Theses/Dissertations - Educational Leadership
Permanent URI for this collectionhttps://hdl.handle.net/2104/4806
Browse
Browsing Theses/Dissertations - Educational Leadership by Author "Cloud, Robert C."
Now showing 1 - 5 of 5
- Results Per Page
- Sort Options
Item Department chairs' perceptions of music transfer student success.(2007-02-14T21:51:31Z) Wilson, Christina H.; Cloud, Robert C.; Educational Administration.; Baylor University. Dept. of Educational Administration.The purpose of this study was to describe and understand the perceptions department chairs had of various attributes that contributed to two-year music transfer student success, in upper-level instruction at a four-year institution. This was a phenomenological study that explored department chairs' views of music student success. The results of this study were a description of themes related to this phenomenon. Participant views, although affected by the experiences department chairs had with students as well as their relationships to the music discipline, were important to the description of the phenomenon of transfer music student success. At this stage in the research, successful music students were generally defines as those students who completed course work successfully and who graduated in an appropriate amount of time for their degree. Each institution’s or each department's policies defined the appropriate amount of time for degree completion and the standards for successful course work completion. Even though the researcher was interested in participants' definitions for successful music transfer students, she chose to establish these definition parameters for participants to build definitions upon.Item Differences in self-efficacy and global-mindedness between short-term and semester-long study abroad participants of selected Christian universities.(2006-05-28T02:03:15Z) Kehl, Kevin L.; Cloud, Robert C.; Educational Administration.; Baylor University. Dept. of Educational Administration.It has been suggested that the human experience is an increasingly globalized one in which people have multiple cross-cultural exchanges or interactions. Given the growing the global interdependence and awareness of common problems facing humanity, many educational leaders have advocated for the internationalization of higher education. Student participation in a study abroad program is a common strategy employed to meet this objective. Educational leaders and decision makers are faced with the difficult task of balancing competing programs as stewards of institutional and human capital in an environment of limited resources. This common, yet special challenge, calls us to find an objective means of evaluating the effectiveness of study abroad programs. The calls, for internationalizing university curricula come from within the academy as well as from the increased student demand for international experiences, are being answered in the affirmative as seen in the recent growth of student participation in study abroad programs. Traditionally, study abroad has been thought of as an experience that requires significant interaction with a host culture often consisting of a semester of year in length. Yet one of the areas of greatest growth has been increased participation in short programs, usually consisting of 8 weeks or less. While different program types, length, and objectives vary from institution to institution, in general, it is agreed that internationalizing higher education should help students prepare for living in the 21st century. Two foundational constructs often cited as necessary components of this preparations include global-mindedness and self-efficacy. The purpose of this study was to determine the differences in outcomes of study abroad length and participation on general self-efficacy, and attitudes reflecting global-mindedness of students at three private Christian universities. This study sought to examine the differences between students who had participated for a semester with students who had participated in a short-term program consisting of 8 weeks or less as well as students who intended to attend study abroad prior to their actual participation. Findings and recommendations reflect the context of the current climate of increasing pressures on university budgets and calls to more acurately measure curricular and co-curricular outcomes.Item Exploring industry perceptions of the development and sustainability of academia-industry advanced technological education partnerships.(2012-11-29) Kile, Joanna L. (Joanna Le); Cloud, Robert C.; Educational Administration.; Baylor University. Dept. of Educational Administration.The increasing demands on community colleges to broaden access and provide for the community’s economic welfare, while maintaining its traditional educational role, have served as a powerful impetus for institutional change. Concurrently, institutions have been forced to explore non-traditional avenues to counteract resource scarcity. Community colleges have turned to partnerships as an avenue to ameliorate the challenges faced in the current economic and educational climate. While the onus has been placed on educational institutions to structure these partnerships to ensure success, the empirical literature regarding such collaborations is primarily from the academic perspective. The industry perspective is lacking. Such research is critical for researchers and practitioners in understanding which factors facilitate or impede alliance development with industry companies. Using Austin’s Cross-sector Collaboration Continuum Model as the theoretical framework (Austin, 2000b), this case study explores the major factors contributing to the successful development and sustainability of an industry-academia-government workforce education partnership from the industry perspective. The case study, the Northeast Biomanufacturing Center and Collaborative, is funded by the National Science Foundation and focuses on biomanufacturing education and training. For this study, more than 145 documents were examined and 12 industry representatives from the partnership were interviewed. The findings support the utility