Entrepreneurial Community College Presidents: An exploratory qualitative and quantitative study

Tertiary Education and Management - This study examined the entrepreneurial, nontraditional fundraising behaviors and activities of 23 community college presidents using interview and survey data....     

Participative Leadership: Perspectives of Community College Presidents

This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones.     

Reflective Leadership By Selected Community College Presidents

Code Blue addresses the capacity challenges in healthcare training. This pilot, grant funded project, focuses on a holistic approach to selecting and educating career ready and capable students and training them to be confident and competent healthcare workers. Lessons learned from this project will be assessed and reviewed for replication.     

Sex differences in quantitative and analytical GRE performance: An exploratory study

The exploratory data analysis method of median polishing was used in this study to examine patterns of differences in male and female performance on the Graduate Record Examination quantitative and analytical tests. Consistent with results of previous studies using a younger cohort of students, males were found overall to outperform females on the quantitative measure but not on the analytical measure. However, this pattern was found not to be consistent across all undergraduate majors. Women in the engineering and physical science majors were found to perform higher on both measures than would be expected.     

Transferring Leadership Skills: When Community College Presidents Become University Professors

University graduate-level programs are striving to address needs for community college leaders. One way they are doing this is by strengthening their graduate programs with relevant community college courses. Increasingly, however, community college presidents are being invited to join universities in professorial roles. These new graduate faculty leaders are bringing valuable transferable skills and experiences, but they are also experiencing transitional challenges. Studies have been conducted about other university executive administrators transitioning to university professor roles, but no studies have been conducted about community college presidents making this transition. This article represents an initial effort to explore a distinct class of leaders within academe—community college presidents-turned-professor. The findings of this exploratory study of 12 former community college presidents who transitioned to graduate university professors are reported along with stories, lessons learned, and advice for successfully crossing over from the community college sector to the university one.     

Six Community College Presidents: Organizational Pressures,Change Processes and Approaches to Leadership

A total of six Maryland community college presidents were guided through conversations to identify the organizational challenges and uncertainties that have forced organizational changes in their respective colleges. Another thrust of the research was to discover what organizational change processes these presidents have implemented to overcome the challenges and to describe what leadership approaches they have used to lead change. Seven challenges, two general change process categories consisting of 12 different steps, and three leadership approaches emerged using a qualitative ethnomethodological research technique. The presidents' definitions of leadership and its essence, along with their leadership development experiences, are also presented.     

Framing the Role of Leader: How Community College Presidents Construct Their Leadership

ABSTRACT

Presidents are one of the most studied of administrative roles, yet little research occurs on understanding how these leaders construct their own leadership. Thus, the question guiding the research reported here concerned how community college presidents cognitively framed their leadership roles. This study involved the interviewing of 9 community college presidents. Findings uncovered 3 themes. The first theme identified how the presidents' underlying mental maps guided decision-making and leadership on campus. The second theme linked the basic cognitive orientation of the presidents with on-going situated cognition in their new work settings. Learning evolved based on environmental factors. The final category highlighted the dynamic and changing nature of the presidents' leadership role. The findings from the research reported underscore that college presidents are constantly learning and adjusting their conceptions of leadership. The foundation of this learning journey was each president's core schema and how the schema influenced the processing of new incoming information, ultimately impacting how the leaders made sense of it. While the college presidents were predisposed to a particular way of processing information and operating within an organization, they learned from their changing contexts.     

Difficulty and self-efficacy: An exploratory study

Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed.     

Cognitive preferences and creativity: An exploratory study

Cognitive preference, a cognitive style acquired through life and learning experiences and representing a distinct orientation to the processing of information, is related to creativity in this study. Significant correlations were observed between cognitive preference and verbal creativity but not with figural creativity as measured by the Torrance Test of Creative Thinking.     

Videogames and spatial skills: An exploratory study

Fifty-eight undergraduate and graduate students participated in an exploratory study which examined the relationship between videogames, spatial cognitive skills, and eye-hand coordination. Scores on two videogames were compared with subjects’ scores on three standardized spatial skills tests and on one test of eye-hand coordination. The subjects were randomly assigned to either the experimental group (which was provided with five hours of videogame practice) or the control group (which was provided with no videogame practice). The scores on the two videogames were found to be correlated with different spatial test scores. Significant sex and age differences were also found on several of the measures. The males scored higher than the females on spatial orientation, visualization, and the baseline measures on one of the videogames, while the females scored higher than the males on the test of eye-hand coordination. The age of the subjects was found to be negatively correlated with scores on the videogames and spatial test scores. I would like to acknowledge the significant contributions of my advisers Ronald Slaby and Barbara Flagg of Harvard Graduate School of Education, America’s Game of Somerville, MA, for equipment donation, and John Kao of the Harvard Business School for donating the use of computer facilities.     

