Bibliografías temáticas / College administrators

Literatura académica sobre el tema "College administrators"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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Artículos de revistas sobre el tema "College administrators"

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Muzzin, Linda. "Theorizing College Governance Across Epistemic Differences: Awareness Contexts of College Administrators and Faculty". Canadian Journal of Higher Education 46, n.º 3 (19 de diciembre de 2016): 59–72. http://dx.doi.org/10.47678/cjhe.v46i3.188010.

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To provide a fresh perspective on governance in Canada’s colleges, interview data from administrators and faculty were interpreted through the lens of Glaser and Strauss’ (1965) theoretical categories describing interaction between physicians and patients. An example of a “closed awareness context” is suggested around college fund-raising, while “mutual suspicion” was observed in administrator-faculty interaction around student success policy. Examples of “mutual pretense” include feigned administrator-faculty cooperation around changing college missions and faculty workload formulae. “Open awareness” or dialogue, however, occurred where professional bodies or unions intervened. Awareness contexts are central to symbolic interactionist research, which focusses on how everyday realities are constructed. Similarities between doctor-patient and administrator-faculty interactions can be seen in the examples here. For example, just as doctors feared that delivering bad news to patients might precipitate “mayhem” in the hospital, college administrators may fear that openness around divisive topics might precipitate “mayhem” in college management.
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Phillips, Demetrice y Karina Kasztelnik. "The International Descriptive Study of Effective Methods for the Recruitment and the Retention of Faculty in the United States". Business Ethics and Leadership 5, n.º 2 (2021): 21–58. http://dx.doi.org/10.21272/bel.5(2).21-58.2021.

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This qualitative descriptive study explored what community college administrators and faculty described as being effective recruitment and retention methods for faculty at community colleges in the Northeastern United States. This study answered two research questions: what recruitment methods do administrators and American faculty at community colleges describe as being effective in the recruitment of American faculty? Also, what retention methods do administrators and American faculty at community colleges describe as being effective in the retention of American faculty? The researcher applied critical race theory to form a framework for best practices in recruiting and retaining American faculty. Data were obtained by interviewing six American faculty and surveying seven community college administrators employed at Massachusetts community colleges who were selected using purposive sampling and community college online staff directories. Using MAXQDA data analysis software, the researcher initiated data analysis using thematic analysis. Data were organized and analyzed to identify codes, categories, and themes. Data analysis resulted in six themes: hiring processes, faculty diversity, recruitment strategies, work environment, student and faculty relationships, and retention strategies. The findings of this study can benefit community college personnel by recommending recruitment and retention strategies to effectively recruit and retain American faculty. There was limited research and data available related to the recruitment and retention of African American male faculty at community colleges. The faculty and administrator participants of this study provided rich data on effective recruitment and retention methods for African American male faculty at community colleges. The critical race theory theoretical framework was summarized. Theoretical and practical implications emerged. Based on the data and new insights, implications for future research were discussed.
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Ye, Xinhao. "Leadership Competencies and Institutional Efficacy in Selected Colleges/Universities in China: Towards Leadership Development Plan". Frontiers in Humanities and Social Sciences 4, n.º 1 (23 de enero de 2024): 110–16. http://dx.doi.org/10.54691/pcam4e89.

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Over the years, university administrator’s aim is to polish a wide-ranging set of paramount practices that exemplary leaders and teachers follow in normal times. However the onset of the current pandemic seems to be a vital test for college and university administrators across the world. While some have augmented to the circumstance, others are struggling to manage this crisis of unprecedented proportions. The benefits that can be derived by such administrators and teachers will surely pave the way for the realization of set goals and priorities in the institution. This study will be undertaken to assess the strategic leadership competencies of the administrators of three universities and two colleges in Guangdong province of China; namely Huizhou University, Guangzhou University, Shaoguan University, Huizhou Economic Vocational and Technical College and Guangdong Peizheng College. Of the five universities, three are public and two are private and to measure the efficacy of the said universities and colleges in the context of the challenges and demands of pandemic in the 21st century. Furthermore, this research focused particularly on variables affecting the leadership competence of the administrators in terms of professional technical skills; human personal skills; strategic management planning; leadership/fellowship skills; communication skills; and decision-making skills. The institutional efficacy of the universities and colleges was discussed in terms of the following: strategy, role clarity, on human resource and continuous improvement/ innovation.
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Erstad, Brian L., Tina Aramaki y Kurt Weibel. "Integration of an Academic Medical Center and a Large Health System: Implications for Pharmacy". Hospital Pharmacy 54, n.º 3 (10 de enero de 2019): 170–74. http://dx.doi.org/10.1177/0018578718823735.

