Browsing by Subject "Educational Policy and Administration"

Now showing 1 - 20 of 113

Accountability mechanisms in public multi-campus systems of higher education.
(2011-03) Rothchild, Mary Todd
Since the 1990s, higher education has been faced with a significantly different context for performance expectations. Public policy makers and governing boards of state systems entrusted by the public to serve them have faced increasing scrutiny for outcomes related to student access and success, tuition affordability and efficiency in operations. During this time, policy reform largely focused on the structural design of higher education but with less attention paid to governance methods and the effectiveness of accountability tools to meet performance expectations. This study is guided by the theory that public multi-campus systems of higher education, as loosely-coupled organizations, could enhance performance when utilizing governance practices and accountability mechanisms that encourage high levels of autonomy and accountability. Using a two-part, quantitative and qualitative research methodology, this study was designed to define and measure accountability mechanisms used in the transactional environment between state higher education leadership (board members and system leaders) and institutional leaders. Using a subset of ten state systems of public higher education, each state was determined to be either high-performing or low-performing. In the quantitative study, institutional leaders were asked in an Internet survey to rate or rank 18 accountability mechanisms on five characteristics: importance, discretion, "high stakes," and whether they reflected professional norms of higher education or were political or market-based. In the qualitative study, interviews of system leaders examined their views on the balance between accountability and autonomy in multi-campus systems. The results from the survey indicated that four mechanisms were considered high in importance and high stakes by institutional leaders in both low- and high-performing states: strategic planning, state funding, institutional accreditation and system policies. While these mechanisms each play different roles in system governance and accountability, system leaders can utilize these accountability mechanisms as tools to develop flexible system policies and funding mechanisms, coordinate planning between system and institutional goals, and use data systems for assessment and accreditation. Governing leaders of public multi-campus systems of higher education could use the study results as they design normative values for accountability and autonomy by considering them as mutually supportive constructs. Evidence from the study illustrated the importance of building shared commitment through connections between campuses and the system/state. In addition, system leaders should be attentive to governance policies and practices that encompass aspects of campus self-determination and provide effective incentives for responding to the system's organizational priorities.
Addressing the inclusion of English language learners the educational accountability system:lessons learned from peer review.
(2010-01) Christensen, Laurene L.
This study investigated the inclusion of English language learners (ELLs) in state standards and assessments, as measured by comments made by peer reviewers in the federal evaluation of states' standards and assessments. As required by the Elementary and Secondary Education Act (ESEA), reauthorized in 2004 as No Child Left Behind (NCLB), states are required to develop challenging content standards in English language arts and mathematics, and to assess students on these standards. Nationwide, English language learners have been performing below proficient on these state tests. The goal of this study was to determine the elements of the standards and assessment system that peer reviewers thought could be addressed in order to improve the accessibility of these assessments for ELLs.This dissertation employed two research methods: a frequency and distribution analysis of the peer comments relevant to ELLs across the seven Critical Elements of the peer review, and a thematic analysis of the comments, using inductive methods to establish themes. The study found that comments relevant to assessing English language learners were present in all seven critical areas and in all states. All states had two or more critical elements with comments relevant to ELLs. Key themes from the qualitative analysis included accommodations, diverse stakeholders, reporting accuracy, inclusion, reporting for parents, migrant students, comparability of test forms, bias review, DIF analysis, and standards. States have begun to address the inclusion of ELLs in statewide standards and assessments; however, state agency personnel have more work to do in these areas before assessments can be seen to be fully accessible to ELLs.
Adolescent girls‘ leadership in Honduras: CARE‘s Girls‘ Leadership Index survey.
(2010-05) Wiger, Nancy Pellowski
Abstract summary not available
African American female superintendents: resilient school leaders
(2012-01) Johnson, Bernadeia H.
Six African American female superintendents who had served as superintendents in at least 2 school districts were interviewed to understand ways in which they responded to barriers and adversity in their roles, with a particular emphasis on issues related to sexism and racism. Study participants shared that they work to engage the community and build relationships with stakeholders. They also reported being courageous and clear in defining where they would take a stand. This required knowing who they are and being true to personal values and ethics. These African American female superintendents reported having strong religious faith and benefitting from the love, support, and encouragement of parents, family, and friends. They identified listening as critical to their success. Mentoring new and aspiring African American women superintendents is one way they intentionally give back to the profession. They expressed the need to be continuous learners and to work hard while still striving to achieve life-work balance.
