Dissertations / Theses on the topic 'Senior education officers'

The purpose of this qualitative research, guided by Black Feminist Thought, was to examine the experiences of African American women senior student affairs officers to understand the strategies they utilized to advance their careers. Participants included six vice presidents/chancellors for student affairs (reporting directly to the president of the institution) and one dean of students reporting to the vice president for student affairs. The participants’ recounted raced and gendered experiences during their journey to becoming a senior student affairs officer into their journey of being a senior student affairs officer. Their shared experiences were based on tokenism, hyperawareness of systemic racism and sexism, and perceptions of leadership styles verses angry Black woman. They also reported support systems such as mentors, sponsors, spirituality, and family that influence their thoughts, decisions, and motivation to continue in the field of student affairs and ultimately in higher education. The implications of the study encourages and challenges African American women and other women of color who are administrators to share their professional experiences to continue to enlighten scholarship and practice while encouraging institutions to provide funding, personnel resources, and training for all employees.

Since the inception of Student Affairs, males have dominated senior level positions. While females are earning every degree type at a higher rate than their male counterparts, there are more women in entry and mid-level positions that often feel relegated to these roles as they seek advancement to a Senior Student Affairs Officer (SSAO) position. Whereas the gender gap has dramatically decreased over time at four-year private institutions, the largest gender gap within SSAO positions continues to exist at four-year public institutions. Using a phenomenological approach, this qualitative study explores the career trajectories of 15 current female SSAOs at four-year public institutions. The study examines factors that led to their success, challenges related to their gender, and advice given to females who aspire to obtain an SSAO position at a four-year public institution. Critical feminist theory was the theoretical framework used to undergird the study and to help examine gender inequalities. All women currently hold a Dean of Students, Assistant/Associate Vice President of Student Affairs, or Vice President of Student Affairs position at four-year public institutions within three states. Five themes arose from the data, culled from two series of semi-structured interviews and resume analysis: (a) educational and career trajectory patterns, (b) mentorship matters, (c) pathways to advancement, (d) roadblocks to the SSAO position, and (e) advice given. Findings related to why the largest gender gap persists at four-year public institutions were also discussed. Interpretations of the findings, limitations, and recommendations for future research and practice were shared.

This study examines senior education officers' (SEOs) perceptions of the meanings and characteristics of the term 'leadership' both from their traditional PNG and Western perspectives. Data were drawn from questionnaires returned by 20 SEOs, 2 recorded interviews and a focus-group methodology. The purposes of the study are to: (i) define the meaning of leadership from the senior education officers' perspectives and through the review of the literature; and (ii) identify key characteristics and skills of the leadership role of senior education officers in PNG today, as a basis for improving practice and informing knowledge about leadership. Respondents were asked to define the meaning of the term leadership, and to describe their most memorable leadership experiences which may have helped to shape their understanding of leadership. They were also asked to identify and to list the key leadership functions, qualities and skills/abilities which they perceive to be most important in their roles today, and for the foreseeable future. Literature on leadership is complex and wide ranging. Those which provided data of particular significance in specific areas directly related to this study include: Rost (1991) on the definitions of leadership; Kouzes and Posner (1993 and 1987) in relation to characteristics of leadership; on educational leadership (Sergiovanni et al 1987, Turney et al 1992, and Fullan 1991 and 1992) in relation to the functions, qualities and related skills/abilities of educational leaders; on culture and cross-cultural studies (Hallinger and Leithwood 1996, Heck 1996, Bates 1992); and various ethnographic sources on PNG and Melanesian traditional and contemporary leadership. A number of significant findings have emerged through this research study. The first, relates to a firm view of traditional PNG/Melanesian leadership as a 'shared leadership', defined in this study as a shared influence relationship among members of a social unit through a mutual quest for their existence. The notion of shared leadership emphasises the importance of reciprocal generosity, cooperation and competition for Melanesians in their daily quest for their needs and aspirations based on mutual concern, care and devotion for one another. The great diversity of people and cultures of Melanesians also enriches the view of 'leadership as cultural practice' (Gerstner and O'Day 1995, Heck 1996, Bates 1992) and the interplay of 'education as cultural construction'. These insepearable concepts provide logical and promising framework both towards transcending knowledge, cultures and poeple, and an interest to engage in more cross-cultural research. This study identifies among the most pressing problems of contemporary leadership in PNG relates to the inability of leaders to transcend traditional knowledge and customary practices with the new Western knowledge and practices. In other words, the problems of transcending the notion of 'shared leadership' with Western leadership characterised by public accountability, credibility and integrity normally associated with leadership in public office cannot easily be matched and transferred. This study suggests a 'transcendent leadership model' as a potential solution toward achieving this end. Extending beyond one's own limits, to do something extraordinary and admirable for the common good is what transcendent leadership model suggests every leader must be able to do. The foundations of transcendent behaviour the literature suggests include: moral and ethical living (Starratt 1996); ambition, competence, and integrity (Bennis and Goldsmith 1994); and honesty, forward-outlook and inspiration (Kouzes and Posner 1993). The literature indicates that these qualities and skills require proper 'intellectual conditioning' (Ramoi 1987, Narakobi 1991), to produce 'educated persons' (Starratt 1996) who are able to understand, appreciate, critique, and participate in their cultures, traditions, and history. This study therefore investigates and defines the meanings, roles and functions of the concepts of leadership, culture and education in relation to the cross-cultural conditions of the work of SEOs in PNG.

