=15-18) från fem lärosäten bildades. Denna grupp har aktivt deltagit i hela aktionsforskningsprocessen och vid projektmöten. Vid varje lärosäte utsågs en projektansvarig som ansvarade för den lokala aktionsforskningsprocessen. Dessa personer samlande in data i form av kursplaner, utbildningsplaner, studiehandledningar, minnesanteckningar från lärarmöten och möten med vårdverksamheter samt minnesanteckningar från forskargruppensmöten. Analys har gjorts med hjälp av konstant komparativ analysmetod. I artikel II användes konstruktivistisk Grounded Theory för att samla in och analysera data. Datainsamlingen påbörjades utifrån specialistsjuksköterskestudenters svar på en enkäts öppna fråga (n=120) i samband med utbildningens avslutning 2009 och 2010. Enkätsvaren reste frågor om specialistsjuksköterskans akademiska lärande. För att inhämta en djupare förståelse genomfördes intervjuer med specialistsjuksköterskor (n=12) som yrkesarbetat mellan 5 och 12 månader efter sin examen. Intervjuerna genomfördes från juni till oktober 2011. Avslutningsvis jämfördes svaren på den öppna enkätfrågan med analysen av intervjuerna. Resultat: Vid utbildningsreformens införande fanns pedagogiska motsättningar och didaktiska svårigheter som gav upphov till spänningsförhållanden mellan vårdutveckling, forskning, yrkesspecifika mål och akademiska mål. Spänningsförhållanden framkom också när specialistsjuksköterskorna inte erfor att deras akademiska kompetens tillvaratogs och värderades i vårdverksamheten. När stöd inte fanns för akademiskt lärande uppkom villrådighet och specialistsjuksköterskorna blev ambivalenta över om akademiskt lärande var meningsfullt. För att främja meningsfullt akademiskt lärande framhåller deltagarna betydelsen av samverkan och gemensamma arenor mellan lärosäten och vårdverksamhet där nyttoaspekten med akademiskt lärande tydliggörs. De spänningsförhållanden som framkommer var av både positiv och negativ karaktär.
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Westland, Melinda A. ""I never seen myself going to college"| An intimate inquiry of foster alumni in higher education." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117108.
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Young people from foster care face numerous challenges and barriers in their transition to adulthood and engagement with higher education. Foster alumni are one of the most disadvantaged student populations, compelling educators and policy makers to create pathways leading to student success. This qualitative life history explores the journey of one foster alumnus from high school drop out to four-year college scholarship recipient. Narrative intimate inquiry frames this study. A critical lens is used to view the identity capital of one raised by surrogate parents—the state. Jean serves as the heart of this study; I serve as a co-constructor in bringing her story to life. I explore how the life of one speaks to the plight of many and how we can smooth out the transition processes for this underserved, historically marginalized group of young people seeking stability. In addition, this study explores intimateness in inquiry. Intimate inquiry bringing to the forefront a critical conversation of how love and relationship with participants adds dimension to both scholarly contribution of findings and the rich nuances of researcher-participant engagement.
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Clovis, Meghan A. "An Investigation of the Effects of Taking Remedial Math in College on Degree Attainment and College GPA Using Multiple Imputation and Propensity Score Matching." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3573.
Full textAbstract:
Enrollment in degree-granting postsecondary institutions in the U.S. is increasing, as are the numbers of students entering academically underprepared. Students in remedial mathematics represent the largest percentage of total enrollment in remedial courses, and national statistics indicate that less than half of these students pass all of the remedial math courses in which they enroll. In response to the low pass rates, numerous studies have been conducted into the use of alternative modes of instruction to increase passing rates. Despite myriad studies into course redesign, passing rates have seen no large-scale improvement. Lacking is a thorough investigation into preexisting differences between students who do and do not take remedial math.
My study examined the effect of taking remedial math courses in college on degree attainment and college GPA using a subsample of the Educational Longitudinal Study of 2002. This nonexperimental study examined preexisting differences between students who did and did not take remedial math. The study incorporated propensity score matching, a statistical analysis not commonly used in educational research, to create comparison groups of matched students using multiple covariate measures. Missing value analyses and multiple imputation procedures were also incorporated as methods for identifying and handling missing data.