of the model in determining the progression of an advanced technological education partnership between industry, education, and government agencies. An analysis of documentation and interview transcripts revealed that the partnership has progressed from the philanthropic to the transactional stage in its seven-plus years of existence. Results also indicate that the eight drivers and enablers defined in Austin’s model align with those cited by industry representatives. Furthermore, the study identified 11 factors considered essential for sustaining an effective partnership—strategic and business planning, financial sustainability, a proven track record, currency and relevancy, continuous improvement, adaptability and flexibility, innovation, maintaining close ties with industry, consistent engagement with partners, continuity among staff members, and a physical presence in the right locale. The revised model and the accompanying evolutionary progression tool will be helpful for any industry-academia partnership in the evaluation of their progression.Item Texas Hispanic students attending Texas community colleges : institutional characteristics influencing enrollment and graduation.(2012-08-08) Whitis, Harold Glen.; Cloud, Robert C.; Educational Administration.; Baylor University. Dept. of Educational Administration.This quantitative study used the college choice nexus developed by St. John, Paulsen, and Starkey (1996) to explore how the predictor variables of average total cost of attendance (AVGCOA), average federal/state/local financial aid awarded (AVGFA), local Hispanic population (LHISPOP), and percentage of Hispanic faculty (PERHFAC) explain the two dependent variable outcomes of Hispanic students enrolling (PERHENR) and graduating (HISPGRPER) from a Texas community college. The population for this quantitative study was the 66 Texas public community colleges selected from the IPEDS Data Center online search tool. Institutions selected for this analysis were only those whose Carnegie Classification 2005 equaled Associate’s—Public. There were four specific research questions for this study. The first two asked how well the predictor variables explain the enrollment and graduation rates of Texas Hispanic students at Texas community colleges. Multiple regression was utilized to answer the first two research questions. Two linear equations were generated; one for each dependent variable. To answer the last two research questions, commonality analysis sought to determine which predictor variable was most useful in explaining the variance in Hispanic enrollment and graduation. Commonality analysis allowed the researcher to identify the combined and unique usefulness of individual variables, or sets of variables, in explaining variance accounted for in the designated dependent variable. This research concluded that the four predictor variables would be beneficial in explaining Hispanic enrollment but not Hispanic graduation in similar populations. It further concluded that the percent of Hispanic faculty uniquely accounts for the majority of variance in Hispanic enrollment and that the local Hispanic population percentage accounted for the majority of the variance in Hispanic graduation percentages. This research was conducted to provide useful information to the Texas Higher Coordinating Board and the Texas Legislature that would assist in the development of strategies that would help Texas attain the goals outlined in Closing the Gaps 2015.Item Women presidents of American four-year colleges and universities: an analysis of reported changeable attributes contributing to their success.(2006-07-31T01:06:00Z) Darden, Mary Landon.; Cloud, Robert C.; Educational Administration.; Baylor University. Dept. of Educational Administration.Women are grossly under-represented in academic presidencies in the United States, with only 20% of all higher education presidencies, and just 13% at doctorate-granting institutions (The American College President, 2002). The most significant study of the last century on women in leadership roles is Astin and Leland’s (1999) Women of Influence, Women of Vision. Women Presidents in American Four-Year Colleges and Universities expands on Astin and Leland’s findings by determining and analyzing the influential characteristics, later identified as specific "changeable attributes," that contribute to the success of women higher education presidents. This study seeks to provide information to assist more women higher education administrators achieve success, advance in their profession and, ultimately, achieve a more representative proportion of presidential positions. A preliminary conceptual framework and 21-question interview were designed to elicit changeable attributes that contributed to the success of 18 women presidents from top four-year colleges and universities (as ranked by U.S. News and World Report) The findings conclude with 15 reported changeable attribute categories and 14 recommendations for women administrators, prioritized and described in detail. The first changeable attribute category, Leadership Traits and Characteristics Important to Success in the Presidency, highlights 87 traits that enhance leadership. The 15 categories also include: The Willingness and Courage to Take Risks and Make Necessary Career Changes; Obtaining the Necessary Experience to Prepare, Qualify and Succeed in the Presidency; Seeking Mentors and Positive Influencers; and Developing and Implementing an Effective Leadership Style. The final Changeable Attributes Model illustrates how these changeable attributes may influence levels of success for women higher education administrators. Some factors remain constant: There are still too few women in academic leadership roles and those who are make less money and have shorter tenures than their male counterparts. Thus, the programming designed to identify, develop, advance, and support emerging female leaders continues to be crucial (American Council on Education, 2003, p. 16). Women Presidents in American Four-Year Colleges and Universities presents a detailed "formula for success" for women administrators and future presidents.