Matching Items (5)
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- All Subjects: Higher Education Administration
- Creators: Mcintyre, Lisa
- Creators: Smith, Sharon
- Resource Type: Text
Description
This study provides an understanding of how administrative leaders make decisions regarding enrollment management within academic units at a major research university in the southwestern United States. Key enrollment management functions of recruiting, admissions, marketing, orientation, financial aid/scholarships, academic advising, student engagement, retention and career services were identified from the literature. Typically applied at the institutional level, this study provides an understanding of how leaders in academic units decide to implement enrollment management. A case study was conducted using qualitative data collection methods which emphasized interviews. Senior administrators, such as associate deans within academic units who have responsibility for enrollment management, served as the sample. Three main theoretical constructs were derived after analysis of the data: Theoretical Construct 1: To meet enrollment and retention goals, leaders strategically plan structures and manage resources for enrollment management functions in their academic units. Theoretical Construct 2: To increase retention, leaders intentionally strive to develop a sense of community through customized programs and services for students in their academic units. Theoretical Construct 3: To achieve enrollment objectives within a school-centric model, leaders build relationships with centralized enrollment management functions and other academic units. The discussion and analysis of the study suggests that academic units follow a similar evolutionary model to institutions as they develop enrollment management functions. Five recommendations on how leaders in academic units can more strategically utilize enrollment management principles in decision making are offered.
ContributorsDeBiaso, Nick (Author) / Mcintyre, Lisa (Thesis advisor) / Hesse, Marian (Committee member) / Faris, Kay (Committee member) / Arizona State University (Publisher)
Created2012
Description
Civic engagement is often defined as political activism; to be a part of governmental decision making, the practices thereof, and various efforts of participation in voting. However, civic engagement is also known for its role within non-political work, such as community building and development. Because of the former definition many members of our society have a tendency to not embrace the full potential of their community roles. It is always about who is a Republican, who is a Democrat, who looks better, or who has a better name. Now it must be noted that this is not in absolute, not all members of our society work in this thought process, but many still do. If that doesn't come as a surprise to you, then the simplicity of how you can be an engaged member will. As a student attending Arizona State University at the West campus in Phoenix, Arizona, I have chosen to challenge the traditional view of civic engagement and prepare this development plan for the campus community. Having done so, I not only discovered the paths that one can take to be engaged in such matters, but also continued my role as a civil servant.
ContributorsWaldie, Howard William (Author) / Ackroyd, William (Thesis director) / Smith, Sharon (Committee member) / Alvarez Manninen, Bertha (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
Description
First-generation college students are an underrepresented group in terms of study
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
ContributorsRausch, Kyle (Author) / Puckett, Kathleen (Thesis advisor) / Lynch, Jacquelyn S (Committee member) / Smith, Sharon (Committee member) / Arizona State University (Publisher)
Created2017
Description
Academic advisors play a critical role in student success within United States institutions of higher education. Although uniquely positioned to contribute to important institutional and student outcomes, academic advising is identified in the literature as an emerging profession, often delegitimizing advisor authority and limiting their contribution to institutional objectives. A review of the literature explores the history academic advising, and the current state of professionalization of the field. Additionally, entrepreneurial mindset is introduced as a framework of practice for professional agency. As a field working to professionalize itself within the higher education context, academic advisors must be able to fully participate and contribute to the process of developing innovative practices within the contexts of their institutions. This mixed-methods study drew upon proactive work behavior as defined by Hackman and Oldham to understand how academic advisors demonstrate and perceive their professional agency and ability to make decisions when working with students in the context of their role. Findings suggest professional agency as a construct exists not as a stand-alone concept, but rather as part of an ecosystem within the institution that includes layered systems, structures, and cultures which influence advisor behaviors and how they navigate decision-making. Implications include considerations for academic advising leaders and administrators, specifically related to departmental structures and advisor perceptions of their professional agency. This study contributes to the advising literature in the area of professionalization, with implications for scholarship and practice that can address gaps in the current scholarship.
ContributorsRudd, Melissa (Author) / Basile, Carole (Thesis advisor) / Kim, Jeongeun (Committee member) / Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)
Created2021
Description
The purpose of this mixed methods study was to explore how students experience the New Student Orientation Experience (NSOE) and how they perceived it prepared them for their 1st semester of college at a large public university in the United States, Arizona State University (ASU). Institutions of higher education are under pressure to operate more efficiently, reduce costs, and achieve higher student performance outcomes. Student retention models provided the framework for this study as orientation programs have long been considered an impactful component of first-year programs. This study aimed to learn more about student experiences, the value of their experiences, and their preparation for ASU based on attendance. Data were collected from surveys completed following participating in each of the three modules in the NSOE: (a) ASU Essentials, (b) Academic Orientation Session, and (c) ASU Ready. Over 3,000 students responded to survey questions. Though accelerated by the COVID-19 global pandemic, the concept of leveraging technology to deliver orientation to supplant in-person programs is still an emerging approach. This study added to the limited body of literature exploring the experience of in-person students going through an online orientation and can be replicated at any 2- or 4-year institutions. When student participation in online orientation results in outcomes that are commensurate with traditional in-person orientation models, universities will have a viable strategy to deliver a key component of the first year transition programming at scale.
ContributorsPatel, safali (Author) / Koyama, Jill (Thesis advisor) / Ott, Molly (Committee member) / Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)
Created2023