DSpace Repository :: Browsing by Author "Breaux, Arleene P."

Browsing by Author "Breaux, Arleene P."

Now showing 1 - 20 of 55

The academic dean’s perception of financial management responses to eroding state appropriations
(University of Alabama Libraries, 2015) Serna, Edward A.; Hardy, David E.; University of Alabama Tuscaloosa
State appropriations to public higher education institutions are highly susceptible to economic downturns and changing political opinion. Over the past forty years, the overall effect of these factors was the steady erosion of this core revenue stream into public higher education. The Great Recession beginning in 2008 represents the latest in a series of economic decline events that negatively impacted public funding of higher education. Faced with little expectation that states will return to pre-recession funding levels and growing public resistance to tuition increases, public colleges and universities should implement well-informed, effective financial strategies encompassing a tailored mix of tactics to mitigate this loss. The ability of institutional leaders to craft this response to environmental decline is critical to ensuring the financial viability of their institution. Complicating this task are the competing and often conflicting interests of internal and external constituents. In developing their fiscal response, the CFO’s vision, as the architect of the institution’s financial strategy, should align with that of other institutional leaders. The purpose of this study is to gain insight into the perceptions of academic deans at public four-year institutions that experienced a greater than 5% loss in state appropriation revenue in the 2009 fiscal year. Academic deans serve vital organizational roles as leaders charged with maintaining the integrity of core academic subunits and as boundary-spanners engaging multiple constituents. Utilizing an online survey instrument, the study gathers information on the tactics and strategies implemented by the institutions and the perceptions of academic deans regarding the effectiveness of these measures in mitigating lost state appropriation revenue. These findings are compared to Tate’s (2012) study of the perceptions of CFOs at the same population for fiscal year 2009.
Academic success among softball and baseball student-athletes in Alabama rural community colleges: an exploration of the relationship between demographic, socioeconomic, and academic background characteristics and student academic outcomes
(University of Alabama Libraries, 2017) Spry, Ryan Gerald; Hardy, David E.; University of Alabama Tuscaloosa
Community colleges have come under increased scrutiny lately for their low retention and graduation rates, but these institutions are not the only focal point of public criticism. Intercollegiate athletics has recently been admonished for its emphasis on athletic excellence, often in place of academic achievement. Alabama Community College Conference member institutions, however, lack empirical evidence that identifies whether these assertions are evident within the ACCC, thus preventing campus leaders from implementing strategies designed to enhance lower student success rates among student-athletes enrolled at their schools. Therefore, this study sought to determine rates of student success among Alabama community college baseball and softball players. In particular, the research explored which demographic factors might be useful in predicting these student-athletes’ cumulative community college grade point averages, as well as retention rates and degree completion rates. Univariate analyses, along with linear and logistic regression methodologies, were employed to analyze the data and to answer the six research questions. The sample used for this study included baseball and softball players previously enrolled at three Alabama rural community colleges. Results indicated females, White student-athletes, those from a higher socioeconomic status, and student-athletes earning high school diplomas each outperformed their counterparts. Within all three regression models, gender was noted as a significant predictor, followed by socioeconomic status in two of the three regression analyses (cumulative community college grade point average and degree completion rates), then race and educational background in one analysis (retention rates and cumulative community college grade point average respectively).
Admission factors used to determine entry into a nursing program based on student success indicators at a public university
(University of Alabama Libraries, 2016) Tofani, Peter; Bray, Nathaniel J.; University of Alabama Tuscaloosa
This study compared application data for an undergraduate nursing program at a public health science center university in the southeast. The study covered five years of application cohorts from 2009 to 2014 from admission through graduation. The application data analyzed two dependent variables to predict students likely to achieve success in the nursing program. These two variables to measures success were: the ability of the admitted student to successfully achieve graduation requirements; and those graduates that were able to pass the national nursing certification exam on the first attempt. The application data was assessed to determine if a relationship existed between the data used to select students for admission and the success outcomes from an undergraduate nursing program. The application data was analyzed using a logistic regression and decision tree model to explore the relationship between the variables. The scores provided by the faculty members’ overall assessment of the entire application file was significant in three of the four logistic regression models and race was significant in the national certification logistic regression model. A similar finding resulted with scores provided by the faculty members’ overall assessment of the entire application file placed as the first node in three of the four decision tree models, and race placed as the first node in the national certification exam decision tree model. The study found that the data provided by faculty members in the admission process yielded results with the highest predictability related to student success in a nursing program.
