Dissertations

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Adapting a Programming Model for Cooperative Extension Service Programs Delivered via Distance Education: A National Delphi Study
(2004-06-10) McCaskill, Kenneth Neil; John M Pettitt, Committee Co-Chair
The purpose of this study was to adapt a model for planning, designing and implementing, and evaluating and accounting for nonformal distance education programs in the Cooperative Extension Service. Zetterburg's five steps were use as a guide in framing this research. The conceptual programming model was adapted through a review of the literature, experts' opinions and advice, and the researcher's experience with nonformal distance education in the Cooperative Extension Service. Data were collected from a panel of experts during two rounds of questionnaires using a modified Delphi technique. Round one was conducted as a web based instrument and the follow up round was conducted by electronic mail. Forty-eight panelists were selected representing the four national Extension regions, rural, urbanizing, and urban states, and the Extension Agriculture, 4-H, Family and Consumer Sciences, and Community Resource Development program areas. Twenty-seven participated in the initial round, a fifty-six percent return rate, and twenty-three participated in round two. The questionnaire contained forty-six processual tasks which were placed on a five point Likert-type scale. A processual task was considered accepted when it met both critical and consensual criteria in the second round. Those processual tasks that had a mean score of 3.5 or higher as rated by the panel of experts were considered critical for programming in Extension nonformal distance education programs. Those processual tasks that were rated by 55% or more of the experts as usually or always important (4 and 5) were used to determine consensus. Only those processual tasks that 55% or more of the experts rated four and five were considered for inclusion in the adapted model. The final panel of experts accepted twenty-one of the forty-six processual tasks and rejected twenty-five. The major findings of this study led to these conclusions: (1) The conceptual programming model provides a framework that guides the programming efforts of the Cooperative Extension Services administration, faculty, and field personnel; (2) The mission and goals of the organization need to be reexamined to determine whether they need to be revised in order to accent the use of distance education as a delivery mode for planned programs; (3) Extension needs to have a dynamic training program that focuses on helping keep state and field faculty abreast of the emerging delivery technologies and the use of the conceptual programming model; (4) Distance education delivery requires the involvement of audiences and other relevant stakeholders that may not have been involved with Extension programs in the past; (5) Cooperative Extension must commit and make available the resources for support of programs delivered via the distance mode.
Adult Career Changers in Community College Career and Technical Education Programs: The Influence of Unplanned Events on Career Pathways.
(2011-03-21) Witchger, Robert; Carol Kasworm, Chair; Leila Gonzalez-Sullivan, Chair; Aaron Clark, Member; Marc Grimmett, Member
African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration
(2010-04-30) Hall, Jodi Kristen; Tuere Bowles, Committee Chair; Paul Bitting, Committee Member; Tina Hancock, Committee Member; Monica Leach, Committee Member
ABSTRACT HALL, JODI. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. (Under the direction of Dr. Tuere Bowles.) Many people regard the doctorate as the pinnacle of success. Despite the challenges of completing the terminal degree, the dream of earning the doctoral degree remains a goal for many every year. Understanding the phenomenon of African American student enrollment at for-profit colleges and universities (FPCUs) is necessary because many African Americans use these institutions as alternative degree sources. The purpose of this study was to explore how social and environmental factors shape the academic experiences of African American doctoral students at FPCUs. The research questions that guided this study are as follows: (1) What are the academic experiences of African American doctoral students enrolled at FPCUs? (2) What are the social experiences of African American doctoral students enrolled at FPCUs? (3) What enhances the success of African American doctoral students at FPCUs? (4) What impedes the success of African American doctoral students at FPCUs? Critical race theory provided the conceptual framework for exploring and analyzing narratives about the experiences of African American doctoral students at FPCUs. I collected data using a qualitative methodology that consisted of open-ended, semi questions in face-to-face interviews with twelve African American individuals who either completed doctoral degree at FPCUs or were currently enrolled at FPCUs. The findings revealed that race was not a factor in the educational experiences of these African Americans. The social context of the learning environment enhanced their potential for success. Four main conclusions of this study were that FPCUs provide an academic experience in which the negative effects of racism are diminished; the admissions process facilitates application; there are efficient and rigorous academic experiences as advertised; negative perceptions of FPCUs cloud studentsâ€™ post graduate success; and flexibility from both the students and the FPCUs is important to economic stability.