After work or study abroad: Chinese return migration and Kunming’s ‘Jia Xiang Bao’ - hometown babies.
(2012-01) Werner, Seth E.
The process of migration has long been framed as a unidirectional process comprised of arrival, settlement, citizenship and assimilation motivated by economic necessities. This dissertation moves beyond these limited views and utilizes an interdisciplinary approach to explore the process of return migration of Chinese nationals to Kunming, China. By utilizing in-depth interviews and observation to explore the motivations of a specific group of returnees to Kunming, a rapidly changing city in China's developing western region, this study has identified three insights that can contribute to a better understating of the return migration process. The first two key findings - jia xiang bao `hometown babies' and the desire to be a `big fish in a little sea' - can motivate future policy decisions that seek to attract returnees. The third, unexpected finding - xiao xiong xin or `little ambition' of younger generations - acknowledges the perceived heterogeneity among returnees. Further research and policy efforts that recognize heterogeneity by age group and other potentially important but, as yet unstudied factors will be able to develop a more nuanced understanding of the ever larger and inevitably more diverse returnee population.
An analysis of Public Art on University campuses: policies, procedures, and best practices.
(2009-11) Grenier, Michael Robert
This study investigated the policies, procedures, and practices of public art programs on the campuses of research institutions with very high activity as defined by the Carnegie Classification. From this particular type of institution, 55 of the 96 public art administrators provided their opinions, attitudes, and behaviors as part of the "Public Art on Campus Survey." As a result of the data received and analyzed, a clearer picture has emerged regarding the diversity and complexity of public art programming within this specific type of university landscape. Results indicated a wide range of definitions of what constituted public art, which in part, explains the large variance in numbers of items classified as public art. Statistical tests indicated many benefits experienced by institutions that included public art on campus as part of their articulated institutional master plan. Statistically significant as a group, master plan public art programs experienced an increased frequency of public art on campus, increased funding sources, and increased and on-going budget allocations dedicated to maintaining and restoring public art on campus. This comparative analysis indicated no difference between public and private institutions or between the categories of institutions operating in percent for art states and those that do not operate in a percent for art state. There are three major implications indicated from this research of public art on university campuses. First, public art programs that are considered as part of its institutional master plan intensely infuse public art on campus as part of the university life. Secondly, public art programming that is part of their institutional master plan operate as a strategic initiative that provided a democratic shield for university administrators and decision makers. Thirdly, public art on campus programs that reported being part of an institutional master plan promoted the continuous alignment of aims, goals, and objectives through the processes of strategic planning and program evaluation. Public art on campus is the physical embodiment of institutional missions and largely contributes to the creation and maintenance of the places where the community can learn, live, and dialogue within an environment rich in meaning. Public art on campus celebrates the search for knowledge, while promoting the free exchanges of ideas. The phenomena of public art on campus can no longer be ignored.
Analysis of the relationship between internationalization and the quality of higher education.
(2009-03) Jang, Ji-Yeung
The universal phenomenon of internationalization as a mainstream element of higher education is often based on the assumption that there is value added to the quality of higher education systems when enhancing the international dimension of teaching, research and service (Knight, 1997). Questioning the validity of the assumption, this study examined the relationship between internationalization and quality of higher education. Using the pre-existing data collected originally by Horn et al (2007), Lombardi et al (2003), and U.S. News World and Report (2003), the study conducted the simple correlation analysis and the multiple regression analysis. The research variables included six internationalization variables such as international students, U.S. study abroad, internationalized faculty and scholars, international research activities, internationalized curriculum, and organizational support; and seven quality variables such as research competitiveness, faculty competitiveness, undergraduate competitiveness, advanced training competitiveness, financial stability, constituents’ satisfaction, and institutional reputation. The results showed that there was a positive relationship between internationalization and quality of higher education. Particularly, the presence of international students was found to have statistically significant and positive effects on all the quality variables except for the research competitiveness. Internationalized faculty and scholars had statistically significant effects on advanced training competitiveness and financial stability. Also, the organizational support for internationalization played a significant role in institutional quality enhancement. However, internationalized curriculum was found to have no effect on any quality variables. Based on the results, the study suggests that various internationalization strategies be conducted and measured properly as part of the institutional quality improvement process.