Agricultural education at the Virginia Military Institute during the 1850s: forerunner of practical higher education in the South
(University of Alabama Libraries, 2018) Wallace, Michael Mitchell; Hutcheson, Philo A.; Holley, Karri A.; University of Alabama Tuscaloosa
Throughout the first half of the 19th Century, Virginia planters, farmers, educators, and agricultural societies wrote about the need, and advocated for, formal university agricultural education. While this need was identified as early as the 1800s, it was not until the early 1850s that the Virginia Military Institute (VMI) started offering courses in agricultural chemistry. By the mid-to-late 1850s, the success of these courses led to an expanded agricultural chemistry program based on European modes; finally, an agricultural major and discipline had been created – the only program of its kind in the state of Virginia, and one of the first in the Southern states. However, the coming war at the end of 1859 would shift the focus of educators and state leaders, prohibiting the full implementation of the agricultural education plan.
An analysis of differences in faculty compensation by geographic region, state, and the existence of collective bargaining at AASCU institutions in the United States
(University of Alabama Libraries, 2016) Ogun, Johnson Adebayo; Katsinas, Stephen G.; University of Alabama Tuscaloosa
This study detailed full-time faculty salary and fringe benefits in U.S. AASCU institutions by geographic type. The modified version of the 2010 Carnegie Basic Classification of Master’s Colleges and Universities was used to reclassify the three classifications: larger, medium, and smaller programs into seven geographic types. The National Center for Education Statistic Integrated Postsecondary Education System (IPEDS) for the 2010-2011 academic year was the source of the data used. Also, analysis of salaries and fringe benefits grouped states by the presence and non-presence of collective bargaining. There is a revelation of significant differences in the compensation for full-time faculty based on geographic type of a public access university. The national salary average was $93,269 while the salary average of faculty at rural medium public access university was $77,844. Average salary earned by faculty at institutions with presence of collective bargaining is higher than in institutions without the presence of collective bargaining. Included in this study are recommendations for further research that include the following: 1) adoption of Katsinas’ 2015 Modified Carnegie Basic Classification for Master’s Colleges and Universities; 2) study the faculty contribution to fringe benefits and how they have changed over the years; and 3) study geographically based differences in faculty compensation based on the differences in cost of living. Strategies for recruitment and retain faculty was also recommended.
An approach to leadership and character development within military higher education
(University of Alabama Libraries, 2017) Tate, Thomas L.; Bray, Nathaniel J.; University of Alabama Tuscaloosa
This multiple case study provides an overview of current practices that advance leadership and character development programs and initiatives within military higher education. Selected scholars and practitioners from the United States Military Academy (West Point), the United States Naval Academy, and the United States Air Force Academy participated in semi-structured interviews. Information gleaned from questions pertaining to academic courses, classes, seminars and workshops, and honor education initiatives, in support of a comprehensive approach to leadership and character development, directed the research process. The findings and recommendations provide a conceptual framework for support of strategic and operational considerations in the development and implementation of leadership and character development initiatives at military, as well as traditional, colleges and universities. Strategic initiatives include the unification of effort among faculty, staff, and administration in the planning and implementation of learning outcomes and related competencies in support of the institute’s mission and core values. Operational initiatives include the integration, synchronization, and unity of effort among scholars and practitioners to reinforce all aspects of education and training surrounding leadership and character development.
