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Title: “LIVING IN A BORROWED SPACE:” RACIAL EXPERIENCES OF BLACK MALE ALUMNI AND THEIR NAVIGATIONS OF ENVIRONMENTAL DUALITIES AT PREDOMINATELY WHITE INSTITUTIONS IN HIGHER EDUCATION.
Creator: Davis, Myron J., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences...
Show moreThis phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences of Black male alumni at predominately white institutions (PWIs) in higher education. The focus on alumni aids in implementing an anti-deficit approach to highlight Black male success. Anti-deficit research rejects the perpetuation of at-risk research, which presents Black males as incapable of thought production, lazy, criminal and violent. Instead, an antideficit approach illuminates Black male academic achievement and is strategic in replicating success for future Black male collegians. This approach was deemed necessary to gain a deeper understanding of the experiences of Black male alumni at PWIs.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013721
Subject Headings: Men, Black, Education, Higher, Critical race theory
Format: Document (PDF)

Title: “WE NEED TO HAVE MORE CONVERSATIONS ABOUT MASCULINITY”: A PHENOMENOLOGICAL EXPLORATION OF MASCULINITY AND THE UNDERGRADUATE EXPERIENCES OF LATINO MEN.
Creator: Camacho Jr., Lazaro, Cristóbal Salinas Jr., Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino...
Show moreThis study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino men undergraduate students make meaning of their undergraduate experiences. Relying on the lived experiences of Latino undergraduate men, this study collected data through three sets of interviews (Seidman, 2013). The examination of data was considered through the Multilevel Model of Intersectionality (Núñez, 2014a), which allowed for the participants’ lived experiences to be examined at multiple levels of intersectionality and centered in social oppression and privilege. The findings center the role of the Latino family, navigating and overcoming pan-ethnic discrimination, and evolved understandings of masculinity. Recommendations include the incorporation of the Latino family into the postsecondary experiences of Latino men, discontinuing the study of Latino masculinities as a homogenous concept, and equity based institutional policies that center the intersectional needs of Latino men undergraduate students related to academic and personal success.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013694
Subject Headings: Latino Man, Masculinity, Male college students, Intersectionality (Sociology)
Format: Document (PDF)

Title: 2009-2010 Program Review Educational Leadership.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Date Issued: 2009-2010
PURL: http://purl.flvc.org/fau/fd/FA00007921
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2010-2011 Program Review Educational Leadership.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Date Issued: 2010-2011
PURL: http://purl.flvc.org/fau/fd/FA00007922
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2012-2013 Program Review Educational Leadership.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Date Issued: 2012-2013
PURL: http://purl.flvc.org/fau/fd/FA00007923
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2013-2014 Program Review Educational Leadership.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Date Issued: 2013-2014
PURL: http://purl.flvc.org/fau/fd/FA00007924
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2014-2015 Program Review Educational Leadership.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Date Issued: 2014-2015
PURL: http://purl.flvc.org/fau/fd/FA00007925
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2015-2016 Program Review Educational Leadership.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Date Issued: 2015-2016
PURL: http://purl.flvc.org/fau/fd/FA00007926
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2016-2017 Program Review Educational Leadership.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Date Issued: 2016-2017
PURL: http://purl.flvc.org/fau/fd/FA00007927
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: A CASE STUDY OF THE POST DEGREE EXPERIENCES OF COMMUNITY COLLEGE BACCALAUREATE GRADUATES TRANSITIONING TO UNIVERSITY MASTER’S PROGRAMS.
Creator: Lopez-Acevedo, Jessica, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Community College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in...
Show moreCommunity College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in master’s programs at universities are aware of the CCB graduates’ intentions to enroll in their master’s programs. A multi-case study was conducted in South Florida utilizing qualitative research methods. Building on literature from scholars about 2+2 Transfer, articulation of programs between community/state colleges and universities, and the CCB (Cohen et al., 2014; Floyd et al., 2012; Floyd & Walker, 2009; Ignash, 2012; Skolnik, 2016), as a conceptual framework, this study explored educational pathways for CCB graduates and the students’ perceptions about their experiences.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013712
Subject Headings: Community college graduates, Case studies, Graduate education
Format: Document (PDF)