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Objective: To provide lessons learned for colleges of pharmacy and large health systems that are contemplating or in the process of undergoing integration. Method: This report describes the merger of an academic medical center and large health system with a focus on the implications of the merger for pharmacy from the perspectives of both a college of pharmacy and a health system’s pharmacy services. Results: Overarching pharmacy issues to consider include having an administrator from the college of pharmacy directly involved in the merger negotiation discussions, having at least one high-level administrator from the college of pharmacy and one high-level pharmacy administrator from the health system involved in ongoing discussions about implications of the merger and changes that are likely to affect teaching, research, and clinical service activities, having focused discussions between college and health system pharmacy administrators on the implications of the merger on experiential and research-related activities, and anticipating concerns by clinical faculty members affected by the merger. Conclusion: The integration of a college of pharmacy and a large health system during the acquisition of an academic medical center can be challenging for both organizations, but appropriate pre- and post-merger discussions between college and health system pharmacy administrators that include a strategic planning component can assuage concerns and problems that are likely to arise, increasing the likelihood of a mutually beneficial collaboration.
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Meng, Qingguo, Xiaojing Liu y Xiaojing Liu. "Countermeasures Against Job Burnout Among College and University Administrators from the Perspective of Psychological Contract Theory". Journal of Contemporary Educational Research 6, n.º 1 (12 de enero de 2022): 25–28. http://dx.doi.org/10.26689/jcer.v6i1.2898.

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Administrators are the implementers of the management in colleges and universities; however, their job scopes are relatively boring and complicated, with heavy workload and high work pressure, causing some of them to be less active and slack off in their careers. Therefore, under the guidance of psychological contract theory, colleges and universities should adopt various measures to deal with job burnout among college and university administrators. In this paper, the main causes of job burnout among college and university administrators are analyzed, and specific countermeasures are proposed from the perspective of psychological contract theory, hoping to help college and university administrators improve their work enthusiasm.
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Fonts, Maureen. "Community college minority female administrators as mentors of minority female students". International Journal of Mentoring and Coaching in Education 7, n.º 1 (5 de marzo de 2018): 87–106. http://dx.doi.org/10.1108/ijmce-05-2017-0039.

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Purpose Minority female students are increasingly faced with issues such as financial instability, work-family imbalance, and few growth opportunities in their careers. Within the context of community colleges, the presence of minority female administrators may serve as a venue for the empowerment and attainment of academic and professional goals for minority female students through administrators’ mentoring practices. The purpose of this paper is to explore the lived experience of community college minority female administrators in their role as informal mentors to community college minority female students. Design/methodology/approach The author used a qualitative phenomenological approach to explore community college minority female administrators’ experiences as mentors of female minority students. Mullen’s (2009) alternative mentoring model guided the study as well as a feminist lens. The purposive sample included six minority female administrators from two Florida community colleges, with individual interviews based on 18 open-ended questions. Data were analyzed with Atlas.ti™ qualitative software. Findings The findings uncovered four common themes and seven subthemes regarding the experience of informal mentoring as a minority female administrator: facilitating empowerment with two subthemes – modeling and coaching; administrator-student relationship with three subthemes – encouragement, life experiences, and past mentors; personal growth; and formalized mentoring with two subthemes – create a support system and access to information. Research limitations/implications In any study, phenomenological or otherwise, the researcher’s biases may cloud the data analysis process, and the researcher may code the data incorrectly or leave out crucial information during the transcription of the interview. It was essential for the author to understand the concept of epochè to bracket the author’s own experiences as a minority female (Bloomberg and Volpe, 2012). The purposeful sample was small and only focused on one region in the US, and the study’s findings may not be transferable to other contexts. Originality/value Minority female administrators’ experiences mentoring minority female students have not been comprehensively explored in the scholarly realm; hence, their mentoring journey is unknown. The study sought to shatter that silence and create a dialogue that will hopefully continue in the field of mentoring.
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Palmer, Daniel James. "College Administrators as Public Servants". Public Administration Review 73, n.º 3 (21 de febrero de 2013): 441–51. http://dx.doi.org/10.1111/puar.12037.

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Crouse, James y Dale Trusheim. "How Colleges Can Correctly Determine Selection Benefits from the SAT". Harvard Educational Review 61, n.º 2 (1 de julio de 1991): 125–48. http://dx.doi.org/10.17763/haer.61.2.d6h08n28m54g7434.

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Since its inception in 1927, the Scholastic Aptitude Test (SAT) has been used by increasing numbers of colleges in the admissions process. In this article, James Crouse and Dale Trusheim argue that the selection benefits colleges derive from using the SAT in their admissions decisions are minimal. They support this argument through a discussion of the prediction equation, supplemental table of predicted grades, and expectancy table currently used by the College Board's Validity Study Service (VSS) to assess the selection benefits of the SAT for individual colleges. Crouse and Trusheim present an analysis of the added information gain from SAT scores, as well as an alternative method for colleges to assess their selection benefits from the SAT. The authors illustrate their method by using Dartmouth College as a case study. Crouse and Trusheim then call for the inclusion of two additional tables in the VSS presentation to college administrators: the Crosstabulation of Predicted Grades Table and the College Outcomes Table. The Crosstabulation of Predicted Grades Table would allow college administrators to identify the level of redundancy in predicted freshman admissions for their particular institution based on high school GPA alone, compared with those based on high school GPA plus SAT scores. The College Outcomes Table would allow college administrators to estimate the impact their use of the SAT actually has on predicting several different student performance outcomes, such as average grades of admitted students, the percentage of admitted students with freshman GPAs above 2.5, and the percentage of admitted students who graduate.
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Shuying, He, Luxana Keyuraphan, Niran Sutheeniran y Patchara Dechhome. "Leadership Promotion Strategies for College Administrators". International Journal of Higher Education 12, n.º 5 (5 de septiembre de 2023): 33. http://dx.doi.org/10.5430/ijhe.v12n5p33.