Analyses were conducted on both matched and unmatched groups, as well as on 12 multiply imputed data sets. Binary logistic regression analyses showed that preexisting differences between students on academic, nonacademic, and non-cognitive measures significantly predicted remedial math-taking in college. Binary logistic regression analyses also indicated that students who did not take remedial math courses in college were 1.5 times more likely to earn a degree than students who took remedial math. Linear regression analyses showed that taking remedial math had a significant negative effect on mean college GPA. Students who did not take remedial math had a higher mean GPA than students who did take remedial math. These results were consistent across unmatched groups, matched groups, and all 12 multiply imputed data sets.
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Gliddon, Judith P. "The processing and interpretation of feedback by PhD candidates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/312.
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This study takes a close look at the characteristics of the feedback received by PhD candidates and explores how they then interpret that feedback. Over 200 PhD candidates participated in the study by providing data over a six month period using a custom-built Internet-interfaced database. Each candidate completed a self-concept test both at the beginning and again at the end of this period. In between, they completed an 'e-diary' in which they recorded data about every feedback interaction that they experienced over the six months. From the data collected, the Researcher developed a model showing how feedback is processed and the effect that this process has on PhD candidates.
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Powae, Wayne Ishmael. "Fair trade coffee supply chains in the highlands of Papua New Guinea : do they give higher returns to smallholders? : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Applied Science at Lincoln University /." Diss., Lincoln University, 2009. http://hdl.handle.net/10182/1413.
Full textAbstract:
This research focussed on Fair Trade (FT) coffee supply chains in Papua New Guinea. Three research questions were asked. First, do small holders in the FT chains receive higher returns than the smallholders in the conventional chains? Secondly, if smallholders in the FT coffee chains receive higher returns from their coffee than the smallholders in the conventional chains, what are the sources of these higher returns? Finally, if smallholders in the FT chains don't receive higher returns than in the conventional chains, what are the constraints to smallholders receiving higher returns from the FT coffee chains than the conventional chains? A conceptual framework for agribusiness supply chain was developed that was used to guide the field work. A comparative case study methodology was selcted as an appropriate method for eliciting the required information. Four case study chains were selected. A paired FT and conventional coffee chains from Okapa and another paired FT and conventional chains from Kainantu districts, Eastern Highlands Province were selected for the study. The research found that smallholders in the FT chains and vonventional chains receive very similar prices for their coffee (parchment price equivalent). Hence, there was no evidence that smallholders in the FT chains received higher prices or returns from their coffee production than smallholders in conventional chains. This study also found that there was no evidence of FLO certification improving returns to smallholders in the FT chains over those returns received in the conventional chains, but the community that the FT smallholder producers come from did benefit. The sources of these community benefits lies in the shorter FT chains and the distributions of the margin that would have been otherwise made by processors to producers, exporters and the community. In addition, this study found that constraints associated with value creation are similar in all the four chains studies. However, there are some added hurdles for the FT chains in adhering to FT and organic coffee standards. Moreover, FT co-oeratives lacked capacity to trade and their only functions were to help with FLO certification and distribute the FT premium to the community. The findings of this research support some aspects of the literature, but not others. The research contribution is the finding that in this period of high conventional coffee prices, returns to smallholders from FT chains were no bettter than the returns gained in conventional chains, which leads to oppotunism and lack of loyalty by smallholders in the FT chains. The other contribution of this research is in identifying a particular type of free rider who is not a member of the FT co-operative but has right to the community benefits generated by the FT chain.
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Johnson, Jodi Smith. "The Successful HOPE Scholar: A Study of a Two-Year College Within The University System." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1239.
