1,720,984 research outputs found
A Comparison of Engagement and Overall Institutional Satisfaction Between Chinese International and Domestic Students in the United States
Full text linkThesis (Ph.D.) - Indiana University, Education, 2017With the exponential growth in international students pursing postsecondary degrees in the U.S., an increasing number of faculty members and staff have raised questions and concerns about supporting international students’ academic engagement. Although prior studies have explored the educational experiences of international students in the United States (U.S.), few have investigated international student engagement at four-year institutions. Little is known about the engagement and overall institutional satisfaction of Chinese international students (CISs), the top represented international student group in the U.S., and how their experiences compare to those of U.S. domestic students (U.S. students). In this quantitative study, I compared CIS and U.S. student engagement in effective learning strategies (LS), collaborative learning (CL), and student-faculty interaction (SF), which may be influenced by culture, at U.S. four-year colleges and universities. I also examined the relationship between LS, CL, SF, and overall institutional satisfaction, and compared how such relationships vary between CISs and U.S. students. Finally, I investigated the variations of LS, CL, SF, and overall institutional satisfaction between first-year and senior CISs, and I explored whether class standing moderates the effect of country of origin on LS, CL, SF, and overall institutional satisfaction. The data was from the 2015 administration of the National Survey of Student Engagement, a large-scale and multi-institutional survey. This study contributes an important dimension to the existing literature regarding CIS engagement in U.S. higher education. Using Hofstede's (2001) Dimensions of Culture (e.g., individualism vs. collectivism, uncertainty avoidance, and power distance) as the conceptual grounding, this study helps CISs and U.S. students establish a mutual understanding of each other's engagement in LS, CL, and SF. This study also provides recommendations and implications to faculty and practitioners for supporting the cross-cultural integration and mutual engagement of CISs,even the entire international student group, and U.S. students through college teaching, learning,, student advising, and co-curricular activities
NON-RESPONSE BIAS ON WEB-BASED SURVEYS AS INFLUENCED BY THE DIGITAL DIVIDE AND PARTICIPATION GAP
Full text linkThesis (Ph.D.) - Indiana University, School of Education, 2014Higher education scholars, policy makers, and administrators know little about the experiences of undergraduate students who matriculate with minimal experience with technology. It is often assumed that all students, particularly traditionally-aged students, have significant experience with, knowledge of, and comfort with technology. Although that assumption is correct for many students, it is false for others. Despite the enormous increase in the use of Web-based assessment surveys and the increasing importance of accurate assessment and accountability data, those efforts may not be collecting adequate and accurate data about and from all students.
This study explores the non-response bias of first-year undergraduate students on a self-administered Web-based survey. First, data were collected with a supplemental survey added to the Beginning College Survey of Student Engagement (BCSSE). K-means clustering was used with this newly constructed Internet Access and Use survey to classify students according to their Internet access and use experiences. Second, demographic data from BCSSE and the Internet access and use data were included in a logistic regression predicting response to the subsequent National Survey of Student Engagement (NSSE).
The Internet Access and Use instrument proved to be a viable way to classify students along lines of their previous Internet access and use experiences. However, that classification played no meaningful role predicting whether students had completed NSSE. Indeed, despite its statistical significance the final logistic regression model using provided little meaningful predictive power.
Generalizing the results of this study to all Web-based surveys of undergraduate college students with random or census sampling indicates that those surveys may not introduce significant non-response bias for students who have had less access to the Internet. This is particularly important since that population is already vulnerable in many ways as being disproportionately composed of first-generation students, underrepresented minority students, and students with lower socioeconomic statuses. This reassures assessment professionals and all higher education stakeholders that cost- and labor-efficient Web-based surveys are capable of collecting data that do not omit the voices of these students
By Chance or by Design: the Organizational Identification of Academic Directors in Academic Medical Centers in the U.S.