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The leadership of college administrators is a critical figure in fulfilling the college's responsibilities, and it has a far-reaching impact on all aspects of disciplinary development, quality education, and the effectiveness of the school's operation. Leadership enhancement of college administrators is conducive to improving the structured reform of the internal structure of the college organization, establishing sound college system management, and improving the level of school education. It will also promote the academicization process of the college's internal organization, strengthen academic research and discipline construction, and promote educational exchanges and cooperation between teachers and students. It not only encourages the harmony and coordination of disciplines within the college, optimizes the allocation of resources, but also improves the level of education and teaching and further enhances the academic competitiveness of the whole university. This study explores the strategies for strengthening the leadership of development college administrators by sorting out theories, drawing on the theoretical perspectives of Bolman & Deal, Sergiovanni, and Zheng, and doing empirical research by comprehensively applying the questionnaire survey research method. In this study, five universities in Guangxi Zhuang Autonomous Region were grouped for a questionnaire survey using random sampling. College administrators and faculty, and staff members were assessed to provide an empirical research basis for leadership enhancement strategies. Finally, the corresponding plan was provided for the results of the study.
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Monks, James y Kimmarie McGoldrick. "Gender Earnings Differentials Among College Administrators". Industrial Relations 43, n.º 4 (octubre de 2004): 742–58. http://dx.doi.org/10.1111/j.0019-8676.2004.00360.x.

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Tesis sobre el tema "College administrators"

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Howard, Baldwin Tonia Toinette Kraska Marie F. "Administrator job satisfaction in higher education". Auburn, Ala., 2009. http://hdl.handle.net/10415/1992.

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Shipper-Cordaro, Paula (Paula C. ). "Characteristics of College Level ESL Administrators". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278215/.

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While many studies have been conducted on the methodology of teaching English, second language (ESL), few have focused on ESL administration, specifically college level ESL administration. This descriptive study analyzed and evaluated the personal and professional characteristics of college level ESL administrators.
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Akakpo, Koffi C. "Community College Administrators’ Perceptions of Ohio’s Performance-Funding Policy". University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513287655583264.

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Wright-Tatum, Patricia. "Job satisfaction of academic administrators at historically black colleges and universities /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946315.

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Brock, John H. "College administrators' understanding of care and connectedness". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/NQ41112.pdf.

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Konditi, Jane A. O. (Jane Akinyi Osamba). "Competency Needs of Administrators in Teacher Training Colleges in Kenya As Perceived By Administrators and Faculty". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331337/.

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The problem of this study was the needed administrative competencies of administrators in teacher training colleges in Kenya as perceived by administrators and faculty. A questionnaire (Inventory of Administrative Competencies) was mailed to principals, vice-principals, and four faculty members selected at random from sixteen teacher training colleges in Kenya. Ninety-six questionnaires were returned, yielding a return rate of 100 percent. Responses were analyzed using t-tests and one-way analyses of variance utilizing the F-test of the statistical test. A series of post hoc comparisons was made using Duncan's New Multiple Range Test to locate significant differences. Based on the analysis of data, it was concluded that both administrators and faculty considered the desired status of the competency very high. The administrators were performing below the desired status. Size of college was the major factor for the differences in perceptions of the respondents. Years of experience and educational background had little or no effect on the respondents' responses to the questionnaire. The following recommendations were made: A future study should investigate the perceived desired status and present performance ratings assigned to a validated set of competency statements of those levels of administrative activities not included in this study. Such a study would involve school inspectors, provincial education officers, deans of students, and heads of departments. A study should be made to investigate the current methods of evaluating administrative competence in teacher training colleges in Kenya. The results of this study should be analyzed by the Ministry of Education teacher college program developers responsible for conducting administrative workshops or in—service training in Kenya. This study could provide developers with additional information for improving the adequacy and relevance of both pre—service and in-service programs for practicing administrators.
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Edwards, James Lee. "Connections : things that matter to teachers in small colleges /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733154170888.

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Crist, Barbara E. "A study of the relationship of the job satisfaction of chief academic officers of institutions of higher education and the perceived leadership style of the institution's president". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=775.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xiii, 146 p. Includes abstract. Includes bibliographical references (p. 146-170).
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Hardesty, Craig David. "A study of the effects of strictness and level of church-relatedness on female job satisfaction among Christian college administrators". Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=206.

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Thesis (Ed. D.)--Marshall University, 2003.
Title from document title page. Document formatted into pages; contains p. iv, 111 p. Includes abstract. Includes bibliographical references (p. 87-106).
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Leonard, Brenda Gail. "Administrators' perceptions of enrollment trends of urban community colleges located in the southern region /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Libros sobre el tema "College administrators"

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ERIC Clearinghouse for Community Colleges., ed. Facing challenges: Identifying the role of the community college dean. Los Angeles, CA: ERIC Clearinghouse for Community Colleges, University of California at Los Angeles, 2000.

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McGinty, Stodt Martha y Klepper William M, eds. Increasing retention: Academic and student affairs administrators in partnership. San Franscisco: Jossey-Bass, 1987.