An analysis of the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy.
(2009-04) Clark, Ian
The purpose of this study is to analyze the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy. The influence of background variables on both leadership and efficacy is also analyzed. A sequential mixed methods approach was used in this study. The survey sample was comprised of teachers in the elementary divisions of schools from the nine international school regional associations. Teacher participation was obtained through an email containing an online survey link. Following the analysis of survey responses (N=356), in-depth interviews (N=17) were conducted. Reliability for the instructional leadership scale was found to be .94 (coefficient alpha) and .69 for the personal science teaching efficacy (PSTE) scale. The results show a significant correlation between elementary school teachers' perceptions of principal instructional leadership and their PSTE levels, with the most significant correlation that between the study of a science-related major or minor at college and higher PSTE scores. Strong correlations were also found between PSTE levels and having principals who discussed goals at faculty meetings, participated in science curricular review, supported recognition of student progress, encouraged new skills and concepts, discussed student progress with faculty, and used assessments to see science progress towards easily understood goals. PSTE levels were also higher in schools where principals had grade or school level science coordinators in place and where they supported the use of science kits.
Are our efforts worthwhile? international students’ perceptions of a project-based program designed to internationaize higher education.
(2009-02) Chaparro, Debra Payne
This qualitative research focuses on international students’ perspectives on a project-based program designed to internationalize higher education. King and Baxter- Magolda’s (2005) Developmental Model of Intercultural Maturity and Mezirow’s (1991) Transformative Learning Theory were applied to analyze reflective essays written by 60 international students who had led a Culture Corps project, and to 16 semi-structured interviews with past and present Culture Corps project leaders. Culture Corps is a program designed to “help the university community learn through the experience and knowledge of international students at the University” (ISSS, 2007) and, through this program, a diverse variety of events designed to internationalize higher education have been implemented every semester since 1999. Primary, secondary, and tertiary findings suggested that international students can benefit both personally, academically, and in future careers through the experience of having led a Culture Corps project. Personal and professional contacts made within and outside the academic community were strong themes, suggesting the importance of encouraging international students’ involvement in programs like Culture Corps. International students also mentioned increasing their skills in many areas such as language, leadership, and teaching skills. Students frequently mentioned gaining confidence as a result of leading a project, and also a consistent appreciation for any financial benefits that were awarded. The reach of the program, however, remains minimal, as it was determined that approximately 1 percent of international students in the study university’s campus have led a Culture Corps project. This suggests that there is much work to be done, and This qualitative research focuses on international students’ perspectives on a project-based program designed to internationalize higher education. King and Baxter- Magolda’s (2005) Developmental Model of Intercultural Maturity and Mezirow’s (1991) Transformative Learning Theory were applied to analyze reflective essays written by 60 international students who had led a Culture Corps project, and to 16 semi-structured interviews with past and present Culture Corps project leaders. Culture Corps is a program designed to “help the university community learn through the experience and knowledge of international students at the University” (ISSS, 2007) and, through this program, a diverse variety of events designed to internationalize higher education have been implemented every semester since 1999. Primary, secondary, and tertiary findings suggested that international students can benefit both personally, academically, and in future careers through the experience of having led a Culture Corps project. Personal and professional contacts made within and outside the academic community were strong themes, suggesting the importance of encouraging international students’ involvement in programs like Culture Corps. International students also mentioned increasing their skills in many areas such as language, leadership, and teaching skills. Students frequently mentioned gaining confidence as a result of leading a project, and also a consistent appreciation for any financial benefits that were awarded. The reach of the program, however, remains minimal, as it was determined that approximately 1 percent of international students in the study university’s campus have led a Culture Corps project. This suggests that there is much work to be done, and many potential gains to be experienced as a result of more consistent, cohesive internationalization efforts that involve the entire university. Implications for research, policy, and practice were also addressed.
Are they truly divine?: a grounded theory of the influences of Black Greek-lettered organizations on the persistence of African Americans at predominantly White institutions.