African-American Alumni Perceptions Regarding Giving to Historically Black Colleges and Universities
(2006-05-23) Reaves, Nicole; John Levin, Committee Chair; Marvin Titus, Committee Member; Paul Bitting, Committee Member; Audrey Jaeger, Committee Member
The continued existence of several private historically Black colleges and universities (HBCUs) has been threatened due to limited financial resources. Several of these institutions are on probation with the Southern Association of Colleges and Schools (SACS) or in jeopardy of losing their accreditation due to financial position. Similarly, HBCUs have been dependent primarily on the government, the church, and benevolent philanthropists for funding. As government support of the private HBCU decreases, and as the economy worsens, competition for funding sources increases. As a result, these institutions focus their attention towards resource development and philanthropic support. The number one source of financial support for most colleges is the alumni (Yates, 2001). Unlike predominantly White colleges, HBCUs have not had a long history of generous alumni giving (Ramsey, 1992). Hence, if HBCUs can facilitate giving from their alumni, the financial condition of these institutions may improve. This study examined African-American alumni perceptions regarding giving for two private HBCUs located in the Southeastern United States. The purpose of this study was to determine the factors influencing African-American alumni perceptions regarding giving and how these factors facilitate or impede participation in giving to the HBCU. For this case study, data were collected through interviewing African-American alumni, attending alumni association meetings, and examining web-pages and other documents at the respective colleges. The findings under the lens of cultural, critical race and institutional theories (Ladson-Billings & Tate, 1995; Outlaw, 1996) revealed factors influenced by Western social construction of culture, race, class, and power which have, consequently, impacted African-American alumni participation in giving to HBCUs. The conclusions and implications of this study are significant enough to warrant further investigation into the ramifications of African-American alumni giving to HBCUs in order to determine whether the anticipated benefits of alumni giving can, in fact, ameliorate the financial position of the HBCU.
An Analysis of Dialogistic Presence on Community College Web Sites in Nine Mega-States.
(2010-05-06) Shadinger, David; James Bartlett, Committee Chair; Pooneh Lari, Committee Member; Diane Chapman, Committee Member; Joe Busby, Committee Member
Ascension to the Presidency: A Descriptive Study of Female Presidents in the North Carolina Community College System
(2004-02-16) Smith, Keith; Duane Akroyd, Committee Chair; Bruce I. Mallette, Committee Member; Crystal Gafford Muhammad, Committee Member; Wynetta Y. Lee, Committee Co-Chair
The under representation of females in executive leadership positions in higher education such as president is well documented. Furthermore, the concept of women in leadership roles is new with much of the research taking place from the 1970s to the present. Until that time research on leadership in higher education was almost exclusively from the male perspective. Research regarding leadership and the career pathways females follow to attain leadership positions could benefit all in the higher education arena by introducing a new perspective. Moreover, the style of leadership employed by presidents who are females could help expand the definition of leadership. The stories described by the participants in this study reveal that leadership is genderless. However, the participants in this study do lean to a particular style of leadership that has been described in the literature as feminine. The career pathways chosen by the participants in this study as described by one participant, 'is no different' from the way males choose to secure executive positions in higher education or any other profession.
Baptist Congregational Leadership: A Case Study of Invitational Practice.
