Browsing by Subject "University"
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Item College student peer bullying behaviors: a social cognitive perspective(2015-01) Knudson, Laura JeanPeer bullying is a "hot topic" issue in the media. The bulk of the research on peer bullying comes from K-12 literature and is understudied within higher education. Higher education bullying is often related to faculty-graduate student relationships or faculty, staff, and administrator workplace issues, and not peer-related. The following research questions guided the study: a) How do students describe bullying or harassing behaviors that they experience from peers? b) How do students address bullying or harassing behaviors that they experience from peers? What university resources do they use, if any? and c) To what extent do students perceive that resources, either from the university or elsewhere, are appropriate and adequate? Twenty-one undergraduate students at the University of Minnesota were interviewed to learn more about how they experience bullying-type behaviors by peers while in college. A model based on the social cognitive theory that considers the college student development process and the higher education environment was useful for developing the interview protocol used to study the bullying behaviors. Data analysis using an open coding method revealed findings in four areas: a) certain common behaviors exist; b) structured social contexts serve as a primary location; c) confusion exists in distinguishing conflict and bullying, including a lack of norms about inclusion/exclusion; and d) there is sensitivity to holding people accountable for negative behaviors. The findings lead to implications for higher education professionals in setting expectations, encouraging the use of campus resources, capitalizing on peer relationships, and training faculty and staff to handle bullying situations.Item Organizational change in academic programs: a case study of doctoral students‘ experiences.(2011-04) Frazier, Christina CoffeeThis qualitative case study explored the experiences of doctoral students at the University of Minnesota-Twin Cities as they transitioned from a fairly stable academic department experiencing significant changes. To achieve the purpose of the study, I investigated the experiences of doctoral students through an organizational development perspective and analyzed how they themselves interpret changes. This study attempted to expand research to include a conceptual foundation for organizational change, identify how departmental changes affect doctoral students, and strategies for an academic department transformation. Perceptions from doctoral students and document data as back up were seen as essential in furthering the understanding of organizational changes in higher education. Using the interpretive case study methodology of Michael Quinn Patton, I devised a conceptual foundation for organizational change in an academic department about the core elements of doctoral students' needs during transition for continued progress toward degree completion. A missing link within and among the core elements would alter or impair a doctoral student's experiences and advancement toward degree completion. In the end, what continued to be an important stronghold for them before the transformation and then following the merger of the department remained critical. These doctoral students needed communications, considered the faculty relationships necessary, and looked for a sense of community. What was presented to and arranged for them caught them by surprise. Findings yielded an analysis of doctoral student unlike any mentioned in the literature.