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Policy entrepreneurship: a descriptive portrait of higher education leaders
Title
Policy entrepreneurship: a descriptive portrait of higher education leaders.
Creator
Felsher, Rivka A., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy...
Show moreAs the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape policy solutions from within and without government—try to break through the barriers of incremental politics. As important as this role is to the influencing and structuring of higher educational policy, it has not yet been explored. This study fills this gap in the extant literature by cataloging the characteristics and skills that enable higher education policy entrepreneurs at the state and national levels to persevere and accomplish sustainable and innovative higher education reforms over time.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004367, http://purl.flvc.org/fau/fd/FA00004367
Subject Headings
Education, Higher -- Aims and objectives, Educational leadership, Entrepreneurship, Organizational effectiveness, Policy sciences, Strategic planning
Format
Document (PDF)
Whither civic education
Title
Whither civic education.
Creator
Scher, Richard, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued
2009-01-30
PURL
http://purl.flvc.org/fau/fd/FADT186471p
Subject Headings
Civics -- Study and teaching -- United States, Education, Higher -- Aims and objectives -- United States, Political science
Format
Set of related objects
An exploratory multiple case study of succession planning for higher education community engagement practitioners in selected higher education institutions in theSoutheastern region of the United States
Title
An exploratory multiple case study of succession planning for higher education community engagement practitioners in selected higher education institutions in theSoutheastern region of the United States.
Creator
Louisy, Heidi, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Succession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results...
Show moreSuccession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results revealed that HEIs are not currently using succession planning strategies for the HECEP role. Further, although the study revealed that professional development opportunities for HECEPs exist, only 50% of institutional study participants were aware of, and participated. Finally, based on the credentials of individuals currently in HECEP roles and data obtained from this study (including data from an expert judge linked to the professional development program analyzed as part of this study), the researcher provides a job specification template for determining if institutions have a pipeline of individuals who could be prepared to assume the HECEP role in the future. This study, although limited in scope as it relates to succession planning, provides insight into the attitudes and perceptions of specific higher education professionals toward the professional development of employees, and more specifically, the HECEP role.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004303, http://purl.flvc.org/fau/fd/FA00004303
Subject Headings
Education, Higher -- Aims and objectives, Educational leadership, Leadership in education, Organizational change, School management and organization, Universities and colleges -- Administration
Format
Document (PDF)
The end and means of a liberal education. An inaugural address, delivered July 11, 1854
Title
The end and means of a liberal education. An inaugural address, delivered July 11, 1854.
Creator
Anderson, Martin Brewer 1815-1890, Sheldon, Lamport & Blakeman
Abstract/Description
By M.B. Anderson, president of the University of Rochester. FAU copy edges trimmed rough, to 20 cm.
PURL
http://purl.flvc.org/fau/fd/fauwsb17f16
Subject Headings
Education, Higher -- Aims and objectives -- United States, Education, Humanistic, Moral education, Religious education, Speeches, addresses, etc., American -- 19th century
Format
E-book
study of four public higher education institutions in Florida: The relationships between faculty and administrator goal congruence, faculty productivity and job satisfaction
Title
A study of four public higher education institutions in Florida: The relationships between faculty and administrator goal congruence, faculty productivity and job satisfaction.
Creator
Provost, Maria W., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description
This study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and...
Show moreThis study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and assesses relationships between faculty productivity and faculty job satisfaction. The population for this study was the faculty, and college and departmental administrators in four of the ten public universities in Florida (USF, FAU, UCF, and FIU). College deans, associate deans, chairpersons, program directors, and tenured or tenure track faculty members were identified in eight disciplines (business administration, computer engineering, computer science, electrical engineering, English, mathematics, physics and teacher education) from each of the universities that were selected. The researcher designed the instrument used for this study. The instrument was pilot-tested in departments and colleges not examined in the dissertation study. Research findings and conclusions were that there is goal congruence between personal importance and perceived university importance of institutional mission goals for both faculty and administrators. This research found goal congruence between faculty and administrators for five, highly important "quality" goals. Faculty reported relationships for four institutional mission goals, while administrators reported congruence in common with those of faculty, and an additional four university mission goals. There were significant differences between faculty and administrators' personal importance for only one goal, while differences between faculty and administrator perceived importance were significant for four institutional mission goals. There is a relationship between faculty productivity and faculty job satisfaction for three mission goals. Congruence between faculty's and administrators' personal importance and perceived university importance of institutional mission goals is related to faculty job satisfaction and faculty productivity.
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Date Issued
2005
PURL
http://purl.flvc.org/fau/fd/FADT12127
Subject Headings
Universities and colleges--Florida--Administration, Teachers--Job satisfaction, Education, Higher--Aims and objectives--Florida, Organizational behavior
Format
Document (PDF)
Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree
Title
Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
Creator
Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/186326
Subject Headings
Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
Format
Document (PDF)
Perceptions of professionalism
Title
Perceptions of professionalism: a case study of community college baccalaureate faculty.