Full text linkThesis (Ph.D.) - Indiana University, School of Education, 2017Academic medical centers (AMCs) are complex, bureaucratic organizations with multiple, interconnected missions and constituencies. What happens in the classroom affects the operating room and lab. Clinical medical school faculty who become clerkship or course directors (called “academic directors” or ADs) often do so because they are gifted educators. They value education, and are responsible for developing faculty, as well as managing curriculum and assessment. These complex roles often lack clear position descriptions and expectations. However, they may face economic pressures to spend more time in clinical duties at the expense of their education responsibilities. This can create conflicts in organizational identification and values, as well as an unclear path to tenure, promotion, and rewards. This study uses eight in-depth interviews with ADs from four similar institutions to understand how they manage the multiple values and priorities of their roles. Three interrelated concepts were investigated: how faculty become ADs; how they make sense of their roles and values in relationship to those of the institution; and how the structure of AMCs shapes the roles and values of ADs. A thematic analysis revealed connections among faculty socialization, organizational identification, and organizational values. Findings from this study indicate that ADs are critical to the education mission and can be powerful in shaping the institution. The diverse responsibilities of ADs may create isolation and mean that their paths to promotion are ambiguous or tenuous. Results of the study can be used to shape policies and faculty development efforts for ADs, leading to a clearer reward system and sense of purpose. Understanding ADs experiences more deeply benefits both faculty vi and institutions. For faculty, the benefit is more role clarity and individual agency. For AMCs, the benefit is information on how to better meet ADs’ needs, thus improving the efficacy of medical education
CHIEF DIVERSITY OFFICERS ORGANIZATIONAL LEGITIMACY AND THEIR INCORPORATION INTO THE STRUCTURE OF PREDOMINANTLY WHITE INSTITUTIONS
Full text linkColleges and universities have often been seen as a social catalyst for diversity, equity, and inclusion. The shootings of Michael Brown and Trayvon Martin, and deaths of George Floyd and Breanna Taylor, gave rise to a national awakening of social justice. Colleges and universities have not been immune to the challenge of reconciling social and racial justice on their own
campuses. Demands to address the diversity of student populations, lack of faculty and staff of color, and the absence of minority voices in the curriculum, among other things, have commanded colleges and universities to respond. One widespread response has been the incorporation of a Chief Diversity Officer (CDO) into the institutions organizational structure.
Banerji (2005) and Leon (2014) defined the CDO as an executive-level position of who addresses, guides, and advocates for diversity initiatives within the institution, constituent groups, and curriculum. These executive-level decision-makers are intended to not only be a
response to the outcry from unrepresented populations for more representation, but it is expected these positions will make real and lasting change on college and university campuses. Through a
qualitative interview-based approach, I examined the organizational legitimacy of four CDOs at ix predominantly White institutions (PWIs). Legitimacy is defined as “a generalized perception or assumption that the actions of an entity are desirable, proper, or appropriate within some socially constructed system of norms, values, beliefs, and definitions” (Suchman, 1995, p. 574). Legitimacy guides the exchange of resources between an organization and their external environment. Those who hold the resources hold the power and dictate how those resources are allocated (Austin & Jones, 2016). Using resource dependence theory (RDT) and institutional theory (IT), I found that internal legitimacy was created when a CDO was embedded into the organizational structure; there was support from executive-level leadership and senior leadership team; the CDO had adequate human, financial, capital, and technical resources; and they had credibility with the university faculty. The internal legitimacy allowed the CDO to influence the diversity work on their campus. A CDO should be established as the champion for the diversity work, but when the diversity work is internalized and operationalized, that is what “moves the needle” on DEI
Student Union Transformation: A Case Study On Creating Purposeful Space
Full text linkThesis (Ed.D.) - Indiana University, Education Leadership and Policy Studies, 2016Colleges provide many opportunities for students to interact with faculty and staff, participate in and lead student organizations, and attend campus events. This type of involvement creates positive student engagement that nourishes students’ connection while in college (Boyer, 1987). Students seek on-campus social interactions and supportive networks through programs, services, and activities (Kuh, 2007; Pascarella & Terenzini, 2005; Tinto, 2001). Campus facilities that provide spaces where students can come together intentionally are critical (Kuh, Douglas, Lund, & Ramin-Gyurnek, 1994). Designing physical spaces, such as a student union, where social and intellectual connections can occur, contributes community for students. In order to design spaces that foster opportunities for community, specifically a sense of inclusion and engagement, there is a need for understanding organic community (Myers, 2007) and the way individuals use and interact with physical space. Specifically, campus ecology (Banning, 2012) provides the theoretical framework for understanding interactions within the physical space. In this qualitative case study, the notions of community in the overall planning process and the way students use two identified spaces in a student union were explored. Semi-structured interviews provided insight in the planning process and observations provided an understanding of the way individuals engage in the space.