A case study of the experiences of black students at a council for Christian colleges and universities member institution
(University of Alabama Libraries, 2018) Goss, Harold; Major, Claire Howell; University of Alabama Tuscaloosa
Black students continue to be underrepresented at Predominantly White Institutions and persist at lower rates than their White counterparts. Council of Christian Colleges and Universities (CCCU) member institutions with evangelical missions continue to struggle more than other private institutions with racial inequality as it relates to retention and graduation rates. The overall purpose of this qualitative study was to better understand the experiences of Black students at a CCCU institution. Specific objectives were to better understand how Black students experience campus, academic, and religious life at a CCCU institution. Using a descriptive case-study approach, I interviewed 22 participants at Private Christian University (PCU) and analyzed the data using In Vivo Coding, constant comparison, and thematic analysis. The findings indicate that Black students at PCU face a number of academic and social challenges. They rely on relationships with peers, faculty, and staff to help navigate those challenges and in many cases are able to look back on them in constructive and positive ways. Findings also suggest formal religious activities that are required and presumed by the institution to be nurturing are having the opposite effect for some Black students at PCU. I also found that Black students are turned off by the style of worship and in particular the type of music that is central to the religious services. Many of them cope with disliking the campus convocations by seeking other religious outlets on campus and in the local community. Understanding the experiences of Black students at an individual CCCU institution may provide insights for improving retention and graduation rates for Black. A better understanding of how Black students experience this CCCU institution can also help practitioners create programs and initiatives that improve their experience. Educating faculty and staff regarding the importance of relationships with Black students should be a priority.
Catholic student experiences and perceptions at a non-Catholic Christian institution
(University of Alabama Libraries, 2015) Lion, Benjamin C.; Holley, Karri A.; University of Alabama Tuscaloosa
Today’s college students desire their institutions to invest in their spiritual development cultivating an affective exploration for meaning and purpose. A significant portion (25%) of the students who make up those findings and the current traditional undergraduate student population at four-year institutions identify as Roman Catholic. It is during the college-aged years of 18-23 when individuals who leave the Catholic faith make that decision most frequently citing either a lack of spiritual development or disagreement with the social perspectives of the Catholic Church. Research has shown that Catholic students attending non-Catholic Christian institutions grow as much or more in the spiritual development compared to their peers at Catholic institutions and substantially more than their peers at non-religious institutions. This case study explored the institutional environmental components of a non-Catholic Christian institution on the spiritual and religious experiences of Catholic students. Utilizing Strange and Banning’s (2001) campus ecology conceptual framework, the researcher interviewed 16 Catholic students; six administrators, faculty, and staff who designed the environment; completed direct observations; and analyzed documents to better understand how Catholic students experienced the physical, aggregate, organizational, and constructed environments within the institution.
Collaboration in development: a case study of a southeastern public university
(University of Alabama Libraries, 2015) Gilchrist, John; Holley, Karri A.; University of Alabama Tuscaloosa
The changing landscape of higher education has challenged institutions to find new revenue sources and to make fiscal adaptations more along the lines of privatized businesses. Public institutions over the past thirty years have seen declining public funding and increased enrollments. As a result, areas of external funding such as development appear to have taken on an increasingly centralized role in the financial management of institutions. Given the changing state of affairs in higher education and the importance of fundraising, this analysis proposes new consideration be given to collaboration on development efforts across institutional professional cultures. Specifically, how can development professionals strategically utilize faculty members in campaigns and initiatives in order for mutually beneficial avenues of collaboration to be created? How can faculty members and development officers collaboration on campaigns mutually benefit professional interests while positively influencing institutional initiatives and programs? What are the barriers to creating a collaborative relationship and can they be overcome? What does a potential working relationship among faculty members and development officers mean for each professional group and public institutions as a whole? Is it possible to infuse an operational culture of appreciation regarding development into the modern public institution?
The college choice process: a qualitative review of the role of parents in Freshman, first generation scholarship recipients' access to higher education
(University of Alabama Libraries, 2017) Hebert, Ronald; Holley, Karri A.; University of Alabama Tuscaloosa
This dissertation explores the role of parents in freshman, first generation scholarship recipients’ access to higher education. Three overarching goals guide the research: To gain knowledge and a better understanding of the college choice process of freshman, first generation scholarship recipients; to better understand the role of parents in the college choice process of these students; to utilize that knowledge to inform the practice of college and university admissions offices in improving access to higher education for other first generation college students. This dissertation does this by addressing three research questions: What perceptions do first year, first generation scholarship recipients at The University of Alabama have about the role their parents played in their decision-making process to pursue post-secondary attendance; What perceptions do first year, first generation scholarship recipients at The University of Alabama have about the role their parents played in their decision-making on what institutions to consider attending; What perceptions do first year, first generation scholarship recipients at The University of Alabama have about the role their parents played in their ultimate decision to matriculate at a post-secondary institution. Grounded in the work of Hossler and Gallagher (1987), the study evaluates the college choice process utilizing the three distinct phases of the Hossler and Gallagher (1987) Three-Phase Model of College Choice.