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Barboni, Edward J. Independent colleges and the Internet: A primer for college administrators. Washington, D.C: Council of Independent Colleges, 1993.

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Foote, Elizabeth. Achieving administrator diversity. Los Angeles, Calif: ERIC Clearinghouse for Community Colleges, University of California at Los Angeles, 1996.

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Madsen, Susan R. y Karen Longman. Women and leadership in higher education. Charlotte, North Carolina: Information Age Publishing, 2014.

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Guillén, Nimia María Herrera. Un viaje hacia el infinito: Diógenes Cedeño Cenci: el ensayista - el catedrático - el administrador. 2a ed. Panamá, República de Panamá: Universal Books, 2011.

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Vaughan, George B. Pathway to the presidency: Community college deans of instruction. Washington, DC: American Association of Community and Junior Colleges, 1990.

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Doğan, Süleyman. Rektörlerin gözüyle üniversitelerimiz. Fatih, İstanbul: Akıl Fikir Yayınları, 2016.

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Rokaḍe, Va Sā. Vaṭavr̥kshācyā chāyeta. 2a ed. Sātārā: Āditya Prakāśana, 2009.

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Bryant, Paul. Confessions of an habitual administrator: An academic survival manual. Bolton, Mass: Anker Pub. Co., 2005.

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Capítulos de libros sobre el tema "College administrators"

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Christakis, Michael N. "Communicating With Senior Administrators About Behavioral Health". En Promoting Behavioral Health and Reducing Risk Among College Students, 264–66. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-17.

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Kim, Sei Eun, Andrea Romero y Jose M. Rodas. "Principals', Administrators', and Counselors' Vision of Healthy College-Going Schools". En Advancing Educational Equity for Students of Mexican Descent, 57–79. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780367808327-4.

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Sterling, Ra Shaunda V. "Promoting Diversity Leadership". En Handbook of Research on Race, Gender, and the Fight for Equality, 321–34. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0047-6.ch014.

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This chapter focuses on the difference between the diversity of community college students and community college administrators. While many community college students are poor, minority, and female, the vast majority of community college administrators, particularly chief executive officers, are affluent, White, and male. This inequity may have an impact on how administrators relate to students and the policies these administrators enact, resulting in concerns about equity and access to educational opportunities. The history of U.S. community colleges is discussed. A profile of the typical community college student is also presented. Definitions of leadership are provided, and diversity leadership research is examined. A strategy for increasing diversity at the administrative level in the community college setting is shared. Kotter's (1996) eight-stage model of change management is presented as a means of altering a college's culture to promote greater diversity leadership. The role of technology in increasing diversity is discussed, and directions for further research are shared.
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Posecznick, Alex. "Conclusion". En Selling Hope and College. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501707582.003.0007.

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This concluding chapter sketches a fuller picture of life in institutions such as Ravenwood—disciplined by market and merit. Despite faculty stereotypes, administrators were not universally malicious, incompetent, apathetic, or obsessed only with dollars. Administrators can be a convenient symbol of the corporatization of higher education in the last forty years, and certainly, university administration has been radically transformed over the course of the twentieth century. The chapter also discusses how the confluence of metrics position Ravenwood College and the value of its credential in a particular place in the hierarchy and what the consequences are for how it operates. The ways that administrators interacted with numbers, deployed persuasive scripts, moved individuals through the admission funnel, and handled Ravenwood's financial precarity were partly a logical way to handle their position in the meritocracy.
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Peterson, Jason A. "Sometimes, Even College Administrators Act like Freshmen". En Full Court Press, 17–30. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496808202.003.0001.

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This chapter focuses on Mississippi’s first colligate venture into integrated competition, the creation of the unwritten law, and the first challenges to the gentlemen’s agreement. Jones County Junior College played against the integrated Tartars of Compton Junior College in 1955 only to be met with a barrage of racially based verbal attacks from Mississippi’s journalistic elite. In response, state politicians and college presidents banded together to create the unwritten law in an effort to preserve segregation on the playing field. The chapter also examines the coverage of the first challenges to the unwritten law, which were brought forth from the then-Mississippi State College and The University of Mississippi in December 1956. Scribes across Mississippi united in their criticism of the attempted violations of the gentleman’s agreement. Despite the varying amounts of journalistic attention paid to the occurrences, the paths taken in each instance by the press in the Magnolia State contributed to the enforcement of the principles and ideals of the Closed Society
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Brint, Steven. "College for All". En Two Cheers for Higher Education, 116–57. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691182667.003.0004.

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This chapter explores the processes and discourses of enrollment expansion, as well as the mechanisms colleges and universities have used to help improve the prospects of students who are most at risk of noncompletion. The sociologist James E. Rosenbaum (1998) coined the term “college for all” to describe the aspirations of policymakers and college and university administrators to extend college opportunities as widely as possible. Access and completion are the drivers of the educational revolution that has made college seem less like a choice than a necessity, but the revolution could not have occurred unless it had preserved and indeed added ways for ambitious students to acquire status at college and beyond graduation.
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Havighurst, Robert J. "The Life Course of College Professors and Administrators". En Life Course: Integrative Theories and Exemplary Populations, 79–95. Routledge, 2019. http://dx.doi.org/10.4324/9780429052194-6.