(2012-03-19) Townsend, Tyler Warren; Diane Chapman, Co-Chair; Kenneth Brinson, Co-Chair; Gerald Ponder, Member; Matthew Militello, Member
Baptist Ministers Habits, Attitudes, and Beliefs Concerning Alcohol Use
(2005-07-08) Austin, Christopher Lynn; Dr. Conrad Glass, Committee Chair; Dr. Deborah Luckadoo, Committee Member; Dr. Duane Akroyd, Committee Member; Dr. George Vaughan, Committee Member
The purpose of this study was to quantitatively explore the habits, attitudes, and beliefs concerning alcohol use among a sampling of Baptist ministers whose congregations are affiliated with the Baptist State Convention of North Carolina (BSCNC). Scant research has been done in this area, thus this study is an exploration into uncharted territory; the irony is that many do not realize how uncharted this landscape is. Given this disconnect, this study's results provide important information to those who work, study, research, minister to, and who perhaps are Baptist. Specifically, it provides important data to the BSCNC. A survey instrument was mailed to a random sample of pastors affiliated with the BSCNC. Beyond the scope of demographic information, Likert scales were used in the composition of the research survey questionnaire instrument. A panel of experts aided in validating the questions. Specifically, the survey sought to answer the following questions: 1. What are these Baptist clergy biblical understandings concerning alcohol use, and is there any relationship between these ministers' beliefs and demographic factors such as age, educational background, theological background/identify, and church and family background? 2. What are the ministers' alcohol use behaviors, and do their alcohol use behaviors reflect their biblical understanding of alcohol use? 3. Have any of the ministers had any problems with their alcohol use, and is there any correlation between problem drinking and biblical understanding? 4. Does their church offer any alcohol-related education to its members, and are they aware that the BSCNC has services that can aid them in addressing substance abuse issues? 5. What are the ministers' perceptions of other Baptist ministers' beliefs concerning alcohol use, and are there any differences between their own beliefs and their perceptions of their peers' beliefs? The findings of the research study suggested the following: (1) There was no single view of alcohol among the ministers; (2) Correlation existed between scriptural views concerning alcohol and theological identity; (3) Correlation existed between scriptural belief of alcohol and level of education; (4) Correlation existed between scriptural belief of alcohol and church and family backgrounds; (5) There existed a misperception between the ministers perceptions of their peers beliefs concerning alcohol use and their peers actual belief; (6) In general, alcohol education in the ministers' congregations target people from the sixth grade and older, as compared to such education programming for those in grades K-5th; (7) A majority of respondents were unaware of technical assistance available from the BSCNC.
Becoming a Worker-Mother: Understanding the Transition
(2010-03-24) LaMonica, Laura Tripp; Diane Chapman, Committee Member; James Bartlett, Committee Member; Mary Wyer, Committee Member; Julia Storberg-Walker, Committee Chair
There has been a dramatic increase in the number of women who both work and mother into the workforce in recent years. The patriarchal structure of the typical U.S. organization is based on rational-economic models and the â€œeconomic manâ€ model of worker. This structure systematically disadvantages women who work and mother. The HRD function within organizations can feed the patriarchal status quo of the organizations within which it exists by adopting the rational decision making model to formulate and develop policies that require performance at all costs. There are few studies that look specifically at womenâ€™s transitions in becoming worker-mothers. Literature typically has focused on perceptions of workplace policies and programs designed to assist work-life balance and of those who use those programs. The purpose of this exploratory, grounded narrative inquiry is to examine the experiences of primiparous (pregnant for the first time) women as they negotiate pregnancy and exit of and planned re-entry to the workplace around the birth of a first child. The conceptual framework for the study is radical feminist theory. The framework has at its core a belief in patriarchy as the basic system of power on which all human relationships are structured and arranged. Male oppression and dominance are recognized as the most fundamental form of inequality, superseding and preceding both classism and racism. Radical feminism recognizes that only the elimination of patriarchal structures will end the oppression of women. Five women, pregnant for the first time and working in very different contexts, shared their experiences as they navigated pregnancy, birth, maternity leave, and a return to work. Data analysis was based on the work of Mishler (1986) and Hatch (2002). The study found that the co-researchers exhibited little to no awareness of the impact of the patriarchal structure of the workplace on their experiences and decisions. The dominant performance orientation of HRD and organizations permeated not only these womenâ€™s working lives, but their personal lives as well, impacting their ability to enjoy and value their maternal role. Further, the patriarchal structure of the workplace increased the risk that women who encountered physical complications during pregnancy, birth, and postpartum would be forced to leave the workforce. The radical feminist framework of the study is limited in its ability to account for the dissonance between women who make different choices regarding work and mothering. The study findings have important implications for HRD, including a need to open HRD to critique, question the masculinist structures of work and the way that HRD supports that structure, and reduce or replace HRDâ€™s dominant performance orientation.