Given the significant projected percentages of retirements of community college senior officers, forecasted workforce shortages, and the difficulty of attracting employees to rural community colleges, a qualitative study was undertaken to understand the learning experiences of seven senior officers in developing the competencies to lead at a rural community college. Through the interviews, the senior officers redirected the conversations to describe how they develop the next generation of rural community college leaders. Findings included the descriptive concepts of (a) rural legacies, (b) developing pragmatic competence, and (c) reciprocal development. A grounded theory model provided guidance on preparing the next generation of leaders at rural community colleges.

The purpose of this study was to describe the career paths of female senior student affairs officers (SSAOs) in American four-year institutions of higher education. Specific topics investigated included (a) demographic profile, (b) entry level and SSAO stepping stone positions, (c) work experience, (d) formal education, (e) promotion path, (f) career goals, (g) characteristics of the employing institutions, and (h) common career barriers.The population consisted of all 356 female NASPA members employed as SSAOs in American four-year institutions of higher education during the fall of 2000. A survey instrument designed by the researcher was used to gather data.The average age of female SSAOs when they were first appointed to this position was 41 years. The vast majority (81%) was White, and the most frequently reported marital status was married/partnered. Almost one-third of the SSAOs reported jobs in residence life as their entree into student affairs work. Jobs in the dean of students' office were the most frequently reported SSAO stepping stone positions. At the time they were first appointed SSAOs, they had worked an average of 14 years in higher education. Over half (51 %) held a doctorate. Over half (58%) received an internal promotion to their first SSAO position, and over half (57%) accepted this position at private institutions. For over half (55%), becoming an SSAO was a primary career goal at the time they were first appointed to this position. Close to two-thirds (66%) reported no barriers in achieving the first SSAO position.Major conclusions included: (a) student affairs positions that provide exposure, visibility, and connections provide a common career path to the SSAO position; (b) a doctorate has become a virtual necessity for women who aspire to be SSAOs; (c) women in general and minority women in particular have made gains in reaching the SSAO position.
Department of Educational Leadership