Full textAbstract:
Since 1993 when the first lottery ticket was sold in Georgia, over 1.4 million students have received over $5.4 billion in grants and scholarships (more than any other merit-based program in the country) to attend colleges in Georgia through the Helping Outstanding Pupils Educationally (HOPE) Scholarship program. Students who graduate from high school with a B average in a college preparatory curriculum can receive tuition, HOPE approved fees, and a book allowance of up to $300 per year at public colleges in Georgia.
The purpose of this study was to determine if there was an identifiable profile of the academically successful associate degree seeking HOPE Scholarship recipient at a 2-year college within the university system of Georgia. For the purposes of this study, academic success was defined as persistence towards graduation and retention of the HOPE Scholarship. Variables analyzed include high school grade point average, high school attended, composite SAT score, major, ethnicity, gender, other grant aid received, student loans received, and credit hours earned at credit hour checkpoints. Using the variables listed above, 2 research questions were posed. Is there a predictive model of a HOPE Scholarship recipient who is likely to retain the HOPE Scholarship, and is there a predictive model of a HOPE Scholarship recipient who is likely to earn a degree?
These questions were analyzed using the population of first-time, associate degree seeking students at a 2-year college in 1998. The results of the analysis showed that while composite SAT scores, high school grade point averages, and GPAs at 60 attempted hours partially explained the success of HOPE Scholars, a clear model was not established that would identify students upon entry to college, or even partially through their academic careers, who were going to retain the HOPE Scholarship and earn a degree.
The findings of this limited study support the theories that there are other factors such as student engagement that are less easily quantified that play a significant role in student persistence.
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Charles, Stephen. "Perceptions of Mentoring from Fourth Year Medical Students." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/4998.
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This mixed-methods research study investigated medical students' perspectives of professional mentoring through a web-based survey/needs assessment. The participants are fourth year medical students from three large urban research institutions and two regional branch campuses. The web-based survey/needs assessment was created, peer reviewed, and validated. A strategic sampling of focus groups was conducted to gather additional information regarding the results from the web-based survey. The information and data obtained from the survey and focus groups was used to provide recommendations for administrators and faculty about the mentoring program for each campus. A new proposed model of mentoring was developed upon analysis of both quantitative and qualitative data. The significance of this study includes not only the findings about medical school students' perspectives of professional mentoring, but also the development of a validated assessment tool able to inform administrators about perceptions of their medical students.
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Sansom, Karen. "Indicators of Academic Success in a Medical Record Technology Program & Their Relationship to Attainment of a Passing Score on the Accreditation Examination." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2810.
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During the selection and retention process in a medical record technology program, it is advantageous to identify those students who will fulfill the program's course requirements, as well as subsequently pass the accreditation examination. Graduates of such a program at Wbstern Kentucky University were studied to identify these demoaraphic and academic indicators. Using a stepwise multiple regression analysis, the variables of high school grade point average (GPA), college GPA, and composite ACT score were found to be significantly related to medical record GPA. Using the maximum Rsquare improvement technique, the variables of high school GPA, college GPA, age entering the program, English ACT score and number of credits at graduation were found to be significantly related to overall college GPA at graduation. Multiple regression analysis indicated that high school GPA and composite ACT score were found to be the best predictors of overall performance on the accreditation exam, though the relationship was not significant. Using the discriminant analysis technique, several variables were found to be significant in determining which students will pass the exam and which students will fail. Based on information age when entering the program, and number of medical record core courses repeated contributed significantly to the model. The model was applied to the actual data with a pass/fail accuracy rate of 82% for all students and a rate of 84% for those students passing the exam. Based on additional information after graduation, the variables of medical record GPA, composite ACT score, age when entering the program, and number of credits received at graduation contributed significantly to the model. The model was applied to the actual data with a pass:fail accuracy rate of 78% for all students and a rate of 89% for those students failing the exam.
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Kelleher, Sheri Elizabeth. "A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/28.
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This qualitative case study was designed to investigate mentors and mentees and their relationships in a formal group-mentoring program. Results and findings were expected to contribute to the literature on how to best support future new faculty and senior faculty careers by providing data on the opinions of those who participated in the mentoring program. The study may also add to the limited literature on the successes and challenges of using a group mentoring model.