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Norris, Sharon E. "Strategic Leadership in Higher Education". En Encyclopedia of Strategic Leadership and Management, 1546–55. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch107.

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Higher education administrators face unprecedented changes that require not only faster decisions but also strategic ones. Unfortunately, institutionalization and isomorphic pressures weigh heavily on college and university administrators making it challenging for these individuals to envision the type of changes needed to formulate diverse strategies and lead the strategic change necessary in higher education. How many of today's higher education administrators have the knowledge and skills necessary to successfully lead their colleges and universities through the competitive, global, and technological advances that influence education today? The focus of this chapter will be on the need for strategic leadership in higher education, the outcomes that results when higher education administrators lack strategic leadership skills, and why it is important for administrators to develop associative thinking and collaborative innovation skills in order to successfully navigate the future.
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Ginsberg, Benjamin. "What Administrators Do". En The Fall of the Faculty. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199782444.003.0005.

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The Number of administrators and staffers on university campuses has increased so rapidly in recent years that often there is simply not enough work to keep all of them busy. I have spent time in university administrative suites and in the corridors of public agencies. In both settings I am always struck by the fact that so many well-paid individuals have so little to do. To fill their time, administrators engage in a number of make-work activities. They attend meetings and conferences, they organize and attend administrative and staff retreats, and they participate in the strategic planning processes that have become commonplace on many campuses. While these activities are time consuming, their actual contribution to the core research and teaching missions of the university is questionable. Little would be lost if all pending administrative retreats and conferences, as well as four of every five staff meetings (these could be selected at random), were canceled tomorrow. And, as to the ubiquitous campus planning exercises, as we shall see below, the planning process functions mainly to enhance the power of senior managers. The actual plans produced after the investment of thousands of hours of staff time are usually filed away and quickly forgotten. There is, to be sure, one realm in which administrators as-a-class have proven extraordinarily adept. This is the general domain of fund-raising. College and university administrators have built a massive fund-raising apparatus that, every year, collects hundreds of millions of dollars in gifts and bequests mainly, though not exclusively, from alumni whose sense of nostalgia or obligation make them easy marks for fund-raisers’ finely-honed tactics. Even during the depths of the recession in 2009, schools were able to raise money. On the one hand, the donors who give selflessly to their schools deserve to be commended for their beneficence. At the same time, it should still be noted that, as is so often the case in the not-for-profit world, university administrators appropriate much of this money to support—what else?— more administration.
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Spicer-Runnels, Ashley D. "Dismantling Invisibility in Multiracial College Students". En Developing an Intercultural Responsive Leadership Style for Faculty and Administrators, 1–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4108-1.ch001.

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This study was designed to test Tinto's theory of college student integration by measuring the social and academic integration of multiracial students. Policymakers and public interest have increased pressure on higher education institutions to address low degree completion rates among historically underrepresented racial minority students, leading to a targeted shift to assess and address factors that facilitate or hinder minority college student persistence. The participants for the current study consisted of a convenience sample of college students (n=173) classified as seniors at a mid-sized public four-year institution in Texas. The researcher collected pertinent demographic data and used the Institutional Integration Scale-Revised (IIS-R) to measure social and academic integration. The results of the analyses suggested a statistically significant correlation between being multiracial and social integration, but no significant correlation between being multiracial and academic integration.
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Actas de conferencias sobre el tema "College administrators"

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Razavi-Maleki, Bita. "Leading to College: High School Administrators' Role in Education of English Learner Students". En 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2011656.

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MANABETE, S. S. y BOBBOI UMAR. "Leadership Characteristics of Technical College Administrators in North-East Geo-Political Zone of Nigeria". En 2016 Global Conference on Teaching and Learning with Technology (CTLT 2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813148826_0015.

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Nwaneri, Oronne. "Daily Re(sista)nce: The Experiences of Black Women Administrators in the California Community College System". En 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2006718.

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Schumann, William. "BLACK MOUNTAIN COLLEGE SEMESTER: (RE) LEARNING EXPERIMENTATION IN ARTS AND CULTURE EDUCATION". En 2024 SoRes Paris –International Conference on Interdisciplinary Research in Social Sciences, 11-12 January. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.0102.

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Black Mountain College Semester (BMCS) was an interdisciplinary teaching and public education project implemented in 2018 at Appalachian State University in mountainous western North Carolina, USA. BMCS drew over 30,000 attendees and participants despite the rural character of the project area. Based on the experimental pedagogy of the influential Black Mountain College (1934=1963), the ten-month, multi-sited BCMS project sought to create intentional spaces of interdisciplinary collaboration–bringing the humanities, social sciences, arts, and design sciences into conversation–but more importantly, to facilitate the development of experimental cross-disciplinary and academic-public collaborations independently of the project leadership team. This paper offers a brief overview of Black Mountain College, followed by a discussion of the decentralized project design and the analysis of two project case studies. BMCS planning started with the original College principles of experiential and democratic learning philosophy, which invited participation and collaboration across hierarchical academic silos. Fundamentally, the concept of independent inquiry, not specific project outcomes, drove this process. Faculty, administrators, staff, non-profit leaders, educators, and the public contributed to events as varied as exhibitions, public talks, workshops, publications, theater, music, and curriculum design across four project sites. The first case study describes an interdisciplinary faculty fellowship program, created by project leaders, to support the application of learning concepts from Black Mountain College in university courses. The second describes the process of creating an interactive website linked to three museum exhibitions that extended BMCS into public domains and extra-academic spaces of learning. Broadly, this paper analyzes the process of co-creating methods of experiential learning on and beyond a university campus. Project assessment data is utilized to contextualize public responses to BMCS and discuss future directions for the project.
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Gill, Grandon, Matthew Mullarkey, Joseph E Mohr y Moez Limayem. "Building an Informing Business School: A Case Study of USF's Muma College of Business". En InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3427.