(2012-02) Mitchell, Donald
This study explored the influences of Black Greek-lettered organizations (BGLOs) on the persistence of African Americans at predominantly White institutions (PWIs). To investigate the relationships, emphasis was placed on social capital that may be gained through BGLO involvement. Nan Lin's (1999) network theory of social capital was used as the theoretical framework for the study. The theory highlights the idea that social capital is embedded in resources gained though social networks. Grounded theory - a qualitative research approach - was used in the study. Focus groups were conducted with four BGLOs, and a series of twenty-four one-on-one interviews were conducted with eight interview participants at a PWI in the Northeast. The study revealed that (1) relationships/connections, (2) increased social lives, (3) gaining community and administrative experiences, (4) academic monitoring, and (5) leadership development, which were all framed as "returns," influenced persistence in different ways. Additionally, women found gender to be important in establishing social networks in BGLOs, whereas men de-emphasized the role of gender in their experiences. The study closes with discussion of the findings and implications for research and practice.
Assessing the intercultural sensitivity of elementary teachers in bilingual schools in a Texas school district.
(2009-03) Bayles, Peggy Porterfield
This study explored the intercultural sensitivity of 233 elementary teachers working in five bilingual schools in an urban Texas school district. The purpose of the study was to assess teachers' intercultural sensitivity and to determine whether there were differences in intercultural sensitivity in terms of certain demographic and background variables related to their intercultural experience. A quantitative, non-experimental design was used for the study. The Intercultural Development Inventory (IDI), version 2, a psychometrically valid instrument based on the Development Model of Intercultural Sensitivity (DMIS), was used to measure intercultural sensitivity. A seven-item demographic and background information sheet was used to gather the information needed to determine whether the dependent variables (IDI developmental and scale scores) differed for teacher groups in terms of the independent variables: gender, age, level of education, years living in a bicultural setting, years teaching in schools, years teaching ethnically diverse students, and years teaching in a bilingual classroom. The IDI results revealed a mean developmental score of 95.09 for the group of teachers. This score placed the teachers in Minimization, an ethnocentric stage on the DMIS. This suggests that while the group of teachers may have a familiarity with different cultures and be aware of differences in cultural patterns such as values, beliefs, and communication styles, they may minimize student cultural differences and apply universal values and principles in their educational practice. The results also indicated a significant difference between the mean developmental score for teacher groups examined for two of the variables: years teaching in schools and years teaching ethnically diverse students. For both of these variables, the group of teachers with over 10 years experience had a higher mean developmental score than the group of teachers with fewer years experience. There were no significant differences in the scores between teacher groups for the other variables: living in a bicultural setting, years teaching in a bilingual classroom, age, gender, or level of education.
Bringing parent and community engagement back into the education reform spotlight: a comparative case study.
(2010-03) Gordon, Molly F.
In this study I argue that educational practitioners and policy makers cannot solve the problem of increasing student learning and growth by organizationally isolating the work of schools from communities. The purpose of this study was to explore which organizational conditions have enabled and which have hindered schools and communities from successfully working together to help students learn and grow. In addition, I explore why some districts and schools continue to struggle with engaging outside stakeholders despite their efforts. I used a comparative case study design and chose to investigate three districts and two schools within each of those districts in order to see how district engagement policies and practices filter down into schools. I used neo-institutional and organizational theories as conceptual tools. Results showed that district level engagement efforts were loosely-coupled with school level policies and practices. Policies that did exist around engagement were vaguely worded and weakly monitored. In addition, few innovative approaches existed to actively engage outside stakeholders. This study confirms the neo-institutional framework and its usefulness in examining engagement policies and practices.
The burden of privilege: navigating transnational space and migration dilemmas among Rwandan scholarship students in the U.S.