Blogging Through My Son's Incarceration: An Autoethnography Exploring Voice and Power in an Online Space.
(2012-02-06) Bird, Tammy; Diane Chapman, Chair; Bradley Mehlenbacher, Member; Jeremy Packer, Member; Julia Storberg-Walker, Member
Board Development and Its Impact on the Effectiveness of North Carolina Community College Trustees
(2004-05-12) Hawkins, Stephen Neal; Dr. George Vaughan, Committee Chair; Dr. Donald Reichard, Committee Member; Dr. Conrad Glass, Committee Member; Dr. Duane Akroyd, Committee Member
The first part of the study examined North Carolina community college trustee demographic characteristics such as race, gender, age, and occupation. Trustees were randomly selected by appointing agency: the governor's office, the local board of education, or the local board of county commissioners. The study found that trustees were predominantly White, male, college educated, over the age of 50, and were currently or formerly involved in some aspect of business or education. The next part of the study focused on trusteeship by examining the difference in responses between first-term trustees and trustees serving two terms or longer. With almost no significant differences found between the two groups, trustees indicated that they overwhelmingly looked to the community college president for guidance, and over half of the respondents indicated that their boards as a whole evaluated their performance once every year or once every two years. Most trustees perceived that members of their governing boards worked well together all or most of the time. In addition, most governing boards provided funding for board development, and most trustees had experienced at least two or more board development opportunities. The final part of the study focused on the impact board development had on board effectiveness. A six-dimensional framework for board effectiveness, developed by Chait and associates, was used in the study, and the Board Self-Assessment Questionnaire (BSAQ), designed and revised by Holland and Blackmon, was implemented as the instrument of evaluation. Consistent with scores of various other organizations, the overall score for the education dimension was relatively low. In addition, correlation alpha, and regression analyses found that the six-dimensional model was significant yet contained weak predictor variables of effectiveness. Additional research is needed in the area of board effectiveness using the Chait model; however, this study provided baseline BSAQ sub scores for those who wish to continue a follow-up study in North Carolina or for those who want to compare the results with other community college systems.
Calling: A Phenomenological Study
(2004-05-19) Collins, Joseph; Dr. John Pettitt, Committee Chair; Dr. Barbara Sparks, Committee Member; Dr. Conrad Glass, Committee Member; Dr. Peter Hessling, Committee Member
The research describes the phenomenon of calling from the perspectives of lay adult Sunday School teachers. Using a phenomenological approach involving in-depth interviews, the study focuses on the experiences of ten teachers from Southern Baptist churches in western North Carolina. Collectively, these participants have approximately 202 years of teaching experience in adult Sunday School. They range in age from thirty-seven to eighty-three and include five men and five women. Nine are Caucasian; one is Afro-American. Ontologically, the conceptual framework of this study is interpretivistic. Epistemologically, it assumes that the knower and the known are essential elements that collide and create the phenomenon under investigation. The object of research is the perception of the participants concerning calling. It is not the purpose of the research to define or prove the existence of calling, but to describe admittedly subjective perspectives of it. These collective descriptions serve to construct a social meaning of the phenomenon. Using phenomenological methodology, the study recognizes six horizons, or essences, of the phenomenon of calling. Three are related to the participants' perceptions of an entity working outside themselves who communicates with them. These are labeled 'direct communication,' 'communication via others,' and 'divinely orchestrated circumstances.' The other three are related to self-awareness and include 'burden over needs of others,' 'gifts/talents,' and 'personal needs, interests, and desires.' The study raises more questions than it answers about calling, and all recommendations are aimed at further research. In the area of motivational theory, it points out a blurring of the distinction between intrinsic and extrinsic motivation. Further investigation of this blurring is recommended in order to understand religious motivation. The study also provides a basis for further research and development of recruiting models and instruments for use in adult Christian education. Because the study focuses on a very narrow population, transferability of the proposed description of calling is impossible without further studies with other religious and non-religious groups. Such studies are also needed to investigate the effect of organization and practice on a group's perception of calling.