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[This paper is published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 19.] As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).
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A. Yousif, Suhad y Ali Safaa Jabbar. "Navigating the Future of Education: Creating a Web-Based E-learning System for Al-Nahrain University’s College of Science". En 5TH INTERNATIONAL CONFERENCE ON COMMUNICATION ENGINEERING AND COMPUTER SCIENCE (CIC-COCOS'24). Cihan University-Erbil, 2024. http://dx.doi.org/10.24086/cocos2024/paper.1570.

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The harsh lockdowns due to the COVID-19 disease have accelerated the move from traditional learning models to online and blended forms. Thus, all conventional face-to-face learning classroom interactions were suspended., however, it is crucial to realize that the need for blended learning is far beyond the consequences of the pandemic; blended learning is an essential component of modern education. Therefore, there is an increased need for the development and use of web or mobile applications capable of satisfying the unique needs of E-learning. In this paper, the platform’s distribution is feature-rich and includes various systems such as video lectures, AI-assisted videos, text reading materials, specialized topic books, and assessment forms, covering all needs and preferences in learning. The system was developed using Scrum Agile and was developed and programmed using HTML, CSS, JavaScript, and bootstrap5 for front development, while PHP and MySQL were used for the back-end administration. The platform is made up of administrators, teachers, and students. It allowed for effective usage management from the perspective of the three parties. The web-based platform design was expected to spread the scope of the models blended and usage posture and effectiveness. accomplished in the continuous operation and utilization of video lectures and online assessment in facilitating continuous flaw lecture and student interaction.
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Deng, Wenzhe. "UNLOCKING THE DRIVE TO LEARN: NAVIGATING INDIVIDUAL, FAMILIAL, AND EDUCATIONAL DYNAMICS OF COGNITIVE ENGAGEMENT IN UNIVERSITY STUDENTS". En EduCon Kuala Lumpur – International Conference on Education, 06-07 May 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.178200.

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This research paper explores the multi-dimensional factors influencing cognitive engagement among university students in Shanghai, integrating individual, familial, and institutional dynamics. Utilizing a mixed-methods approach, the study draws on data from the "China College Student Survey (CCSS)" to measure cognitive engagement through a specifically designed Likert scale. The study sample consists of 1,452 valid responses from 1,600 distributed questionnaires across six universities. Through descriptive statistics, correlation, and regression analyses, the research identifies significant determinants of cognitive engagement. Key findings indicate that cognitive engagement is profoundly influenced not only by individual characteristics—such as holding leadership positions—but also by familial factors like parental education and social networks, as well as comprehensive institutional factors including teaching quality and university infrastructure. Notably, urban-rural backgrounds and family economic conditions emerge as significant moderators, affecting how institutional and familial inputs influence students’ cognitive engagement. Results underscore the critical role of tailored educational strategies and supportive familial and institutional environments in enhancing cognitive engagement. The research contributes to educational theory by providing empirical support for the integration of multi-dimensional factors in understanding student engagement, offering actionable insights for educational policy makers and institution administrators aiming to foster enriched learning environments.
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Ivanic, Ivana, Rodica Ursulescumilicic y Laura Spariosu. "FACEBOOK AS A MEDIUM OF EXCHANGE OF INFORMATION AMONG STUDENTS". En eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-123.

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The aim of this paper is to analyze the mode of communication and exchange information of students of the Faculty of Philosophy, University of Novi Sad on the social network Facebook. Exchange of information among students at the social networking takes place in two distinct groups: Student Alliance of the Faculty of Philosophy and the Faculty of Philosophy Novi Sad. Groups are formed by students who are also administrators of the same. In the paper we will present the subjects of the discussion (registration exam, purchase literature, entrance exams, exams, problems faced in college, job advertisements, scholarships, international cooperation and exchange of students, experience, important events, parties, promotions, etc.), mode of communication (formal and informal speech), as well as time of day when students are most active on the network. The intention of the authors is to point out the fact that the daily number of users and the topics are increasing. According to research from 2009. (based on data that users have left on their profiles) the largest number of users in Serbia is between 18 and 34 years (61%).Based on preliminary results of this research, conclusion is that Facebook is much more used by the student population for the exchange of information related to studying, instead of forums and the official site of the Faculty. Social networks attract a large number of young people, so it is necessary for teachers to support the development of new technologies which can help in learning, even at the highest level of education. Also, it was concluded that students of the Faculty of Philosophy, University of Novi Sad, social networking site Facebook encourages in a variety of discussion, voting, leaving comments, giving feedback and sharing among stakeholders.
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Sagrario Resurreccion Simbulan, Maria. "Social Networking – Boon or Bane? Student’s Perception of the Role Social Networking Plays in Helping (or Hindering) Learning". En InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3767.