Higher education had been one of the highest funding priorities in most states, however, in recent years, governors and state legislators have focused their efforts in higher education on cutting budgets to deal with historic gaps in revenue. As a result, university administrators have been challenged to modify their institutions’ academic programs, administrative units, and student affairs operations to contain costs and increase revenue. This study examined the extent of financial challenges faced in student affairs divisions at four-year, state-supported institutions during the period between 2008 and 2012 and the strategies utilized by senior student affairs officers to manage them. A researcher-developed online survey instrument was used to collect data from senior student affairs officers at four-year, public institutions of higher education which were members of Student Affairs Administrators in Higher Education (NASPA). The questionnaire was designed to gather information regarding the impact of institutional financial constraints on student affairs units and the resulting student service area changes, funding shifts, and leadership engagement and knowledge in budgeting. Descriptive statistics and a thematic analysis were used to examine the data which showed that, while student affairs units had experienced decreases in institutional support during the timeframe investigated, university financial constraints did not have a significant impact on eliminating or creating student affairs services. The student affairs services most often reduced were career development, college or student unions, and dean of students. Findings also indicated counseling and psychological services, recreation and fitness programs, residence life and housing, and disability support services were most frequently increased. The most frequent shift in student affairs funding to mitigate fiscal stress was through internal reallocation followed by establishing or increasing a mandatory or user fee. Counseling and psychological services, health services, college or student unions, and recreation and fitness programs were services most frequently identified as experiencing a funding change. The results encourage senior student affairs officers to find a balance of new funding opportunities while also being effective and efficient with reductions to programs and services.

The purposes of this study were to determine whether directors and the senior student affairs officers who supervise them perceive the formal performance evaluation process to be accurate, fair, and meaningful, and whether they perceive the process to be influenced by the politics involved in the position.

This phenomenological study investigated the lived experience of identity construction during a military officer's role change from the middle ranks to senior leader. This role change encompassed education, training, and work experiences over the course of several years between the initial selection for advancement and the first official duty assignment in a senior leader position. The inquiry focused on active duty U.S. Amy officers in the rank of colonel or lieutenant colonel (promotable) and the construction of their identities as senior leaders during this multi-year process. The officers' narratives provided insight into how the role change affected their self-concepts and how they coped with the challenges of ascending to a more complex environment with greater responsibilities to both the Army and the Nation.

The population for this phenomenological inquiry was purposefully sampled using a criterion-based selection. Interviews with the resulting twelve participants were conducted in accordance with Seidman's (2013) three-interview method. Through applying Moustakas' (1994) phenomenological method of data analysis, eleven themes emerged, resulting in a composite textural and structural description that presented the meanings and essences of the identity construction experience.

The following three conclusions resulted from the analysis. The first was that the identity transition expected by the Army is only partially occurring due to a combination of organizational and cultural barriers. The second conclusion was that assuming the mantle of senior leadership is an especially human endeavor, driven more by relationships, character, and mentoring than skills and competencies. The third conclusion was that the study of identity construction requires a more nuanced appreciation toward ambivalent reactions to the work situation and the various ways one may exit. Implications include potential enhancements to Kira & Balkin's (2014) model, recommendations for the Army's senior leader development process, and the potentially greater use of the Seidman's (2013) phenomenological interviewing method to capture data regarding the development of Army leaders through key role changes.

Hyatt, Jennifer Leigh. Women Chief Housing Officers at State Universities in the Northwest United States. Doctor of Education (Higher Education), December 2016, 89 pp., 1 table, 3 figures, 48 references, titles. This qualitative study explored the experiences of women chief housing officers (CHOs) at state universities within the northwest region of the United States. The study used narrative inquiry methodology with a thematic analysis approach to investigate how seven female CHOs experience and make meaning of their professional career progression and journey toward becoming and remaining a CHO. Five core themes emerged from the study: (a) understanding housing operations, (b) self-efficacy, (c) gender inequities, (d) relationships with staff, and (e) mentorship. The theme of gender identity suggests that gender does influence how these female CHOs make meaning of their professional experience. The overall results suggest that although the perception of many is that the field of student affairs is wide open to women, in some senior-level positions, such as CHO, gender inequity is prevalent. A factor that may contribute to this inequity is the privatization of housing which calls for a greater understanding of business and housing operations, areas dominated by males. An implication from this study is that an increase in the number of women in the CHO position may only occur when university housing personnel expand professional preparation for mid-level housing positions to include more business-related practices. The mid-level position could then be seen as a step toward desired CHO competencies and toward making the position of CHO more inclusive.