Title: A COACHING CONNECTION FOR SCHOOL PRINCIPALS TO PREPARE ASPIRING LEADERS IN BUILDING AND SUSTAINING EQUITABLE LEARNING ENVIRONMENTS.
Creator: Policastro, Katherine Rena, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Demographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership...
Show moreDemographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership practices build and sustain equitable learning environments. School leaders have a large impact on the equity driven practices that exist within the organization; however, research indicates that they may not be prepared to lead such practices. Therefore, supporting the path of aspiring leaders through coaching, since they will eventually lead the charge, has great potential to be critical in the success of equity in our schools, and was the focus of this study. The purpose of this qualitative case study was to explore and describe the coaching relationship between the principal and aspiring leader in order to understand how this relationship furthers the development of the aspiring leader into a school leader devoted to building and sustaining equitable learning environments.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014355
Subject Headings: School principals, Educational leadership, Educational policy
Format: Document (PDF)

Title: A Comparative Look at Student and Faculty Perceptions of Professors at a State College.
Creator: Duff, Suzanne M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought...
Show moreResearch shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought students perceive as the most and least desirable qualities in professors, and how those qualities affect students’ overall college experience. The findings indicate that the largest disparity in perceptions between students and faculty was faculty perception that students rate them based on class rigor and assigned grades, which were two of the least important qualities according to students. The largest similarity that faculty and students agreed upon is that students desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring and monotone. In addition, students and professors agree that students perceive professors as playing an important role in their lives that affect their ability to learn, the grades they receive, and also impact their overall college experience and trajectory in life. The two groups differed when describing how professors’ undesirable qualities can negatively affect students’ emotions and self-confidence. Faculty and students were in agreement in a variety of areas, but they were disconnected in several areas as well. This is a problem as we move into the future. Cox (2009) said, “the traditional college student is no longer the typical college student” (p. 7), especially when it comes to state and community colleges. Professors would benefit from listening to students instead of assuming that their ratings are untrustworthy and based on how hard or easy the class was or what grade they received. The researcher asserts, along with others in the literature, that expertise in content area is no longer good enough to be an effective educator in higher education. Faculty also need to be experts in understanding students.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004967, http://purl.flvc.org/fau/fd/FA00004957
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Teacher-student relationships., College teachers., Student evaluation of teachers.
Format: Document (PDF)

Title: A few of us (algunos de nosotros): a multiple case study using critical race theory to examine lived experiences of Latino/a senior student affairs officers at selected public and private two- and four-year colleges and universities.
Creator: Mena, Terry, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical...
Show moreThe purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical literature. A particular focus of this research was to gain a better understanding of how Latino/a SSAOs experience and respond to what they perceive as racism, if any, and/or other forms of discrimination during this experience. The theoretical lens used in this research study was Critical Race Theory (CRT).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004392, http://purl.flvc.org/fau/fd/FA00004392
Subject Headings: College student development programs -- Case studies, Minority college administrators -- Case studies, Racism in higher education -- Case studies, Student affairs administrators -- Case studies, Student affairs services -- Case studies
Format: Document (PDF)

Title: A MINDFULNESS MEDITATION INTERVENTION TO DECREASE STRESS, ANXIETY, AND DEPRESSION AMONG MEDICAL AND PREMEDICAL STUDENTS.
Creator: Smith, Bridget Statler, Bloom, Jennifer, DeDonno, Michael, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If...
Show moreThe challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If excessive stress is left untreated it can result in negative health risks such as depression, anxiety, suicide ideation, and other physiological distress disorders. There are proven ways to reduce the stress levels of students, including eating well, exercise, and peer support. Mindfulness meditation is also known to be a useful method for lowering perceived stress and improve academic performance. This study investigated how participation in a 7-week mindfulness meditation intervention impacts the perceived stress, depression, and anxiety levels of premedical and medical students. Self-regulation theory (Fiske & Taylor, 1991; McClelland et al., 2018) was used as the theoretical framework for this study to indirectly discover if mindfulness meditation is a practice that can improve students’ ability to calm themselves when facing high stress situations and to focus their thoughts on a goal.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013415
Subject Headings: Medical students, Stress & Anxiety, Depression, Mindfulness--methods, Meditation
Format: Document (PDF)