(2014-08) Baxter, Aryn Raye
This dissertation is an ethnography of the transnational education space inhabited by higher education scholarship recipients from Rwanda pursuing undergraduate degrees in the United States. It examines how this space is produced through the representational practices of actors in the U.S. and Rwanda and, in turn, constitutes the relationships, dilemmas, transformations, and representations that occur within these spaces. Employing a transnational lens, the study describes a space of opportunity as well as tension between contrasting narratives of change, national and familial priorities, and the "magical" expectations of various actors that contrast with students' lived experiences of undergraduate education in the U.S. Most centrally, it argues that navigating the diverse expectations associated with a U.S. education is a significant yet under-addressed challenge faced by scholarship students from low-income and post-conflict contexts. Understanding this burden--the burden of privilege--is its primary focus.The study demonstrates that spatial analysis offers a promising approach for illuminating the experiences of internationally mobile students and for informing the design and implementation of international higher education scholarship programs. It concludes that scholarship students would benefit from program designs that create space for open dialogue about the migration dilemmas that accompany international mobility, particularly those related to the weighty expectations of family and nation for those privileged to have received scholarships to study in the U.S. This is particularly crucial for programs involving youth from low-income and post-conflict contexts--a group for whom the burden of such a privilege is particularly pronounced.
Career services' contributions to learning outcomes of seniors at a research intensive university.
(2009-06) Boettcher, Brett Michael
Few empirical research studies have delved into what college students learn by participating in the services offered by career services, specifically one-on-one advising/counseling, workshops, resource use, events, on-campus recruiting and resource library use. This study examined the extent to which college seniors achieve learning outcomes based on the use or non-use of a career services office. Subjects from both groups were compared on both institutional and career development learning outcomes through an on-line survey. They were also compared based on categorical variables including gender, race/ethnicity, undergraduate degree, graduation date, and school of enrollment. A total of 204 (26%) subjects responded to the survey. The results indicated that a B.A. undergraduate degree (p<0.05) and being registered in the study school of arts and sciences and the school of education and social policy (p<0.05) were associated with the use of career services. There was a significant association between the institutional learning outcome "perspective on how my degree will contribute to my overall career" (p<0.01) and the career development learning outcomes "decide on a career field that fits you" and "develop an understanding of how your degree fits in the working world" (p<0.05) and the non-use of career services. For both institutional and career development learning outcomes, the use of resources other than career services had more impact. The only gender difference was for the institutional learning outcome "knowledge about the importance of being engaged in civic activities in the community" (p<0.05) for which females had a higher association than males. Results indicated that the services "on-campus interviews" and "on-line resources" had the greatest impact on users of career services, while "one-on-one advising/counseling" and "workshops" did not have a significant impact. Learning levels were also found to be similar for users and non-users of career services.
A case study of retirement decisions of tenured faculty at a public research university.
(2011-01) Johnson, Leslie C.
Faculty members who were hired in large numbers during the 1960s and 1970s are now in their 50s and 60s, and institutions of higher education are facing the largest wave of faculty retirements in U.S. history (Sugar, Pruitt, Anstee, & Harris, 2005). The aging of the professoriate in the United States has significant implications for policy makers, administrators, faculty members, students, and society. Crawley (1995) observed that in an effort to manage faculty departure, many institutions have developed retirement incentives such as phased-retirement programs. Phased-retirement programs have significant implications for policy makers, faculty, and administrators in higher education. This study contributes to the higher-education literature by providing a case-study examination of a phased-retirement program from a major land-grant institution. The purpose of this case study was to explore the impact that individual factors have on tenured faculty members' voluntary decision to participate in the institution's phased-retirement program and level of satisfaction with the phased-retirement program. The case study approach was used because it produced a rich and detailed description of faculty members' perceptions and developed possible explanations of the phenomenon. A mixed-method approach was used. A survey questionnaire collected data from 141 retired faculty and faculty on phased-retirement, and 99 faculty members from a comparison group. Later, focused interviews with 15 faculty members explored specific retirement decision-making factors in more detail. The questionnaire examined retirement decision-making factors, level of job satisfaction, perceptions of work-life balance, degree of economic security, health conditions, degree of involvement in research, retirement planning, and level of satisfaction with phased-retirement program. Response rate was 66 percent for retired faculty, 46 percent for faculty on phased-retirement, and 33 percent for the comparison group. Results suggest items such as financial security and inadequate planning for retirement were contributing factors in some faculty members' decisions to continue working, even though they were eligible to participate in a phased-retirement program. The study also revealed that the availability of low-cost, high-quality health insurance coverage was a significant factor in retirement decision-making, and work-life balance was an important factor for faculty members. Finally, retired faculty members stressed the importance of creating a culture of appreciation and improving institutional communication networks with retirees.