The education of hospital doctors has been criticised because of its large service commitment and poor educational structure, and this particularly applies to the hospital Senior House Officer (SHO) component of general practice vocational training. This study set out to assess the effect of local interventions to improve SHO education. This required the design and application of a system to assess SHO educational posts, a classification of interventions and the use of a local research cycle to determine the effect of interventions applied. The study involved 80 doctors training for general practice, working in 137 SHO posts, at two district general hospitals in Southern England between 1993 and 1999. Established principles of the action research cycle were applied. These linked quantitative and qualitative research on the local problems in SHO education, with design of interventions to resolve these problems, the action of applying an intervention and then further research to determine if the problems had resolved. Quantitative research involved the design, piloting and assessment of an SHO Educational Audit Project (SEAP) questionnaire applied sixmonthly.qualitative methods involved monthly focus groups, interviews and a field diary. Interventions included letters, feedback, facilitated group discussion, interviews, and external visits. Changes were seen in rates of appraisal, teaching, attendance, and contact with GP mentors. An intervention to increase the amount of induction to SHO posts was ineffective. The number of completed action research cycles applied (seven) and duration of the study (six years) exceeded those seen within the existing literature on action research. This study was also the first description of action research in the setting of medical education for SHOs. It was concluded that the action research cycle was a framework in which acknowledged research methods were placed and should not be seen as a method in its own right. The action research cycle links the disciplines of research, learning theory and organizational development. It is a cycle that can contribute to the individual learning of a professional because it gathers evidence of change using research methods rather than intuition and an assumption of change. Action research can be seen as an improved model for professional learning because it provides focused information and feedback. A model for future general practice training at SHO level was also identified from the study results. This was an "elective" style period where the doctor selected several specialities to work within an outpatient or community setting. The model included induction, appraisal and day-to-day supervision, along with regular contact with general practice and the general practice trainer. Other theory generated by this study related to thresholds for behaviour change, achieving enduring change, the three components that contribute to change (setting, intervention and follow up), the types of educational supervisor and an apprentice cycle for learning. The system for assessing the standards of SHO education, the range of interventions and the action research model used in this study are applicable to other similar settings. The outcomes in other settings will depend on local circumstances and have to be determined by further local research with an action research framework. Since completion of this study, new posts for GP education have been piloted and financed by the Director of Postgraduate General Practice Education throughout the Wessex region. Course organisers specifically for SHO education have been appointed for every vocational training scheme in Wessex and have been able to apply the principles of action research using the monitoring system outlined in this study.

Existing research literature indicates a scarcity of African American males attaining senior administrative positions at predominantly White institutions (PWIs). The previous research often lacks an empirical focus, resulting in a substantial gap in the literature (Jackson, 2004; Lewis, 2007; Pickron, 1991). This qualitative study examines the career paths and leadership experiences of nineteen African American male senior administrators in student affairs at four-year predominantly White institutions across the United States. The rationale for this study emerges from the researcher's frustration with the paucity of male senior administrators of color in student affairs at PWIs as role models, and a lack of clarity as to the steps needed to attain such a position. An exploration into the attainment of senior administrative positions in student affairs would disclose the necessary leadership skills and training appropriate to lead a student affairs organization. Critical race theory (CRT) frames this study and provides a framework for analyzing the lived experiences of people of color whose voices are least heard in the academy. Through qualitative methods, African American males are allowed to reflect on their career trajectory, leadership experiences, and attainments in becoming senior administrators in student affairs at PWIs. The criterion sample selection (19 of 43, or 44%) was comprised of African American male vice presidents in student affairs at PWIs, and identified for this study as members of the Student Affairs Administrators in Higher Education (NASPA) organization. This study reveals the importance of having a doctoral degree, general skill sets, influential mentors, and membership in professional organizations that serve as a resource for the best practices in student affairs. Without the necessary credentials, it seems highly unlikely that many African American males will be able to attain senior leadership positions in student affairs. The study offers recommendations for further research, which could prove valuable for African American male and female aspirants pursuing senior administrative positions in student affairs at PWIs.