Caring and Burnout in Registered Nurses: What's the Connection?
(2006-10-23) Peery, Annette Ivey; Kathryn Kolasa, Committee Member; John Pettitt, Committee Member; Duane Akroyd, Committee Chair; Conrad Glass, Committee Member
In order to prevent burnout among nurses, key causes of burnout must be identified and targeted for direct intervention. The literature discusses burnout among nurses, focusing on burnout due to task-related variables and not patient-related (caring) variables. Two major problems exist with research on burnout and caring in registered nurses (RNs). The first is the lack of robust methods of research utilized to study the concept of caring. The second is the lack of research on the link between caring and burnout in RNs. The purpose of this study was to examine the relationship between caring and burnout in a sample of RNs in North Carolina. The major hypothesis for this research, was that as RNs report increased levels of caring, they also report higher levels of burnout. Four research questions are addressed in this project. The population for this study consisted of all RNs within the state of North Carolina. Subjects were selected randomly to obtain a sample of 3,500 to receive a mailed survey. The revised Caring Behaviors Inventory was used to measure the five dimensions of caring (independent variables) and the Maslach Burnout Inventory to measure the three dimensions of burnout (dependent variables). A multiple regression analysis was conducted between each dimension of burnout and four carative factors. This study revealed that the four carative factors identified do impact a nurse's level of burnout and had the greatest impact on the burnout dimension of reduced personal accomplishment. The carative factor of respectful deference for the other contributed the greatest variance in reduced personal accomplishment. Overall, increases in caring led to decreased burnout for this sample. If nurses can be identified as being predisposed to burnout due to their caring attitudes and behaviors, individual and workplace interventions might be developed and implemented to assist in identifying predisposing factors to burnout and, in turn, reduce or prevent burnout in the future. A reduction in burnout may lead to a higher retention rate for nurses, thereby easing the nursing shortage.
A Case Study of a Southeastern African American Male Mentoring Community College Program.
(2011-03-14) Senegal, Pamela; Tuere Bowles, Chair; Audrey Jaeger, Member; Paul Bitting, Member; Marc Grimmett, Member
A Case Study Reflecting Faculty Perceptions on the Implementation of the Learning College
(2006-04-27) Wiltshire, Deborah Sain; Don C. Locke, Committee Chair; John S. Levin, Committee Member; Edwin R. Gerler, Committee Member; Alton J. Banks, Committee Member
This study examined the implementation process of the Learning College concept in a small rural community college through its first nine years. Faculty members at Isothermal Community College completed questionnaires (n=49) and participated in interviews (n=12) designed to measure perceived support for the Learning College concept including both its implementation and its future. The question for the future of the Learning College at Isothermal Community College was whether or not it would become the next academic management fad. Respondents, in aggregate, perceived high levels of support for the Learning College concept, the use of the Learning College concept strategies in the classroom, and that the Learning College concept would not become the next academic management fad. Perceptions did not vary much regarding the amount of teaching experience, but provided some variance with years of employment at Isothermal Community College. Faculty responses provided similar perceptions between faculty with fewer years of employment at the community college and less teaching experience and faculty with more years of employment at the community college and more teaching experience. Faculty with more years of employment at the community college reported higher levels of overall support for the Learning College concept. Faculty with less employment and less teaching experience were less supportive for the Learning College concept. This lesser support reflected that some areas of implementation could be strengthened for incoming faculty. Study findings were reviewed and interpreted in the context of Birnbaum's Life Cycle of Academic Management Fads, years of employment at the community college, and years of teaching experience. Recommendations related to enhancing organizational support for the Learning College concept were presented in conclusion.