An exploratory quantitative case study of critical thinking development through adult distance learning

Educational technology research and development - Critical thinking is a metacognitive process that, through purposeful, self-regulatory reflective judgment; skills of analysis, evaluation and...     

大学校长的角色定位及其体制保障

在知识经济和信息时代,大学日益成为社会的中心,承担着愈来愈重要的历史使命。在履行使命的过程中,大学校长扮演着十分重要的角色。基于现代大学的特殊性,理想的大学校长角色应是教育家与管理专家的复合体。目前,我国大学的校长更多的是管理专家,现有的体制环境制约着大学校长教育家角色的实现,变革的选择应当是强化大学校长的教育家角色认知,改革现有的管理体制,营造使大学校长成为教育家的良好环境。     

Determinants of withdrawal behavior: An exploratory study

Research on college persistence has typically classified nonreturnees as dropouts. Recently, this practice has been criticized by Tinto (1987) who argues that such a practice merges together different types of withdrawal behavior whose determinants may vary as a function of the particular departure behavior under consideration. This paper empirically examines whether the determinants of decisions to withdraw from the institution are similar to those affecting decisions to transfer to other institutions of higher education for the 1984 entering freshman class at a large southern institution. Results provide support for Tinto's proposition of differentiating between different types of voluntary withdrawal behavior. While institutional commitment, academic performance, finance attitudes, and student perceptions of faculty concern for student development and teaching discriminated between persisters and dropouts, only final institutional commitment and final goal commitment discriminated between persisters and transfers.An earlier version of this paper was presented before the 1990 American Educational Research Association annual meeting.     

One-person criminal justice programs: An exploratory study

This article examines the issues that confront one-person criminal justice programs. These programs, operated by only one full-time faculty member, have both advantages and disadvantages. Identification, categorization, and analysis of the many relevant issues are the focus of this exploratory study. Nationwide more than one-third of the community college criminal justice programs are staffed by only one educator, as are some four-year college programs. It is important to ensure that the negative points inherent in one-person programs do not impair the quality of criminal justice education.     

论大学校长与大学教师文化

大学教师文化是高校文化的重要组成部分,优秀的教师文化对一所大学能否成为一所真正优秀的大学起至关重要的作用。大学校长作为学校的最高管理人员,对教师文化的形成具有重要的作用。     

大学生创业能力的构成:概念与实证

大学生创业能力在创业过程中起到至关重要的作用。本文通过对创业能力概念的推演以及对大学生创业能力构成的分析,构建由专业能力、方法能力与社会能力组成的大学生创业能力的三维结构图。通过专家调查法,对大学生创业能力构成的共识性要素进行实证检验和筛选。最后结合专家意见,针对大学生创业能力的关键要素,提出完善大学生创业教育的相关建议。     

大学生创业胜任力实证研究

本文以广东省三所农科院校477名有过创业经验或正在创业的学生为对象,采用自编大学生创业胜任力量表对大学生的创业胜任力进行实证研究,研究结果显示：大学生创业胜任力特征模型包含：创业能力、创业品质、创业动机、创业技能、创业知识五个维度;当代大学生在创业能力、创业技能、创业知识方面存在显著不足;不同年级、创业资金来源,其创业...     

Compliment-Giving among filipino college students: An exploratory study

For this paper, a total of 270 Filipino compliments was collected from college students enrolled in six universities in Manila. Analysis gave results similar to those found by Herbert (1990) and Holmes (1994): use of syntactic patterns that seem formulaic in nature; tendency of female students to give more compliments; and tendency of both genders to compliment the females more than the males. Females ’ and males ’ inclination to employ Non-acceptance and Non-agreement responses at a high frequency may be a reflection of these students ’ adherence to the Filipinos ’ conservative culture and of their desire to establish and maintain solidarity with each other. Their employment of Acceptance responses on an almost equal frequency, on the other hand, seems to be a manifestation of their regard for the preservation of their interlocutors ’ “face” needs. Another point observed is the interaction between gender and compliment-giving in terms of frequency of use. Finally, while males seemed to be interested in maintaining solidarity, females tended to continue showing their power to communicate, as reflected in the number of compliments they uttered. I wish to thank the following for their being instrumental in the completion of this paper: CED-CRC of DLSU, Manila for funding this research; the student research assistants and their friends; some DLSU staff for their technical assistance; and my colleagues for their valuable input. I value my friends ’ comments, but the interpretations and mistakes in this paper remain my own.     

Rhetorical criticism of interpersonal discourse: An exploratory study

This study demonstrates how rhetorical criticism can be utilized to clarify the rhetorical nature of interpersonal discourse. Bitzer's situational theory, Bormann's fantasy theme analysis, and Arnold's criticism of oral rhetoric are synthesized to explain the nature and form of selected portions of taped and transcribed interpersonal dialogue.