Characteristics of principal leadership influencing school culture.
(2012-05) Hudson, Norma J.
The primary purpose of this study is to examine characteristics of principal leadership influencing school culture as viewed by stakeholders involved in the International Schools Group (ISG) in Saudi Arabia. A secondary purpose of this study is to inform ISG educational leaders about the perspectives of their respective stakeholder groups regarding principal leadership characteristics and school culture. Four research questions guided this study. The research questions focused on the characteristics of principal leadership that influence school culture as viewed by ISG parents, support staff, teachers, administrators, and Board of Trustees members. Other questions were analyzed according to perspectives from each division within ISG: the American Division, the British Division, and the International Division; gender; and Western and non-Western nationalities. A mixed methods study was conducted for this research. The design included an electronic survey, focus groups, and individual interviews, and data were gathered through qualitative and quantitative methods. Using a concurrent triangulation strategy, quantitative data were analyzed using SPSS v. 18. Descriptive statistics were used for research question 1, an ANOVA for research question 2, and t-tests for research questions 3 and 4. Qualitative data was analyzed by comparing and contrasting the results from the focus groups and individual interviews to determine similarities and differences. Using a one-way factorial ANOVA, the results indicate that there are statistically significant differences in seven leadership characteristics as viewed by the American Division, the International Division, and the British Division. An independent sample 2-way t-test was conducted to determine if there were any statistically significant differences in gender perspectives or Western and non-Western perspectives. Five leadership characteristics were statistically significant according to gender, while the findings indicate that there were 14 characteristics that were statistically significant between Western and non-Western participants. Qualitatively, focus groups and individual interviews resulted in identifying two primary leadership characteristics that influence school culture: being an effective communicator and being ethical while demonstrating integrity. It is hoped that this dissertation will help ISG leaders and other educational professionals understand the role that leaders play in impacting school culture.
Citizenship education in China: comparing eighth grade students’ civic attitudes and civic engagement in Shanghai and Hong Kong
(2011-06) Zhang, Yongling
This is a comparative study of eighth grade students' citizenship education in Hong Kong and Shanghai, China. Paper-based surveys are administered in public schools in both cities and analyzed to examine students' citizenship perception, civic value, civic attitudes towards three special social issues: legal justice, domestic migration and environmental protection, and their civic engagement. Individual and school factors are used in regression analysis to understand the relationship between these factors and students' civic attitudes and engagement. Both Shanghai and Hong Kong students think positively towards legal justice, domestic migration and environment protection, and Shanghai students' attitudes are more favorable than their Hong Kong counterpart with statistically significant differences. Citizenship perception and civic value are the strongest predictors of students' civic attitudes, while classroom climate and participation in extracurricular activities have mixed. The study addresses the social aspects of citizenship education and provides implication for both policy making and research on citizenship education. It fills an important gap in the citizenship education research on Asia Pacific area and also provides important lessons to understand the role and outcome of school education on formation of young people's civic understanding, beliefs and engagement.
Citizenship education in public higher education: curricular strategies to promote the development of civic knowledge, skills, and attitudes.
(2012-06) Nobbe, June Elly
Citizenship education has long been recognized as a function of public higher education in the United States, and as a public good. Many authors and higher education organizations assert that the civic mission of higher education has receded in the past 15 years. This study examined recommended strategies to reinvigorate the civic mission that included integration of civic themes in curriculum and the use of active learning methods in the classroom. Exposure to a leadership minor course that integrates the two strategies was also included in the research design. The research design examined the effect of these two recommended strategies on the eight outcomes of the Social Change Model of Leadership Development. A web-based survey instrument included items associated with civic themes, active learning methods, exposure to a leadership minor course, demographic variables, pre-college experiences, and selected experiences during college. The Socially Responsible Leadership Scale - Revision 2 was used to measure the dependent variables. The survey was administered to a random sample of junior and seniors at a large public university with very high research activity. The survey was completed by 331 respondents for a 17 percent response rate. Analyses included correlation, t-tests, ANOVA, and multiple regression. The results provided evidence that the recommended strategies were positively correlated with the dependent variables, and had a positive significant effect on most of the eight outcomes. In the regression analyses, exposure to civic themes in curriculum and active learning methods in the classroom was the only block that resulted in a statistically significant F-change value for all eight outcomes when added to the model, highlighting the explanatory power of these two strategies. In summary, the research design found that these two strategies have merit in efforts to develop civic knowledge, skills, and attitudes among undergraduates as defined by the Social Change Model of Leadership Development.