The researcher interviewed 20 faculty members who participated in a formal mentoring program. The interviews examined how and in what ways faculty mentors and mentees describe what they understand, integrate, and implement in their relationship after going through this program; the mentors’ and mentees’ perceptions of the materials and activities in the program in supporting their efforts in developing a mentoring relationship; and after completing the mentorship program, the success and challenges in sustaining an effective mentoring relationship. In addition to interviews, a focus group was conducted and archival documentation was reviewed.
The study site was a private 4-year college in the eastern region of the United States. Data collection included interviews, a focus group, and documents. Interpretation analysis was used to identify themes. An analysis of the data revealed the importance that experiences, resources, knowledge, trust, support, and feelings of connection to the institution have on an a successful mentoring relationship in a group mentoring model.
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Hinson, Danny. "English Proficiency & Academic Performance of International Students at a Small Baptist University." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2477.
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The predictive reliability of the Test of English as a Foreign Language (TOEFL) as a predictor of academic success of international students at Belmont University, a small Baptist university, was examined. Data were collected and examined on 168 international students. They were profiled by gender, language background, Test of English as a Foreign Language (TOEFL) score, grade point average achieved, and major area of study.
No significant correlation was found between TOEFL scores and academic achievement as measured by CPA. However, significant correlation was found between major field of study, TOEFL ranges, and gender in relationship to academic success.
TOEFL scores were also correlated with GPA for each specific academic major. A higher correlation was found for the humanities (r = .26, p < .05), and undecided students (r = .38, p < .05), than for business (r = .08, p < .05).
A t-test showed that students with TOEFL scores below 500 attained significant lower grades (GPA means = 2.44) than students with scores above 500 (GPA means = 2.72). Closer examination of GPA means for subjects in the TOEFL score ranges above 500 indicate that the higher the TOEFL score range the higher the mean GPA.
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Travisano, Jacqueline Anne. "Evaluation of the Relationship Between Employee Engagement and Student Engagement and Student Retention at a Large, Private, Not-for-Profit Research University." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/30.
Full textAbstract:
Research on employee engagement revealed a positive correlation between employee engagement and positive business outcomes. Within a university setting, positive business outcomes can be measured and demonstrated through higher-than-benchmarked employee engagement, student engagement, and student retention. To effect these desired outcomes, the literature revealed the need for employees to work together; to be fully invested in their work; and to advance the university’s mission, vision, and core values towards positive student success outcomes.
There is a full complement of research regarding employee engagement, student retention, and student engagement as specific topics within the literature. A deficiency in the literature existed concerning the correlation of these topics as one body of research. This study examined these interrelated topics within a large, private, not-for-profit research university setting.
Principal components analysis and logistical regression were used to determine the relationship between student engagement and student retention, the relationship between employee engagement and student retention, and to determine if employee engagement and student engagement predict student retention. Study results suggested that student engagement alone was not a statistically significant factor in predicting retention at the research setting. However, employee engagement was associated with student retention at the university level. When analyzed together, both student engagement and employee engagement were revealed as a statistically significant predictor of student retention at the university level.
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Hellmann, Joanne N. "Social and Psychological Factors Related to the Career Exploration Process of Young Adults." UKnowledge, 2014. http://uknowledge.uky.edu/hes_etds/19.
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This study examined social and psychological factors influencing the career exploration process of young adults. The predictor variables of this study were parental attachment, peer attachment, and self-efficacy; the outcome variables were environmental/occupational exploration, self-exploration, and career indecision. Data for this study were collected using various measures that were compiled into one survey hosted on Qualtrics. Results indicated that secure maternal attachment predicted secure peer attachment and high self-efficacy in young adults. Greater peer attachment was negatively correlated with environmental exploration. A higher level of self-efficacy was positively correlated with environmental exploration and negatively correlated with career indecision. These results imply that maternal attachment has an indirect influence on a young adult’s career exploration process.