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Aim/Purpose: The study focuses on how 107 third and fourth year college students use social networking sites to communicate, to coordinate activities, and to collaborate with family members, classmates, and friends. Background This research study looks at the students’ social networking site usage patterns, their frequency of use, online social behavior as well as awareness of risks relating to privacy and unsolicited attention from strangers. Methodology: This study used a questionnaire to elicit business management students’ perception of social networking’s impact on learning, on relationships with peers, and on the development of critical social and business skills. Contribution: This research study seeks to explore students’ perception of the importance of social networking sites in their lives as students. This offers an insight to how the respondents use social networking sites, who they interact with on these sites, and how it impacts their family life and academic life. Findings: The study finds that overall, the impact of social networking among these respondents has been positive though it has yet to help all of the students to find a balance between their personal and academic lives. Recommendations for Practitioners: Studying the social networking usage behavior of students can help teachers assist and guide them, even beyond class hours, on academic, personal, and career matters. Impact on Society: While focused on a very small sample of third and fourth year students in the Philippines, the study hopes to offer parents, elders, faculty, and school administrators an insight into the impacts of social networking sites on the lives of students, and to present possible ways to help these young people cope with the pressures of living in a networked, totally connected, 24/7 world. Future Research: Instances and responses to cyberbullying; the possibility of self-harm or feelings of isolation stemming from unrestricted social networking site use; the role of self-discipline in limiting use of social networking sites during school days.
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Santórum, Marco, Mayra Carrión, Patricia Acosta-Vargas, David Morales-martinez, Julian Galindo-losada, Camila Madera, Gloria Acosta-Vargas et al. "A Digital Platform for Respiratory Rehabilitation in Patients with post-COVID19: Design and Usability Evaluation". En AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004289.

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This article presents the outcome of creating a usable digital platform for therapeutic education in respiratory rehabilitation. The platform has been developed to address the growing need for remote rehabilitation services, particularly in the context of respiratory conditions following COVID-19. It provides therapeutic education and supports self-rehabilitation sessions, catering to the needs of patients while also assisting in the training and education of healthcare professionals and students in the field of respiratory rehabilitation.The design process followed a user-centered approach, incorporating inputs from rehabilitation therapy experts and collaborative meetings with representatives from educational institutions. Through a comprehensive analysis of requirements, the platform's functionalities were defined, resulting in a set of clear and precise functional and non-functional requirements. The platform was designed as a progressive web application (PWA) with responsive design for compatibility across multiple devices. It incorporates informative error messages and robust data encryption for user security.The platform consists of different modules: one for users or patients conducting self-rehabilitation, medical specialists and/or students, organization administrators, and the platform administrator. Each module offers specific functionalities tailored to the respective users' needs. Patients can register, access therapeutic educational materials, perform rehabilitation exercises, and track their progress. Medical specialists and students have tools to review and edit patient records, create rehabilitation plans, and monitor their progress. Organization administrators can manage users and evaluate platform usage, while the platform administrator oversees system management, parameterization, and maintenance.The platform's interface design emphasizes simplicity, effectiveness, and ease of use. Patients can easily navigate through welcome screens, access rehabilitation plans, view exercise videos, and generate progress reports. Medical specialists and students have intuitive interfaces to create rehabilitation plans, add new exercises, review patient records, and access comprehensive reports for monitoring progress. Multimedia elements, including videos, enhance the effectiveness of rehabilitation exercises.The platform's data model effectively captures information about organizations, patients, medical specialists, exercises, and evaluations. The navigation model facilitates intuitive interaction and efficient task completion. In addition to the design, this article also presents the implementation of usability testing.To evaluate the platform's usability, a protocol proposed by Abhay Rautela was followed, accompanied by the use of the Computer System Usability Questionnaire (CSUQ). The evaluation involved a group of participants who performed tasks relevant to their roles as physiatrists or patients. The CSUQ was used to collect feedback and assess user satisfaction. The results of the usability evaluation will be discussed, providing insights into the platform's strengths and areas for improvement.
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Informes sobre el tema "College administrators"

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Sparks, J. College Faculty and Student Affairs Staff Interactions with Parents of Students. Journal of the Australian and New Zealand Student Services Association, abril de 2024. http://dx.doi.org/10.30688/janzssa.2024-1-06.

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On college campuses today, student services staff (administrators and support staff) and faculty members are not only interacting with students but also with their parents. College employee interactions with prospective students and their parents may be common during information sessions and open houses. However, outside of the recruitment season, less is known about the experiences of student affairs staff and faculty who interact with parents. Through semi-structured interviews, this study examined employees’ interactions with parents of students at four colleges of applied arts and technology in Ontario, Canada. Of the interviewees, nine faculty members and 11 student affairs staff (non-academic employees) described interacting with parents. The analysis of the interviews revealed several themes. These included college employees’ interactions with parents regarding students’ program choice and educational decision making, academic challenges, and support services. Professional practices that serve parents (and other supporters) could contribute to institutional goals, including post-secondary student persistence. This study’s research findings may inform student affairs practice and inspire new ways to support students’ college journeys in cooperation with parents and family members.
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Hu, Shouping, Christine Mokher, Hayley Spencer, Xinye Hu, Toby Park y Tamara Bertrand Jones. Exploring Institutional Change: Administrators’ Perceptions of the Fourth Year of Developmental Education Reform in the Florida College System. Florida State University Libraries, julio de 2018. http://dx.doi.org/10.17125/fsu.1531672091.