Classrooms without borders: the characteristics of international secondary schools that offer online courses.
(2009-07) Fischer, David Allen
The purpose of this study is to examine the characteristics of international schools that offer online courses. Secondary school principals of international schools were surveyed using a newly constructed survey instrument. Eighty three secondary school principals responded to the survey for a response rate of 61%. The principals that responded were from a random sample of international schools as well as a purposeful sample of international schools that offer online courses through the Virtual High School. The results showed that 16 of the schools, from the random sample of 60 international schools, were offering online courses. These courses were largely being offered by external course providers that are accredited and based in the United States. The main reason these schools gave for offering online courses were to offer course not otherwise available at their school and the most common type of courses they offered were elective courses. Finding from this study also showed that there was a relationship between institutional factors of international school and whether they offered online course. The strongest associations were the size of the school, interest coming from the school community, knowledge of the online course options available, and the ease of recruiting highly qualified teachers. One conclusion that could be drawn from this research is that the number of international schools that offer online courses is quite low when compared to schools in the United States. There could be many reasons for this, one of which is that many of the administrators at these international schools are not fully aware of the online course options that are available to them. It is hoped that this dissertation might better inform the leadership of these schools about the advantages of offering online courses and how these courses might benefit their students.
Comparison of the partner institutions’ perceptions of the cross-border higher education program and the impact on program implementation: case studies of two Sino-U.S. business management programs.
(2011-07) Jie, Yiyun
This study examined discrepancies and similarities between the partner institutions' perceptions of the motivations, expected outcomes, and desired strategies achieving such outcomes in their cross-border higher educational programs from a game theory perspective, in the context of Mainland China (hereafter referred to as China). By comparing the key stakeholders' perceptions from the partner institutions, this study identified compatibility and potential conflicts between the partner institutions involved in cross-border higher educational programs and to analyze these discrepancies and similarities in relation to program implementation strategies to identify potential impact they could have on the program implementation. Two Sino-U.S. business management programs were used as cases to answer the set of research questions that are informed by game theory. A conceptual framework that is grounded in international education, strategic management, and game theory, was devised to capture the dynamic phenomena in cross-border education. This study found that regardless of the institutions' home country (China or the United States) and their institutional type, similar types of motivations and expected outcomes were identified across all four participating institutions (those with official accreditation). These motivations and expected outcomes included 1) brand recognition and academic reputation, 2) strategic positioning, 3) capacity development and learning, and 4) revenue generation. However, institutions appeared to have different interpretations of these openly stated motivations and expected outcomes, based on their own institutional contexts. The findings suggested that within each partner institution, faculty and administrations (including leaders) sometimes placed a different level of emphasis on expected outcomes, even though key stakeholder groups shared a common understanding around the institutional motivations and expected outcomes mostly as a baseline outcome. The key participants from both partner institutions tended to apply their own interpretation references to their partners, which led to misperceptions between the partners. Moreover, findings from this study suggest that the strong compatibility between the partners' motivations, expected outcomes, and the preferences of various outcomes made the joint-venture model most appealing to both the Chinese and the U.S. institutions. This compatibility mostly focused on the outcomes of brand recognition, academic reputation, strategic positioning, and financial sustainability of the collaborative programs. Potential conflicts existed between the partners' preferences around these outcomes in the long run, especially between brand promotion and revenue generation. As the collaborative programs continued to evolve and possible external environmental changes occurred, so did the partners' expected outcomes and the related preferences. As a result, the partners tried to make changes and/or added new components to the original chosen strategy. Therefore, although the collaborative programs had been successfully established with the chosen desired strategies, there were potential conflicting discrepancies between the partners' expected outcomes and preferences for various aspects of the desired strategies at a later stage.

University Digital Conservancy

Browse by Subject

Browsing by Subject "Educational Policy and Administration"