碩士
國立中興大學
國家政策與公共事務研究所
99
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Few studies exist dealing with the career development of women to senior academic officers positions in higher education. As more women pursue these senior level administrative careers, there arises a need to better understand how they develop them. What is this phenomenon of career development? How do women develop careers in hierarchical organizations? How do traditional gender-roles influence career choice? The review of the literature comprises three sections: an exploration of the literature on the organizational structure of higher education and the career paths taken to senior academic administrative positions; an examination of the career development literature; and a review of the literature on the influence of role models and mentors on occupational choice. The methodology for this study was Naturalistic Inquiry. In Naturalistic Inquiry, a priori theory is used as guiding theory to help the researcher generate questions and search for patterns. To gain an understanding of the career development of the women chosen for this study, research questions focused on above questions. Six women participated in in-depth interviews. The analyses and synthesis of the data into assertions is presented in case studies. Many common themes as well as differences emerged from the data. These women labored to gain a depth of knowledge and breadth of experience in higher education administration. Much of their inclination to hard work was grounded in their desire to serve; they are committed to community college education. The dominant culture which places women in the private domain and men in the public domain significantly influenced the career lives of some of these women. Mentors were key to helping these achievers gain self-confidence and choose a path up the academic administrative career ladder. Finding the right fit, and positioning oneself were instrumental to developing a career in a hierarchical institution. Finally, obtaining the doctorate, while simultaneously growing intellectually and professionally, was also key to success. This study increases our knowledge on women's career development in the community colleges. Not every woman who pursues a career as a senior academic officer will act as these women. However, what we have learned can be applied to similar contexts.

The research study sought to investigate the following research hypotheses; computer is an effective tool in the teaching - learning of Mathematics teachers and learners are facing challenges or have barriers that hinder them from using computers in their lesson presentations; teachers and learners are computer illiterate and administrators at schools around Mafikeng are using computers. The population for this research study was drawn from Senior Secondary Schools in the Mafikeng Area Project Office. A sample of 20 schools was used whereby 300 learners were randomly selected and 40 Mathematics teachers were purposely selected. Two questionnaires were used, one for teachers and one for learners for the purpose of data collection. Quantitative approach was used to analyse the research data. The main findings were that: Most teachers and learners are computer illiterate; few teachers make their own arrangements to attend private institutions and pay their fees to be trained to use the computer. Some private sectors in North West Province donated computers to most schools but training was not given to any teacher. There is a dire need a.n..d interest in teachers and learners to use computer since teachers noted that it reduces workload and paper work. It is recommended that: The Department of Education provide training of teachers for using computers in teaching Mathematics, distribute finances evenly that can allow schools to build computer laboratories in schools and those schools with computers should consider standardising their computer software.
Thesis (M.Ed) North-West University, Mafikeng Campus, 2012

No
Background: Many accident and emergency clinicians regard the radiographic image as an extension of the clinical examination, as a provisional diagnosis, based on clinical signs and symptoms, can be confirmed or refuted by inspection of X-rays. However, the value of radiography in this context is not determined by the actual presence of trauma or pathology on the radiograph, but is dependent on the ability of a clinician to identify any trauma or pathology present. Traditionally, the responsibility for interpreting radiographic images within the accident and emergency environment in the United Kingdom (UK) has been with medical clinicians. However, expansion of the nursing role has begun to change the boundaries of professional practice and now many nurses are both requesting and interpreting trauma radiographs. Aim: To ascertain the ability of accident and emergency doctors and nurses to interpret trauma radiographs, and identify whether there is a consistent standard of interpretive accuracy that could be used as a measure of competence. Methods: A literature review was conducted using the Cochrane Library, Medline and CINAHL databases and the keywords radiographic interpretation, radiographic reporting, accident and emergency and emergency/nurse practitioner. Findings: The ability of accident and nursing doctors and nurses to interpret trauma radiographs accurately varies markedly, and no identified published study has established an appropriate level of accuracy that should be achieved in order to demonstrate satisfactory competence in the interpretation of radiographic images. Conclusions: Determining a measure of interpretive accuracy that can be used to assess ability to interpret radiographic trauma images is fraught with difficulties. Consequently, nurses may attempt to prove their skills by directly comparing their abilities to those of their medical colleagues. However, as a result of marked variation in the ability of senior house officers to interpret trauma radiographs, a similar ability does not automatically imply that a satisfactory level of ability has been achieved.