Browsing by Author "Dr. Wynetta Lee, Committee Chair"

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Economic Development And Community Colleges: Attributes, Attitudes And Satisfaction Levels Of Western North Carolina Stakeholders
(2002-12-02) Gossett, John Dorsey; Dr. Ron Shearon, Committee Member; Dr. James Burrow, Committee Member; Dr. Wynetta Lee, Committee Chair; Dr. John Pettitt, Committee Member
North Carolina's Rural Prosperity Task Force and the North Carolina Rural Economic Development Center have both suggested two very different states in North Carolina: the thriving urban areas and the stagnant rural areas. Both agencies recommended using the North Carolina Community College System as the vehicle for major training and retraining programs as it has a strong mission and record of helping rural residents with literacy and skill development. Because community colleges are often an integral part of their service area, the impact they have on local economies can be very important if leveraged properly. Earlier research has examined community colleges and their role in economic development from a statewide or multi-state perspective. These efforts examine elected officials', economic development professionals', community college leaders' and the largest employers' opinions of community college economic development services. This study focused on the small business owners from the western 23 counties of North Carolina. This research identified factors that contribute to effective economic development activities by 11 community colleges in western North Carolina from the small business owners' perspective. The basic research question examined the satisfaction levels of small business owners with regard to the western North Carolina community colleges' economic development activities. Independent variables included type of business, years of small business ownership, number of employees, frequency of participation in community college classes and/or seminars, size of institution, number of counties in the service area community, and gross retail sales in the service area community. The data indicated a significant relationship between local stakeholders' perceptions of level of satisfaction and level of importance concerning the economic development strategies used by their community college. The data also indicated significant differences in the independent variables type of business, years of small business ownership, number of employees and number of counties in the community colleges' service area for the dependent variable of satisfaction. However, the regression analysis indicated that the significance found in not a powerful predictor of satisfaction.
Factors Associated with Academic and Social Integration of Freshman Students in the First Year College at North Carolins State University
(2003-04-30) Dixon, Karrie Gibson; Dr. Wynetta Lee, Committee Chair
Student retention continues to be a concern for two-year and four-year colleges and universities; there are a variety of factors contributing to the institutional attrition rates. The purpose of this study was to identify and examine factors associated with how freshman students enrolled in the First Year College (FYC), at North Carolina State University during the 1999 - 2000 academic year perceive their academic and social integration. The data for this research study was obtained using the College Student Experience Questionnaire (CSEQ). The dependent variable in this research study was grade point average (GPA) of the respondents. The independent variables for this study were the academic and social factors associated with the perceptions the respondents have regarding their academic and social integration. These academic and social factors are based on the 13 activity scales on the CSEQ that measure the quality of effort known to be important to student development. They are: clubs and organizations; library; computer and information; technology; course learning; writing experiences; art, music, theater; science and quantitative experiences; experiences with faculty; campus facilities; personal experiences; student acquaintances; topic of conversation; and information in conversations. The results revealed that there is no significant difference between male and female student involvement in organizations. Both male and female students in the FYC participated in campus clubs and organizations equally. A correlation analysis revealed a positive relationship, indicating that as FYC student's GPA increases the amount of academic integration increases. The quality of effort score for Course Learning, Writing Experiences, and Scientific and Quantitative Experiences had the highest correlations significant with GPA. In reference to social integration, a correlation analysis revealed that as the student's GPA increases the amount of social integration increases. The findings suggest that the quality of effort score for Experiences with Faculty and Topics of Conversation had the highest correlations significant to GPA. A logistic regression analysis was used to predict academic and social integration from GPA. There were five independent predictor variables and one dependent variable used in the model for predicting academic success. Of the five possible independent variables used in the logistic regression model, Course Learning, from the academic integration category was the only independent variable selected in the model.
Single Parents in the University
(2004-04-19) Vann-Johnson, Joan Deniese; Dr. Wynetta Lee, Committee Chair; Dr. Duane Akroyd, Committee Co-Chair; Dr. Crystal Muhammad, Committee Member; Dr. John Pettitt, Committee Member
This qualitative study explores the academic experiences of single-parent undergraduate students at North Carolina Central University. The world of single parents is one of children, employers and themselves. When the parent adds the role of student, educational demands may be difficult to balance. Family and work responsibilities may interfere with educational attainment. This study suggests that the experiences of single-parent undergraduate students consist of complex roles and responsibilities. Yet, with a solid commitment, a reduction in daily situational barriers, and faculty, staff and family support, these students are capable of attaining educational goals.