College experiences for GED students
(University of Alabama Libraries, 2015) Boykin, Coretta Latristaca; Holley, Karri A.; University of Alabama Tuscaloosa
The White House College Completion Agenda encourages higher education institutions to increase the number of students completing an undergraduate degree by the year 2025. Given the external context of economic uncertainty and limited resources, these tasks are daunting for associate's colleges with a history of low retention and completion rates and with an enrollment primarily of non-traditional students. GED students are among the collection of non-traditional students who face challenges of retention and completion in postsecondary education. Over the past decade, this body of students has increased enrollment in two-year associate's colleges. Thus, understanding how GED students experience postsecondary education can increase the retention and completion rates of American college students. The purpose of this dissertation was to understand the experiences of students who completed a GED and then enrolled at a two-year associate's college in the Southeastern region of the United States. Qualitative research methods were carried out by conducting individual interviews and document analysis. This study used qualitative inquiry to address the following research questions grounded in Astin's I-E-O model: 1. How do GED recipients experience the academic demands of an associate's college? 2. What role do student involvement and personal characteristics have in the experiences of GED recipients enrolled in an associate's college? 3. What role does the college environment have in the experiences of GED recipients enrolled in an associate's college? After analyzing the study's data, three themes (Preparedness, Involvement, and Location) and four subthemes (Family, Time, Small Settings and Distractions) developed. In conclusion, the college experience of GED recipients can be improved by enriching academic learning prior to college enrollment and responding to financial, family, and employment obligations.
A comprehensive analysis of community college funding mixes by state, size, and setting: 2003-2004 to 2013-2014
(University of Alabama Libraries, 2017) Koh, Jonathan P.; Katsinas, Stephen G.; University of Alabama Tuscaloosa
The ever-changing landscape of community college finance maintains the need for consistent and continuous research to develop best practices. Policy analysis can inform best practices. The need to constantly improve our knowledge base to inform policy and ensure efficient use of tax payer dollars always exists. Recent community college finance literature analyzes public two-year colleges in their entirety, but national averages mask stark differences in mission, function, and funding – especially local funding – that exist across the 50 states, leaving a large gap in this research. These differences – well known to community college policymakers and community college scholars, have been magnified due to steep declines in state funding over the recent years. Yet they are not well known by sociologists, economists and political scientists focusing on STEM, healthcare, workforce, or college completion issues. The purpose of this study is to build a reliable data base of revenue across all 50 state systems of community colleges that accurately illustrates state funding flows from 2003-04 to 2013-14. In addition to the need for a consistent categorical analysis of state funding mixtures for community colleges, the ability to analyze geographical differences in relation to the categorical funding mixes at these critically important institutions creates an opportunity for researchers and policy analysts alike to compare similar colleges on a case-by-case basis. Over the course of three articles, public community college revenue streams and enrollment are analyzed in a comprehensive manner that accounts for state funding differences, institutional size, and institutional setting. The first article uncovers the differences and similarities in the varying funding streams that exist for community colleges over time. The second article offers a student perspective of funding for unmet financial need to access community college education, taking into account the legislative funding differences across the 50 states and across the different institutions by size and geographic setting. Article three considers tax capacity and effort exerted by each state in 2013-14. Through all of these articles, this study takes a close look into the differences and inequalities experienced across the different states and is intended for reference by policy makers looking to investigate best practices.