Caught in the Middle: Understanding Perspectives of Business and Economics Teachers in Kazakhstan in the Face of Cultural Change
(2006-12-08) Shamblin, Leigh; Carol Kasworm, Committee Chair; Timothy Hatcher, Committee Member; Julia Storberg-Walker, Committee Member; Darryl McGraw, Committee Member
This qualitative study examines the impact of cultural change on the perspectives of business and economic teachers in Kazakhstan, a country that has experienced tremendous change since gaining its independence from the Soviet Union in 1991. During this study, eighteen participants completed semi-structured interviews. Data was analyzed using an approach derived from phenomenography. Six changes in society, as well as specific changes in students, were identified as significantly impacting participant?s teaching. Participants stressed that, as a result of the changes taking place, a new world was opening for them and a new model of higher education was emerging in post-Soviet Kazakhstan. While some teachers found a renewed interest in teaching, most found teaching more difficult as a result of cultural change, with some deciding to leave the profession altogether. The study's participants also shared their understandings of effective teaching, identifying two goals and describing six approaches effective teachers use in teaching. Differences emerged between Soviet and post-Soviet teachers with respect to their commitment to the curriculum, their ability to adapt to changing teaching situations, and the effect of increased economic pressure on them. The study concludes that: (a) participants' normative expectations, or their roles, relationships, and responsibilities were most affected by change; (b) participants' pedagogical procedures were largely determined by how they learned to teach; (c) participants desired and were able to change their pedagogical procedures to adapt to changing contexts; (d) Soviet teachers had more difficulty adapting their teaching practices than their post-Soviet colleagues; (e) the context for teaching constrained teachers in their ability to adapt to cultural changes; and (f) while most beliefs about teaching were rooted in Soviet Kazakhstan, beliefs about teacher's roles and relationships were changing in response to changes in Kazakhstan.
Certified nursing assistants in long-term care facilities: perceptions of their initial training program
(2002-04-09) Metcalf, Ronald Carroll; John Pettitt, Chair; Barbara Germino, Member; Paula Berardinelli, Member; Don Locke, Member
Throughout the country, long-term care (LTC) facilities are faced with the challenge of providing residents with the essential care that this growing population deserves. One of the biggest challenges is the critical shortage of certified nursing assistants (CNAs) within the LTC industry. These essential frontline workers provide 90% of the care needed by residents living within these facilities. CNA training programs struggle to provide the LTC industry with well qualified care providers. This critical shortage is compounded by a career track that has maintained an excessively high turnover rate. Effective training programs could have a positive impact on this situation by preparing individuals with quality, realistic experiences during their initial training. Therefore, educators and regulatory agencies must be aware of the connection between the entire learning experience and the development of the CNA's clinical care skills.Following an extensive literature review, a 45-item questionnaire was developed to determine if a relationship exists in the perceptions by the CNA of their initial training program and (1) the number of months since graduation; (2) the county they were employed; and (3) the type of state-approved training program they attended. The questionnaire was administered to 222 CNAs in eight LTC facilities within four counties of Western North Carolina.CNAs identified the instructor as having an important role related to the elements of effective teaching/learning. Interestingly, some CNAs felt that the length of the training program was 'too short' in relation to the skills needed to care for residents living in LTC facilities. Other CNAs reported that the 'clinical skills' was of most value to them, as related to the number of months since graduation. CNAs also identified components related to overall job satisfaction and the highest-ranking item was the 'ability to work as a team'; followed by the 'number of residents I care for each day'. This study will provide a foundation for future research in using an established questionnaire regarding CNA's perceptions of their initial training and will provide individuals with the needed information to address job satisfaction for CNAs working in LTC facilities.
Change in Classroom Practices of Technology Use by K-12 Teachers
(2006-04-24) Johnson, Pamela Martin; Tim G. Hatcher, Committee Member; Bradley S. Mehlenbacher, Committee Chair; Ellen S. Vasu, Committee Member; Saundra W. Williams, Committee Member
The purpose of this longitudinal study was to investigate the sustained change of technology use in the classroom by K-12 teachers following a one-year professional program. The study investigated specific factors which influence change in technology use in the classroom. The factors investigated in this study include: a) years of teaching experience b) hours of professional development in technology d) presence of on-site hardware and technical assistance, e) ratio of computers to students in the classroom, f) number of Internet accessible computers for students, and g) perceived technology support by principal. Additionally, this study aligned the Teaching with Technology Instrument — Revised with Welliver's (1989) Instructional Transformation Model. The aligned Teaching with Technology Instrument — Revised has 23 questions covering technology skills determined by the North Carolina Technology Competencies for Educators. Each of the questions is placed on a 5-point Likert scale ranging from never to daily use. Welliver's Instructional Transformation Model is a technology use model ranging from familiarization, which is when a teacher is first introduced to technology to evolution, which is where a teacher is creating classroom specific applications for software. The study found a significant change in teachers' use of technology in the classroom during the four years covered by the study. The variable, years of teaching experience was significant on the total model score as well as four of the five stages on the model (utilization, integration, reorientation, and evolution). Four additional variables were significant at one stage of the model. These include, hours of professional development in technology integration at the familiarization stage, level of education completed by the teacher at the reorientation stage, and teachers' perception of the principals' knowledge of technology at the utilization stage and teachers' perception of the principals' knowledge of instructional technology at the utilization stage.