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Swanson, Heather M. "EVALUATION OF A DIVISION I MID-MAJOR UNIVERSITY’S STUDENT-ATHLETE MENTAL HEALTH PROGRAM." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3732.
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The following executive summary provides high level findings of a student-athlete mental health program (SAMHP) at a National Collegiate Athletic Association Division I mid-major university. Various elements of the SAMHP were evaluated to create a well-rounded understanding of the program to determine sustainability, goals, and stakeholder expectations. Findings from this study provided insight on stakeholder needs, program successes, and implications for program improvements.
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Pao, Tammy Crews. "Nontraditional Student Risk Factors and Gender as Predictors for Enrollment in College Distance Education." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/4.
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The purpose of this dissertation was to examine whether nontraditional student age, female gender, and the possession of nontraditional student risk factors predict enrollment in distance education college courses. This dissertation used data from the most recent National Postsecondary Student Aid Study (NPSAS:12), which consisted of approximately 95,000 undergraduate students who were enrolled in higher education in 2011-2012. The results of a logistic regression analysis indicated that both nontraditional student age and female gender were strong predictors of enrollment in distance education, whereas the number of nontraditional student risk indicators was a partial predictor. As leaders in higher education are tasked with decreasing time to degree completion, it is hoped that the findings of this research will support distance education as one solution to this problem. Further exploration through the deconstruction of the nontraditional student risk index as defined by the National Center of Educational Statistics as well as examination of other factors such as ethnicity and GPA are needed to provide a more complete analysis of predictors of distance education enrollment as well as better data collection for distance education retention and success.
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Thompson, William Thompson. "Outcomes of Professional Development for Rural Community College Leaders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2897.
Full textAbstract:
To mitigate the loss of experienced administrators, community college leaders create internal grow-your-own (GYO) leadership development programs. Although the purpose of these programs is to ensure institutional efficacy by developing a pipeline of administrative and faculty leaders, little attention has been given to learning about the participants' post-program career advancement over time. Consequently, the value of GYO leadership training for participants is not well known. The purpose of this qualitative case study was to explore the post-program professional development of a group of participants 2 years after completing a rural community college GYO leadership program. The conceptual framework was guided by both the American Association of Community Colleges' Leadership competency model and situated learning theory. Research questions examined the leadership knowledge, skills, and behaviors the participants acquired from their training and how these knowledge, skills, and abilities were being used. Data sources included interviews of a cohort of 10 GYO leadership participants, leadership institute artifacts, and human resources documents, which were used for triangulation of the data. A constant comparative analysis methodology was used to identify themes. Research findings indicated that the participants most often applied their communication, collaboration, and advocacy knowledge and skills in their respective jobs, interests, and professional development over time. Academic and other leaders can use the research results to create positive social change by offering GYO leadership training programs to promote the advancement of the institution's mission, thereby improving the lives of the students and the health of the community.
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Giraldez, Dianna Isabel. "Using Interpersonal Process Recall (IPR) to Examine the Effects of Equine Assisted Activities on the Personal and Professional Development of Student Therapists." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/15.
Full textAbstract:
The Introduction to Equine Assisted Family Therapy course offered at Nova Southeastern University (NSU) provides Master’s and Doctoral level student therapists the opportunity to learn how to conduct an equine session and how to utilize horses as part of the therapeutic process. Students learn about the underlying theories and framework behind the equine activities and methodology, as well as participate in the equine activities themselves. For the purpose of this study, classroom discussions centered around processing the students’ experiences and were further enriched by viewing photographs and videos that had been taken of the students conducting the equine activities. The researcher utilized IPR as a qualitative methodology to create an improved perspective where students reflected on their experience and made connections with their professional and personal developments.
The findings of this grounded theory study document how students reflected on their personal and clinical development. More specifically, the transcripts of the conversations that took place during class discussions and interviews from students who took the course a year earlier showed that students reflected on their personal awareness, created changes in their relationships, developed their self of the therapist, honed in on their clinical skills and started viewing therapy differently. This study confirmed the transformative nature that the Introduction to Equine Assisted Therapy course has on the students.