A comprehensive analysis of small, independent, four-year institutions in the United States: an examination of 21st century invisible colleges
(University of Alabama Libraries, 2015) Tarrant, Melissa P.; Katsinas, Stephen G.; University of Alabama Tuscaloosa
In 1972, Alexander Astin and Calvin Lee authored "The Invisible Colleges: A Profile of Small, Private Colleges of Limited Resources." Written as part of a series for the Carnegie Commission on Higher Education, this work identified and examined the status of private colleges. They identified 494 colleges as "Invisible" based on low enrollment and low selectivity. (This number was amended to 491 in an unpublished appendix to the original work.) A contrasting group of institutions with high selectivity was also identified as "Elite Colleges." At the time, the Higher Education Act of 1965 was up for reauthorization, and part of the rationale for the study was to influence federal policy regarding finance of private higher education. Astin and Lee concluded that many of these institutions were having serious financial struggles, and were in "real danger of extinction." In the four decades since Astin and Lee's publication, there have been no empirically based, quantitative studies to determine the status of these institutions, even though a spate of reports consistently asserts their impending demise or extinction. The first article in this study undertakes an empirical examination of those 491 institutions initially identified by Astin and Lee as "Invisible" using a combination of student selectivity (based upon ACT and SAT scores) and enrollment size (under 2,500 students), and contrasting them with those 44 institutions initially identified as "Elite." As of 2012-13, a total of 354 of the original 491 Invisible Colleges and 43 of the original 44 Elite Colleges continued to operate as accredited private, four-year institutions. Only 80 of the original Invisible Colleges had closed; 35 had merged with other institutions, 10 remained open but were not accredited, 6 had converted to public status, 5 had become for-profit institutions, and 1 had become a 2-year private institution. Thus, among those 354 Persisting Invisible Colleges, 145 no longer met the criteria to be classified as "Invisible" in 2012-13. Changes in religious affiliation, geographic location, gender of students enrolled, enrollment of full-time and part-time students, and in Historically Black Colleges and Universities identified as invisible are examined in this article. Astin and Lee had recommended that institutions enrolling fewer than 1,000 students increase their enrollments. In 1967-68, 70% of the 491 Invisible Colleges had enrollments under 1,000; by 2012-13, 30% of the 354 Persisting Invisible Colleges did. The second article in this study examines the financial conditions of these 354 Persisting Invisible Colleges and 43 Persisting Elite Colleges in 2012-13, and compares them to the original 491 invisible and 44 Elite Colleges. Astin and Lee declared in 1972 that the lack of resources at the Invisible Colleges put them in danger of failure. In 2012-13, many of the 354 Persisting Invisible Colleges were still struggling financially. The 43 Persisting Elite Colleges, however, not only were financially stable, they enjoyed substantial other revenue streams, including federal research grants, and possessed sizeable endowments, with total assets almost 90% higher than the total assets at the Persisting Invisible Colleges. An examination of student financial aid revealed that the Persisting Invisible Colleges are functioning as access institutions, with an average of 41% of their students receiving Pell grants, compared to only 16% of students at Elite Colleges. That public institutions for the first time in 2012 generated more revenue from tuition than from state support represents an unprecedented shift in American higher education funding; perhaps these institutions can learn from strategies adopted by both the Persisting Invisible and Persisting Elite Colleges to maintain solvency in a growing tuition-dependent environment. The third article in this study presents an analysis of those institutions in 2012-13 which can be classified as Invisible or Elite Colleges, using the exact same methodology as Astin and Lee to identify them. A total of 547 institutions were identified as New Invisible Colleges and 61 as New Elite Colleges. These numbers were then compared to the 491 institutions identified by Astin and Lee in 1972 as issues of religious affiliation, curriculum, enrollment, revenues, expenses, and financial aid were examined. In addition, distance learning, retention and faculty information were considered. A majority of the New Invisible Colleges is located in the south, more have a religious affiliation in 2012-13 than in 1972, and over half offer distance education. The New Invisible Colleges have larger percentages of their students on Pell than do the New Elite Colleges--46% compared to 15%--and they are loan dependent as well (61% compared to 38%). It is quite possible that the substantial growth of the for-profit sector has had an effect on these institutions. These three articles present a comprehensive analysis of small, independent, four-year institutions in the United States. Invisible Colleges were deemed at great risk of failure in the early 1970s, particularly those with enrollments under 1,000. The methodology used to identify the nonprofit colleges at risk in 1972 was used to identify today's New Invisible Colleges and New Elite Colleges in 2012-13. Clear evidence is presented indicating the extreme differences in the financial status of the two groups. Recommendations include the suggestion that, as state funding for public higher education sadly continues to decrease, public institutions should look at the survival strategies employed by the Invisible Colleges to identify those which could be beneficial. In addition, the question is raised whether distributing federal financial aid to institutions with substantial endowments, such as the 61 New Elite Colleges, is in fact sound public policy. As the landscape of higher education in America continues to change, particularly with the sharp increase of for-profit institutions and the sharp decrease in state funding, this study provides a clear evaluation of the status of small, private, four-year institutions, highlighting the narrow financial margins at the New Invisible Colleges, compared to the substantial revenues of the New Elite Colleges.