Cognitive, Collegiate, and Demographic Predictors of Success in Graduate Physical Therapy Education
(2005-11-03) Andrews, A. Williams; Charity Johansson, Committee Member; Conrad Glass, Committee Member; Carol Figuers, Committee Member; Duane Akroyd, Committee Chair
Success in healthcare education, as defined by timely completion of the academic program, has consequences for individual students, academic institutions, and society. One purpose of this study was to quantify attrition in the physical therapy program at Elon University. The attrition rate in the physical therapy program at Elon University for students admitted between 1998 and 2002 (n = 198) was 10%, including those whose graduation was either delayed or denied. Most causes of attrition were for academic difficulties. This attrition rate is higher than the attrition rate in other physical therapy programs but it is lower than the attrition rates for most nursing and medical programs. The primary purpose of this research was to identify cognitive, collegiate, and demographic predictors of attrition in physical therapy education for students at Elon University. Predictors were chosen based on Tinto's model of doctoral persistence. Cognitive predictors addressed in this study were undergraduate GPA, Math GRE, and Verbal GRE. The collegiate predictor chosen was undergraduate institution quality as denoted by average SAT score for entering students at the undergraduate institution. Demographic predictors studied included age, race, and gender. The model including all of these predictors was not significant in predicting attrition. However, once those who experienced attrition for personal reasons were deleted from the data set, the model was able to significantly predict attrition (likelihood ratio = 15.876; p = 0.044). Two of the predictor variables, undergraduate GPA (odds ratio = 0.040) and average SAT score for the undergraduate institution (odds ratio = 0.990), were independent, significant predictors of attrition. The admissions committee in the physical therapy program at Elon University should continue to emphasize the cognitive predictors when making admissions decisions. In addition, admissions committee members should begin to consider of the quality of the applicant's alma mater. These results need to be replicated in other physical therapy programs before the results of this study can be generalized more broadly.
College Bound High School Seniors' Perceptions of the Community College
(2005-11-10) Lawter, Vernon Linwood Jr.; Dr. Duane Akroyd, Committee Co-Chair; Dr. Susan Bracken, Committee Co-Chair
A summary of the literature on public perceptions of the community college reveals that perceptions vary widely. The literature also reveals that many factors (including media, institutional history, and institutional mission) are potential influences on the perception of the community college. It appears that most of the data collected in the past concerning the image of the community college is quantitative or categorical, and that very few qualitative studies have been conducted. The purpose of this qualitative intrinsic case study is to examine, from a constructivist perspective, perceptions of the community college, and the roots of those perceptions, held by a select group of 27 college bound North Carolina high school seniors. Both semi-structured participant interviews and written questionnaires were utilized in the study. The following research questions guide the focus of this study: 1. How do college bound high school seniors perceive the community college? 2. How do interpersonal relationships influence college bound high school seniors' perceptions of the community college? 3. What additional factors influence college bound high school seniors' perceptions of the community college? Significant findings include the tendency of community college students to be viewed as underachievers and the pervasive perception of the community college as a 'last chance' institution. Findings also suggest that, from student perspectives, counseling at the high school level may have some inconsistencies along racial lines when related to community college enrollment. Finally, the study suggests that college location, social opportunities, and athletic opportunities and events play significant roles in how participants perceive colleges.

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Browsing Dissertations by Discipline "Adult and Community College Education"