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Fouts, Jeffrey. Institutional environments as perceived by the faculty and administrators at six small liberal arts Christian colleges. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.790.

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Scarpini, Celeste, Fabrizio Santoro, Ronald Waiswa, Moyo Arewa y Jane Nabuyondo. Enhancing Taxpayer Registration with Inter-Institutional Data Sharing – Evidence from Uganda. Institute of Development Studies, mayo de 2024. http://dx.doi.org/10.19088/ictd.2024.048.

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Governments in low-income countries struggle to collect and use population information adequately. For tax administrations, all of which require comprehensive data about the tax base, the lack of accurate information is a crucial challenge. This challenge often appears intractable for African tax administrations, which operate in a context of high informality. Cross-agency data-sharing agreements and inter-institutional system integration, primarily related to national identification (ID) schemes, seem to offer a solution. These can potentially improve registration functions, facilitate identification of evaders, increase efficiency, and reduce taxpayers’ compliance costs. Summary of ICTD African Tax Administration Paper 35.
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Derrick, Fossong y Ashu Mc Moi Ndi. Politique fiscale numérique et collecte des recettes fiscales au Cameroun. Institute of Development Studies, diciembre de 2023. http://dx.doi.org/10.19088/ictd.2024.070.

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Des nombreux pays africains ont accomplis des progress significatifs dans la numérisation de l’administration fiscale. Des recherches récentes ont mis en évidence des éléments prometteurs concernant l’impact des solutions numériques, telles que la déclaration d’impôts en ligne, sur le respect des obligations fiscales et la génération de recettes. Cependant, on sait très peu de choses sur la façon dont la numérisation pourrait renforcer l’administration fiscale locale et sur la façon dont les différents niveaux de gouvernement infranationaux pourraient bénéficier de réformes nationales plus larges en matière de numérisation. Le cas du Cameroun illustre comment les administrations fiscales locales peuvent avoir du mal à tirer profit de la technologie. Résumé du document no.33 sur l’administration fiscale en Afrique
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Moore, Mick. Glimpses of Fiscal States in Sub-Saharan Africa. Institute of Development Studies (IDS), octubre de 2021. http://dx.doi.org/10.19088/ictd.2021.022.

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There is a widespread perception that taxing in sub-Saharan Africa has been and remains fraught with problems or government failure. This is not generally true. For more than a century, colonial administrations and independent states have steadily developed the capacity to routinely collect more substantial revenues than one might expect in a low-income region. The two main historical dimensions of this collection capacity were (a) powerful, centralized bureaucracies focused on achieving revenue collection targets and (b) large, taxable international trade sectors. In recent decades, those centralized bureaucracies have to some extent been reformed such that in structure and procedure they resemble more closely tax administrations in OECD countries. More strikingly, nearly all states have adopted VAT and found it to be a very powerful revenue collection instrument. However, the tax share of GDP has been broadly constant for several decades, and it will be hard to increase it. It is difficult for African governments to effectively tax transnational corporations, especially in the mining and energy sectors, which are of growing importance. Tax administrations continue to approach richer Africans with a light touch, and to exaggerate the potential for taxing small-scale (‘informal’) enterprises. The revenue operations of sub-national governments are often opaque. Ordinary people often pay large sums in ‘informal taxes’ that are generally regressive in impact. And the standard direction of travel in the reform of tax policy and administration is not appropriate to those large areas, especially in the Sahel, that are afflicted by internal and cross-border armed conflicts.
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Czajka, Leo, Florence Kondylis, Bassirou Sarr y Mattea Stein. Data Management at the Senegalese Tax Authority: Insights from a Long-term Research Collaboration. Institute of Development Studies, diciembre de 2022. http://dx.doi.org/10.19088/ictd.2022.020.

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As they increasingly adopt digital infrastructure, public administrations worldwide are increasingly collecting, generating and managing data. Empirical researchers are, at the same time, collaborating more and more with administrations, accessing vast amounts of data, and setting new research agendas. These collaborations have taken place in low-income countries in particular, where administrative data can be a valuable substitute for scarce survey data. However, the transition to a full-fledged digital administration can be a long and difficult process, sharply contrasting the common leap-frog narrative. Based on observations made during a five-year research collaboration with the Senegalese tax administration, this qualitative case study discusses the main data management challenges the tax administration faces. Much progress has recently been made with the modernisation of the administration’s digital capacity ,and adoption of e-filling and e-payment systems. However, there remains substantial scope for the administration to enhance data management and improve its efficiency in performing basic tasks, such as the identification of active taxpayers or the detection of various forms of non-compliance. In particular, there needs to be sustained investment in human resources specifically trained in data analysis. Recently progress has been made through creating – in collaboration with the researchers – a ‘datalab’ that now works to improve processes to collect, clean, merge and use data to improve revenue mobilisation.
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Nyman, Matt, Nancy Staus y Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, septiembre de 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.
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