The conceptualization of friendship by Chinese international students at a university in the Southeastern United States
(University of Alabama Libraries, 2017) Brunson, Amanda Elizabeth; Major, Claire Howell; University of Alabama Tuscaloosa
Currently the number of international students at higher education institutions in the United States is at an all-time high at nearly one million. International students play a vital role in internationalizing college campuses across America and provide opportunities for American college students to have meaningful interaction with students from different countries and cultures with whom they would not otherwise have the opportunity to interact. As intercultural competence is one of the main goals of internationalization, meaningful intercultural interaction is essential. Unfortunately, many international students struggle to build friendships with American students. The purpose of this qualitative study was to better understand how Chinese international students, at one particular university, conceptualize friendship. Using a constructivist grounded theory approach, I interviewed 33 participants and analyzed the data using initial, focused, and theoretical coding. The findings suggest that Chinese students usually allow friendships to slowly develop over an extended period of time, but once the friendships have formed, they last for a long time. Moreover, I found that reciprocity, in the form of gift giving and helping, was an essential part of friendship maintenance. I also found that the group mentality was an important aspect of friendship. Because of the differences in regards to friendship formation and maintenance, Chinese and American students may have difficulty becoming friends. By understanding how Chinese students perceive friendship, higher education administrators, particularly those in student affairs, may be able to offer more assistance and guidance on how to become friends with Americans—provided the Chinese students want to make friends and welcome the advice. Possible practical implications of this research include seminars on cultural differences and structured on-campus events that encourage meaningful intercultural interaction.
The correlation of the test of essential academic skills (TEAS) exam scores with success in a second-degree accelerated-baccalaureate of nursing program
(University of Alabama Libraries, 2017) Pennington, Anthony Ward; Major, Claire Howell; University of Alabama Tuscaloosa
In higher education nursing programs, there are continued questions regarding admission assessment requirements and their ability to predict success for nursing students. This concept is especially true for accelerated second-degree baccalaureate nursing programs. More research is needed on these newer programs. One of the more common admission criteria for these programs is the Test of Essential Academic Skills (TEAS). Researchers need to examine the predictability of the TEAS composite and categorical scores to determine if a significant correlation exists between how one scores on the TEAS and level of success in nursing school. In this research proposal, success is defined as completion of the nursing curriculum and also as passage of the National Council Licensure Exam for registered nurses (NCLEX-RN) on the first attempt.
Cultural implications of organizational change in dining services
(University of Alabama Libraries, 2014) Clayton, Ralph Monroe; Holley, Karri A.; University of Alabama Tuscaloosa
The purpose of this study is to examine organizational change related to the structure and delivery of dining services at a public research flagship higher education institution. Dining services provide vital facilities that play an important role in meeting higher education institutional goals. Understanding the cultural implications of organizational change is important for institutions developing strategies for change in higher education. A case study design using interviews was employed at a single institution. Kezar and Eckel's (2002) Five Core Change Strategies provides the framework for using a cultural lens to provide thick and rich descriptions of organizational change in dining services. The research questions include the following: 1. How do dining services change to meet the needs of institutional growth? 2. What is the relationship between dining services and cultural change in a university? 3. How do the employees of dining service perceive their influence on the student experience? The research findings provided insight concerning the cultural implications of organizational change in dining services at the observed public research flagship institution.
The decision-making process of Louisiana's executive university leaders during declining state appropriations from 2008 to 2016
(University of Alabama Libraries, 2019) Bohl, Kelsey; Major, Claire Howell; Breaux, Arleene P.; University of Alabama Tuscaloosa
Since 2008, the Louisiana state legislature has continually defunded public higher education. Decreased state funding has significant implications for public higher education, including decreased student access and college affordability. Overall, state funding for Louisiana higher education has decreased over $700 million resulting in a comprehensive reduction of 53% in state funding since 2008 (Comprehensive Approaches to Higher Education Funding, 2015; Russell, 2016). University leaders have had to make difficult decisions to adapt their campuses to constant fiscal depravity. Through pragmatic qualitative research design, this research examined the decision-making process of executive university leaders of public institutions in Louisiana that have led their institutions through financial instability. Through interviews with 17 current and former presidents of institutions within the University of Louisiana System, along with presidents of the University of Louisiana System and Commissioners of Higher Education, the researcher sought to investigate how university leaders made decisions during times of continuous decreases in state funding. This research focused only on the University of Louisiana System because of the similarities of their institutional revenue streams. This study answered how university presidents made decisions during times of continuous decreases in state funding, what important factors were considered during their decision-making process, and the key moments during their decision-making process.
