This study examines the psychological, social and environmental predictors of sexually aggressive and assaultive behaviors reported by a sample of 466 males at one institution. Emphasis was placed on determining the impact of Greek affiliation and place of residence on self-reported aggressive and assaultive behaviors. A questionnaire was administered which incorporated demographic and background characteristics, environmental characteristics and attitudes towards women and relationships. Analysis of variance was used to determine statistically significant differences among five residential groupings on selected variables. A series of interlocking multiple regression analyses was then performed to determine the predictive influence of factors explored in this study. Results indicate that "peer harassment," including verbal aggression and unwanted touching, was reported by the total sample with great frequency. More severe behaviors were reported with less frequency, however, slightly more than 5% of the men in the total sample reported committing at least one act which met the legal criteria for sexual assault in the academic year preceding the study. Although statistically significant differences among residential groups emerged, attitudes and living environment characteristics found predictive of sexually aggressive and assaultive behaviors were found in all living environments. "Worst" behavior reported was predicted best by rape myth acceptance followed by environmental and background characteristics including the number of sexual partners one had, sexual speculation about women, alcohol consumption and perceived level of impact one had on their environment. Institutions are encouraged to examine the level of sexual violence against women on campuses and marshal the efforts of student personnel administrators as well as faculty in an effort to reduce the prevalence of such behavior.

One of the most debated topics within public universities in Brazil is the development of alternative resources generated from entrepreneurial activities in order to supplement the lack of government funding for higher education. This study analyzes this issue, addresses questions about the creation of private institutions that provide fiscal support to federal universities, and discusses the relationship between federal universities and these private organizations. In particular, the research for this project is based on a case study of the Federal University of Ceara (UFC) and the eight private foundations that function within its structure and are sources of additional revenue for the institution. This study draws on resource dependency theory, academic capitalism theory, and globalization theory as its theoretical framework. Resource dependency theory is used to clarify why federal universities in Brazil have turned to private institutions within their structures in order to generate external revenue. Academic capitalism theory provides an understanding as to why universities are shifting their focus and functions towards a new market orientation. Globalization theory is used to explain how emerging international markets and concepts are affecting the new environment in public institutions in Brazil. The present research is based on UFC's experience with the eight private organizations which exist to provide support to their respective departments and to the university as a whole. The data collected is based on institutional documents such as statutes, contracts, and financial statements. Interviews were the other source of data gathering. The results indicate that private institutions (foundations and faculty associations) contribute significantly to the activities of their federal universities by generating additional, external revenue. At the same time, this national phenomenon is the subject of a heated debate centering on the question of whether public higher education in Brazil is essentially becoming privatized. The research also confirms that foundations are contributing to a shift in public higher education toward the new market orientation.

Making decisions about whom to admit to medical school and how to create diversity in the process has come under increased scrutiny. An additional layer of complexity is introduced when committees utilize the AAMC's prescribed holistic review in addition to their institutional diversity policies. This comparative case study explores how two medical schools (one public and one private) are charged with implementing holistic review when challenged by the institutional culture which may resist a holistic approach. Through interviews, meeting observations, and document analysis, the study examines how and when diversity is introduced into the admissions process, and how diversity policies function in the overall medical school environment. Applying a framework of institutional isomorphism (DiMaggio & Powell, 1983), the study found that medical schools are highly concerned about a decrease in MCAT scores and coursework grades, which could negatively impact medical school rankings. It could also contribute to institutional inertia when introducing a new review process, causing resistance by admissions committee members. Additionally, admissions committees and leadership may differ regarding philosophical and historical factors that create bias within the process resulting in isomorphic change. Isomorphic change is a result of the ambiguity and the lack of institutional buy-in on various levels (DiMaggio & Powell, 1983). Virtual adoption (Birnbaum, 2000) is a result of an increased focus emulating processes of peer medical schools that misalign the school's priorities, creating confusion about how to address the national shortage of diverse physicians. Future research needs to account for additional influences on admissions decisions, including the impact of the current Fisher v. University of Texas case that may redefine how diversity is measured in medical school admissions.

This study examines trends in national and State of Arizona college and university administrative expenditures, in particular expenditure shares for administration versus those for instruction, public service, and research. Separate case studies for the Arizona Community Colleges and the Maricopa County Community College District (MCCCD) provide data to explore administrative expenditure trends in some detail in the state community college system and in one type of institution. The results are intended to increase understanding of higher education administrative expenditure patterns in the United States. Toward this goal, possible explanations for rising administrative costs are assessed using one theoretical framework, Organizational Complexity, and one mechanism, Organizational Distance and Budgetary Authority. A single research question with four sub-questions compares the community college expenditure patterns, over time, to those of four-year colleges and universities. An additional research question with two sub-questions examines data by functional category in order to identify how and why disproportionate changes in expenditure patterns occur.

This study was undertaken with the primary objective of determining whether community college students were as well prepared for success in higher education as students who began their advance training in a university. A relatively small southwestern state university and an adjacent community college were chosen as the site for this study. Classes at each institution were selected on the basis of content similarity given the fact that no two classes were exactly alike. The study then examined the differences and similarities between the course content and the students in them. The primary focus was on the students, first to determine if the respective groups from the community college and from the university represented the same or different populations. Criteria for this aspect of the study included social characteristics, performance, motivation and aspirations. Demographic data were also gathered to provide a general basis upon which to make a comparative analysis of the participants. The respective learning environments were then examined for comparability of content, teaching styles, bias and others. Significant similarity was found in a number of criteria, but it was clear that community college students generally came from a lower class, did less well in high school and seemed to improve rapidly. However, without further analysis it cannot be determined if the community college students are capable of survival in the academic environment of a university. Competency exams in the academic areas are suggested as a method of validating the knowledge and preparation of the community college students.

