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Description
Universities have been increasingly engaged in international collaborations with peer institutions overseas. In recent years, Confucius Institutes have emerged as a new model of collaboration between American universities and Chinese universities. In an attempt to identify factors contributing to successful international university collaborations, this study used the case study method and focused on one Confucius Institute between MMU, an American University, and ZZU, a Chinese university, and intended to identify factors leading to the success of the MMU-ZZU Confucius Institute collaboration. The study investigated the MMU-ZZU Confucius Institute collaboration within the framework of the MMU-ZZU institutional partnership. Based on data collected from the institutional documents, interviews, site visits and news reports, this study examined the experiences and perceptions of the university's stakeholders involved in creating and sustaining this particular Confucius Institute, including stakeholders at the program level, at the college level, and at the institutional level both at MMU and ZZU. Using the glonacal agency heuristics framework, the MMU-ZZU Confucius Institute collaboration was a result of joint forces of stakeholders at the program level, at the college level, and at the institutional level from ZZU and MMU. Stakeholders, no matter what level they are and which institution they are affiliated with, had to navigate through the significant differences between them to develop synergy to be successful. Synergy, including vertical synergy developed among stakeholders within each institution and horizontal synergy developed among stakeholders between institutions, turned out to be critical to the success of the MMU-ZZU CI. The study concluded that synergy in leadership, organizational contexts, stakeholders' resources, and the synergy in the MMU-ZZU Confucius Institute collaboration and the MMU-ZZU institutional partnership, led to the success of the MMU-ZZU Confucius Institute collaboration.
ContributorsLi, Mengying (Author) / De Los Santos Jr., Alfredo G (Thesis advisor) / Wiley, Terrence (Thesis advisor) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2012
Description
Over 150 years since the abolition of slavery, African Americans still lack equal access to education and other quality of life markers. However, a slow increase in African American students pursuing and obtaining higher education demonstrates the progress of African American academic success. Although still not at an equitable level, this progress, and the voices of success are often muted by the majoritarian narrative of African American student failure. This research focuses on African American student success and examines the specific socio-cultural characteristics and processes that shape the ways in which African American students develop their own counter-narratives to persist and gain access to higher education. This study utilizes narrative inquiry in the form of interviews, artifacts collection and student-drawn identity maps to understand the factors that influence the development of counter-narratives. The primary research questions included: What narratives did African American students tell themselves to help them persist in school, attain a high school diploma and pursue higher education? How did they develop their narratives? How did their narratives influence their educational experiences? Five African American students who attended an elite public university in the southwest United States participated in four to five interviews ranging from six to ten hours in total. Through the analysis of their stories, the importance of culture and context were clear. Specifically their social support systems including their parents, siblings, teachers and mentors, significantly influenced their identity development and human agency. The findings also point to a critical path forward: if society commits to supporting African American student success, then shine a light on stories of persistence and potential rather than shortcomings and failures.
ContributorsFreeman, Stacey Vicario (Author) / Kozleski, Elizabeth B. (Thesis advisor) / Fischman, Gustavo (Thesis advisor) / Artiles, Alfredo (Committee member) / Arizona State University (Publisher)
Created2016
Description
I conduct a series of analyses aimed at assessing equity in selective American colleges over a 20+ year time frame. My main measures of equity are enrollment and completion in selective colleges, which I disaggregate by race/ethnicity. After creating an institutional-level panel data set with variables on college revenues and expenses, tuition, institutional control, and affirmative action case law decisions, I estimate a Generalized Least Squares (GLS) model with institutional level random fixed effects to identify factors associated with enrollment and degree completion for white and non-white students at selective United States colleges. My results suggest that affirmative action case law is associated with changes in enrollment and degree completion rates of white and non-white student alike. Increasing equity for non-white students does not compromise equity for white students. There was a statistically significant relationship between federal spending, enrollment, and degree completion for non-white students. When selective colleges increased tuition, instructional costs, academic support services expenditures, and student support services, Asian American/Pacific Islander students were likely to see enrollment and degree completion declines. Degree completion and enrollment differences were observed for Asian American/Pacific Islander, Hispanic, and white students at public, private and for-profit colleges. In the years after the Adams and Hopwood court decisions, equity for non-white students declined at selective colleges. Enrollment and degree completion for non-white students increased following Grutter, Gratz, Coalition, and Fisher decisions. Enrollment of white students increased following Fordice and Hopwood. Degree completion for white students increased post Coalition and decreased post Fisher.
ContributorsOkolo, Tiffany (Author) / Powers, Jeanne (Thesis advisor) / Fischman, Gustavo (Thesis advisor) / Pivovarova, Margarita (Committee member) / Arizona State University (Publisher)
Created2020