Department chairs' research-related roles and responsibilities at a public research university
(University of Alabama Libraries, 2018) Cervino, Donald Jay; Major, Claire Howell; University of Alabama Tuscaloosa
The purpose of this qualitative explanatory case study is to explain how academic department chairs enact research-related roles and responsibilities at one public research university to support faculty research productivity. For this study, I interviewed 22 department chairs at one public research university in the Southeastern United States undergoing striving to advance its research prestige. Participant responses indicated that chairs’ research-related roles and responsibilities generally fall into four categories: (1) assessing departmental productivity, (2) fostering an environment conducive to research, (3) assessing faculty for tenure and promotion, and (4) supporting faculty research careers. Three major themes emerged from the participants’ responses regarding how they negotiate the department leader and career researcher roles: (1) maintaining research productivity, (2) perceiving administrative value to research, and (3) growing professional identity and career aspirations. The finding suggest that chairs serve as change agents to help create a culture of research assessment in support of one public research institution’s striving efforts.
Early-career faculty perceptions of seeking extramural funding for academic biomedical research
(University of Alabama Libraries, 2017) Mathis, James Michael; Holley, Karri A.; University of Alabama Tuscaloosa
Biomedical research over the last century in the United States has resulted in new drugs, medical procedures, and medical devices that have dramatically increased the health and lifespan of individuals and global populations. However, after decades of growth, the federal appropriation to fund grants for biomedical research has decreased since 2002. Thus, the pressure on early-career faculty to obtain federally funded grants to perform biomedical research has increased due to competition for limited grant resources. Therefore, it was important to understand their perceptions about research funding, and the effect on achieving their career goals. First, a review of the literature was provided. The literature review included studies involving analysis of factors influencing the productivity of early-career faculty and provided a theoretical framework for interpreting the data. Next, an overview of the research methods was provided. The challenges facing early-career faculty were studied through a qualitative examination of their perspectives and experiences. This study used a qualitative case study research design at a single institution. Tenure-track and non-tenure-track faculty members at the rank of Assistant Professor were selected by purposeful sampling for participation in the study. They were interviewed using a semi-structured interview protocol. The interview data were presented as well as the major themes that emerged from the analysis of the data. Finally, a discussion of the data was provided in the context of the literature review and theoretical frameworks. The findings were aligned with three theoretical frameworks that were used to understand the results, namely Self-Determination Theory, Academic Capitalism, and Bourdieu’s Theory of Practice. The findings identified the importance of mentoring in learning how to write grants effectively. The findings also revealed that the competition for limited grant dollars has contributed to heightened stress and anxiety among the participants. In conclusion, the findings of this study could provide useful information helpful to both faculty and academic administrators. Because of this study, higher education leaders have useful data that support the importance of an environment that is conducive to successful grant-seeking strategies.
The Economic & Social Impacts of Alabama Public Higher Education
Katsinas, Stephen G.; Koh, Jonathan P.; Murphy, David S.; Lacey, Vincent A.; Fincher, Mark E.; DeMonBrun, R. Matthew; Bray, Nathaniel J.; Breaux, Arleene P.; Malley, Michael S. Jr.; Adair, J. Lucas; Shedd, Louis E.; University of Alabama Tuscaloosa
The Education Policy Center at the University of Alabama has completed an objective analysis to determine whether there is a quantifiable relationship between the funding of Alabama’s universities and the per capita income of Alabama’s citizens. The study revealed a statistically signifcant relationship. Alabama’s state-wide per capita income rises in direct proportion to Alabama’s funding of its public higher education institutions. Alabama gains a quantifiable return on its investment in higher education. Simply put, the more Alabama spends on universities, the better off Alabamians will be.

Browsing by Author "Breaux, Arleene P."

Results Per Page

Sort Options