Findings from this study indicate how intentional planning of physical space design impacts the social and intellectual interactions between individuals using the space. Results from this study suggest that attention to the design of physical space matters. For student affairs professionals, results from this study demonstrate a positive impact on community as an outcome of the intentional design of the student union
THE EFFECTIVENESS OF THE TEAM EDUCATION ADVANCING COLLABORATION IN HEALTHCARE (TEACH!) CURRICULUM IN INTERPROFESSIONAL COLLABORATIVE COMPETENCY ATTAINMENT AMONG PROFESSIONAL ATHLETIC TRAINING STUDENTS
Full text linkThesis (Ed.D.) – Indiana University, School of Education, 2020Current accreditation standards require that planned interprofessional education (IPE) be implemented into the curricula of professional athletic training programs. The TEACH! curriculum is a unique IPE strategy that addresses the IPEC core competencies through multiple large-scale learning events. For this study, I conducted a secondary analysis of ICCAS data from professional athletic training students at Indiana University-Bloomington following their completion of the TEACH! curriculum. Retrospective pre and post-assessment scores were compared across the population, and among sub-groups of the population based on learning environment, gender, and race/ethnicity. Results indicate that participants interprofessional collaborative competency significantly improved after completing the TEACH! curriculum. Additionally, learning environment, gender and race/ethnicity had no influence on interprofessional collaborative competency attainment. Accordingly, the TEACH! curriculum appears to be an effective strategy for developing interprofessional collaborative competency in professional athletic training students
INSTITUTIONAL POLICY CHANGES AND THEIR EFFECTS ON THE QUALITY OF STUDY ABROAD PROPOSALS AND STUDENTS' INTERCULTURAL COMPETENCE: A PROGRAM EVALUATION
Full text linkThesis (Ed.D.) - Indiana University, Department of Educational Leadership and Policy Studies/School of Education, 2023This dissertation provides a detailed program evaluation of a study abroad program within a college of education at a large, research I land grant university. The focus of the evaluation was to examine administrative policy changes and their effect on program quality. Using the guidelines in the Kellogg Foundations' Project-Level Evaluation Model (1998), I focused on describing the context, exploring the changes implemented, and documenting outcome changes.
I began with an examination of the context of the program, including the environment in which it operated, internal and external forces that were influencing the need for change, and resources and support available to facilitate change. This dissertation describes and evaluates the implementation of policy and procedural changes that were designed to affect program outcomes. Finally, the dissertation evaluates the outcomes of the administrative policy changes on 1) quality of faculty study abroad proposals and 2) students' intercultural competence as evidenced in study abroad experience reflections.
I present evidence that college administrators acted on a need to create more guidance to oversee the impact and effectiveness of the study abroad program. Policies were created with the intent of directing faculty to consider how their study abroad experiences might be purposely designed as a high impact learning experience for both disciplinary learning and intercultural competence. Faculty proposal quality was measured using nine best practices identified in the literature. After implementation of policy changes, faculty proposal scores were significantly higher than before policy implementation.
Student's intercultural competence was measured using the AAC&U VALUE Intercultural Knowledge and Competence Rubric. Students' intercultural competence scores (as evidenced in their reflections) were compared between the 2014-2015 time frame (before changes were made) and the 2019-2021 time frame (after changes were made). In 2019-2021 reflection essays I found significantly higher scores for self-awareness, worldview, empathy, and openness. Communication and curiosity scores were not significantly different and may be due to short duration of the experiences (communication) and the fact that the experiences were embedded in credit bearing course with a thoroughly detailed analysis of cultural differences (curiosity)
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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