Creator
Nasse, Jeffrey Peter., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in...
Show moreThis case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college?
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362555
Subject Headings
Community college teachers, Community college teachers Professional ethics, Education, Higher, Aims and objectives, Rewards and punishments in education
Format
Document (PDF)
Enrollment management strategies, campus involvement, and goal achievement in public research universities
Title
Enrollment management strategies, campus involvement, and goal achievement in public research universities.
Creator
Brown, Michelle Jitka Domas, Florida Atlantic University, Pisapia, John
Abstract/Description
This study investigated the practice of enrollment management in public Research Universities. The study produced six key findings. First, the number of Research universities with an enrollment management plan is slightly lower than universities without a plan. Second, the Enrollment Management Division was the most prevalent organizational structure created. Third, increasing overall enrollment and improving graduation rates were chosen most frequently by the universities as their most...
Show moreThis study investigated the practice of enrollment management in public Research Universities. The study produced six key findings. First, the number of Research universities with an enrollment management plan is slightly lower than universities without a plan. Second, the Enrollment Management Division was the most prevalent organizational structure created. Third, increasing overall enrollment and improving graduation rates were chosen most frequently by the universities as their most important goals. Fourth, technology and physical structure strategies were utilized the most for recruitment. And, policies and procedures strategies were used the most for retention. Fifth, the strategies most frequently used were identified and discussed in greater detail. Finally, four to five was the average number of functional areas involved in the implementation of any goal. The study supports that an enrollment management plan must be unique for each institution and provides considerations for practitioners and leaders of higher education. However, it raises question to the need for a formal written enrollment management plan for success and to the relationship between strategic planning and enrollment management.
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Date Issued
2002
PURL
http://purl.flvc.org/fau/fd/FADT12015
Subject Headings
Education, Higher--Aims and objectives
Format
Document (PDF)
Community College Baccalaureate Transitions in Florida: Student Affairs' Perspectives
Title
Community College Baccalaureate Transitions in Florida: Student Affairs' Perspectives.
Creator
Antczak, Laura, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Many changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about...
Show moreMany changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about Student Affairs programs at two large, multi-campus colleges in the Florida College System offering Bachelor of Applied Science (BAS) and Bachelor of Science (BS) programs. The primary sources of data collected for this study were from 27 interviews with college administrators and staff and from 22 documents. District and campus-based administrators were selected based on their influence over, or knowledge of, Student Affairs programming at all degree levels and/or specifically at the baccalaureate degree level. Professional and support staff members were selected based on their direct involvement with the delivery or support of Student Affairs programs for baccalaureate students. The five major findings, based on a cross-case analysis, were (a) a focus on operations, (b) struggling with philosophical directions, (c) changes occurring in personnel and operational processes, (d) no change in several areas, and (e) lessons learned in cultural shift. This study concluded that the 2+2 admissions model is confusing to students, and it does not always allow for seamless financial aid coverage, which may be creating "leakages" in the community college baccalaureate (CCB) student success pipeline. Additional staff and resources are needed in the areas of admissions, recruitment, and advising. Several new and/or revised operational processes took place in the areas of admissions, recruitment, registration and records, and financial aid. Although student development theories still are seen as an important foundation of Student Affairs work, each college was struggling with their philosophical directions as a CCB institution. Finally, a majority of participants expressed a resistance to the change of becoming a CCB institution, not understanding if they still were a community college or if they were moving closer to becoming a 4-year university.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004476
Subject Headings
College personnell management, Community colleges -- Florida -- Administration, Community colleges -- Florida -- Administration, Degrees, Academic -- Florida, Education, Higher -- Aims and objectives, Student affairs services, Universities and colleges -- Florida -- Administration
Format
Document (PDF)
Education and progress : an address delivered before the Franklin and Washington Literary Societies of Lafayette College, at Easton, Pa. ; at the annual commencement, September 14, 1847
Title
Education and progress : an address delivered before the Franklin and Washington Literary Societies of Lafayette College, at Easton, Pa. ; at the annual commencement, September 14, 1847.
Creator
Krebs, John M. (John Michael) 1804-1867, Lafayette College (Easton, Northampton County, Pa.) 
Abstract/Description
By the Rev. John M. Krebs, D.D. to Lafayette College (Easton, Northampton County, Pa.) Franklin Literary Society and Washington Literary Society.
PURL
http://purl.flvc.org/fau/fd/fauwsb14f2
Subject Headings
Baccalaureate addresses -- Lafayette College, Christianity -- United States, Education, Higher -- Aims and objectives -- United States, Learning and scholarship -- United States, Progress, Speeches, addresses, etc., American -- 19th century
Format
E-book