Entrepreneurship within higher education is most often examined as set of market and market-like behaviors within colleges and universities. The field of entrepreneurship studies has been largely neglected by higher education scholars. This qualitative study focuses on entrepreneurship as an academic discipline emerging within the academic capitalist/learning regime. Specific attention is paid to expanding student markets, capitalist behaviors among entrepreneurship students, and the emerging multidisciplinary faculty culture associated with the expanding academic discipline of entrepreneurial studies.I used semi-structured individual interviews, document analysis, and self-administered student questionnaires as the methods for collecting data essential to better understanding the evolution of entrepreneurship education within the context of academic capitalism. The research was conducted at two public research universities: the University of Iowa and the University of Texas at El Paso. From this study, I show the increasing trend of undergraduate students acting as state-subsidized capitalists, the fluid and recursive nature of the capitalist academy, and the multidimensional traits of the faculty cultures that are emerging within the academic capitalist knowledge/learning regime.

For decades, researchers have sought greater understanding of the educational achievement gap between Blacks and Whites in the U.S. Past studies have concentrated heavily on K-12 attainment, and more recently on that of minority paths to higher education as well as obstacles to academic achievement. Often unnoticed are the interactions between social forces and the individual level psycho-social and cultural factors that may place a significant role; the stigmatization and resultant marginalization of Black students by negative stereotypes that classify them as intellectually inferior. This study explores African American and Black African highs school students' perceptions of negative stereotypes placed upon them through the conceptual frameworks of critical race theory (CRT) and the multidimensional model of racial identity (MMRI). Examining differences by immigrant status, this study seeks to uncover the intersection between the socially constructed images assigned to stigmatized groups differently influenced by negative stereotypes of Blacks and the subsequent influence on the students' perceptions and expectations of higher education. The narratives of this study illustrate the complexity of and interplay between external forces, minority youth social identities and pathways to academic attainment. This study finds that African American and Black African youth have multiple social identities that are not always reflective of the most accessible one of race. This study finds that salient social identities, personal or vicarious experiences of discrimination and being negatively stereotyped shape Black youths' individual aspirations and strategies for achievement. The present study calls into question the claim that Black youth process and respond to negative stereotypes of Blacks in a predictable manner and that these students respond to them independently of other social forces such as their families and communities in which they reside.

Enrollment management practices, principles, and administrative structure are changing the behavior of the contemporary university. Through an examination of public Carnegie Research Intensive and Extensive universities in states anticipating growth in the high school graduate population, the study seeks to provide a greater understanding of enrollment management. The theoretical lenses of institutional theory (DiMaggio & Powell, 1983), resource dependence (Tolbert, 1985), and academic capitalism (Slaughter & Leslie, 1997; Slaughter & Rhoades, 2004), are employed to develop a new view of administrative behavior in current enrollment management organizations. In depth interviews with the individuals leading enrollment efforts at selected universities identify the enrollment manager as an administrator, educator, and entrepreneur. These individuals operate in complex political environments balancing their personal educational philosophies with the needs of their universities. Comprehensive reviews of the strategic enrollment plans at study universities reveal three main goals across all institutions: maintaining financial stability, increasing student and institutional quality, and increasing student diversity. Administrative behavior shows that all three goals are not treated equally and that revenue enhancement activities are prioritized. The administrative behaviors detailed in this study suggest a new ideology related to revenue enhancement for public higher education in the United States.

Institutionalization of curricular or pedagogical innovation or reform occurs at three different levels in an organization, the regulative institutionalization which occurs as compliance by expediency, normative institutionalization which occurs as compliance by moral or legal appropriateness and cognitive institutionalization which occurs as compliance by conceptual correctness. The cognitive level is most the desirable because at that level the values and norms of the organization are manifested in the beliefs and behaviors of individuals in the organization.This research study examined the patterns of institutionalization of integration of faith and learning as a curricular and pedagogical model among faculty members at a private Christian liberal arts university in Nigeria, West Africa. Five patterns of integration of faith and learning emerged from the study compared to eight patterns of institutionalization that emerged in a similar study of four religious research universities in the United States by the team of Ream, Beaty and Lyon (2004). The findings suggest that the level of institutionalization manifested and perceivable in the Nigerian study is at the regulative institutionalization level due to the fact that the beliefs and the behaviors of the faculty members are non-congruent to the expected beliefs and behaviors compatible with the institutionalization of the integration of faith and learning curricular and pedagogical model. Even though the 'fear of God' emerged as one of the dominant themes articulated by some of the faculty members in the study, four other emergent themes articulated the need to find a balance between religious integration and academic excellence. The findings suggest Seventh-day Adventists faculty members struggle between the need to subscribe to the fear of God as a measure for integration and the need to maintain a separation between faith and learning for objectivity in the academy. Being a Seventh-day Adventist male lecturer over the lecturer II rank was found to be a dominant factor in the institutionalization of the integration of faith and learning curricular model at a regulative level at the institution in the study.

Students, faculty, and administrators are favored research subjects when studying colleges and universities. Often ignored are the frontline employees who deliver service directly to students. To students receiving service, these employees are functionally the voice of the University, yet are often not considered by faculty or administrators when making changes that shape the University as a whole. This case study of four departments at one large, public, Research-I University seeks to understand frontline employee perspectives on time, work, and clients, as well as coping strategies for service delivery. The literatures drawn on include, service delivery methods and trends, time use and management, trends in higher education, and human resources management. Policy recommendations are made in the final chapter.