Title: A Model for Improving Teacher Engagement Through Administrative Support.
Creator: Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings: Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format: Document (PDF)

Title: A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
Creator: Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004022
Subject Headings: Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
Format: Document (PDF)

Title: A Phenomenological Exploration of Familial Entrepreneurship as an Employment Option for Individuals with Developmental Disabilities.
Creator: Percival, Jennifer Pollack, Bryan, Valerie C., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Individuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of...
Show moreIndividuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of employment that has similar characteristics to traditional pathways of employment, but is distinct. It offers a post-secondary option in an environment where individuals with developmental disabilities can develop work skills, have social relationships, interact with members of the community, and in some situations, earn income. The businesses also provide training programs, settings for evaluations and assessments, and become vendors of government-supported employment programs, expanding their impact from the person they are designed to support, to the broader community. Employees and participants at the businesses experience an improvement in quality of life, access to a supportive community, and belonging. For the familial entrepreneurs, the study found that they encounter an immense learning curve in the areas of industry knowledge; business practice; supervising, employing and training individuals with developmental disabilities; and how to gather resources and support. This study also revealed that more clarity is needed to determine if this pathway can provide long-term sustainable employment outcomes.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013252
Subject Headings: Developmentally disabled--Employment, Phenomenology--Research, Family business
Format: Document (PDF)

Title: A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
Creator: Tracy, Maria Calzadilla, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with...
Show moreEver since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013532
Subject Headings: Student achievement, Academic achievement, Instruction, Principals and teachers, Educational leadership
Format: Document (PDF)

Title: A private school leadership perspective on highly qualified middle school science teachers.
Creator: Bogaski, Carolyn Siniscalchi, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders’ definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ.
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004349, http://purl.flvc.org/fau/fd/FA00004349
Subject Headings: Comparative education, Educational leadership, School management and organization, Science -- Study and teaching (Middle school)
Format: Document (PDF)

Title: A Qualitative Examination of Strategic Planning and Process Improvement in Public Universities: Dynamics of the Relationship to State Funding, Competition, and Undergraduate Degree Completion.
Creator: Ford, Stanford E., Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Public Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory...
Show morePublic Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory approach was used in this study. The researcher reviewed the perceptions of the participants at each of four selected public institutions regarding strategic planning processes, including their beliefs with regard to process improvement as a component of the strategic planning process. Perceived facilitators and detractors of strategic planning and its implementation were also examined. Finally, the researcher sought to design an improved model for strategic planning in higher education that takes continuous process improvement into consideration as a basic component of the approach to planning. The dominant theme that emerged from the data analysis concerned state funding, as performance-based funding offers an opportunity to acquire additional funds. Graduation rate was identified as a core component of student success. Competition from emerging sectors was not a specific topic of discussion during the strategic planning processes. Forty-one percent of participants indicated that some form of process improvement structure exists at their institution, often related to accreditation reviews and was outside of the strategic planning process. 53% of the responses to the question, “What do you believe would be the impact of having process improvement as an integral component in the strategic planning process?” replied that it would be good or beneficial if it were carried out in a meaningful manner. Twenty-nine percent of the 53% stated that process improvement efforts are often performed for it’s own sake, and that including process improvement in the strategic planning process should be done in a manner that adds value to the strategic planning process and the institution. Through the analysis of the approaches to strategic planning examined in this study, the researcher offers a new strategic planning model for HEIs grounded in the findings.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005993
Subject Headings: Public universities and colleges, Strategic planning, Higher education and state, Education, Higher--Planning
Format: Document (PDF)

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