Ph.D. - Educational Administration
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Item Grade Replacement Policy and Its Impact on Undergraduate Students Admitted to a Selective College Program: A Case Study of an Introductory Accounting Course(2024) Terawaki, Megan; Lucas, Chris; Educational AdministrationItem INTERNATIONALIZATION AT THE CROSSROADS: A CASE STUDY OF POLICY AND PRACTICE AT THE UNIVERSITY OF HAWAIʻI AT MĀNOA(2024) Mu, Xiaoxin Ivy; Lucas, Christopher M.; Educational AdministrationItem Socialization Of University Of Hawai‘i At Mānoa Instructional Faculty New To Hawai‘i(University of Hawaii at Manoa, 2022) Furoyama, Lori Y.; Lucas, Christopher M.; Educational AdministrationThis exploratory qualitative case study highlighted the experiences of University of Hawai‘i at Mānoa (UHM) instructional faculty who relocated to Hawai‘i between 2011-2018 with no prior connection to the community. The research questions were designed to gain an overall understanding of the socialization experiences of faculty in and out of the instructional environment. The primary research question was, “How are new faculty, who are also new to Hawai‘i, socialized into their roles in Hawai‘i and at the University of Hawai‘i at Mānoa?” One-on-one interviews with 14 new-to-Hawai‘i instructional faculty, two focus groups with 12 campus constituents, along with human resource records, and institutional data were incorporated and analyzed using Johnson’s Model for Positive Faculty Socialization (1999) as a guide. Schein’s three Categories of Culture (2010): macroculture (off-campus community), organizational culture (within the campus), and microculture (their students) were used to structure the concepts of this study. The study determined support services are needed prior to faculty members’ arrival on campus and must extend beyond the physical campus to the off-campus community. Mentoring and orientation programs should be offered frequently and regularly at the campus and unit levels. In the classroom, formal workshops on techniques such as “talk story” and informal socialization opportunities for students and faculty would be beneficial in strengthening relationships between the two groups. Overall, this study revealed the need for campus leadership to be more purposeful and deliberate in providing opportunities and spaces for faculty members to get to know the outside community, their colleagues, and students. Keywords: community, faculty socialization, in-migrants, Johnson’s Model for Positive Faculty Socialization, Schein’s Categories of Culture, talk story, University of Hawai’i at MānoaItem Making Sense Of Gendered Communication Experiences Of Female Senior Student Affairs Officers(University of Hawaii at Manoa, 2020) Mitchell, Leslie; Lucas, Christopher M.; Educational AdministrationThis research utilizes an Interpretive Phenomenological Analysis design to investigate female senior student affairs officers (SSAOs) as they experience and implement gendered communication practices in the higher education workplace. Research regarding female SSAO interactions are absent from discourse on gendered communication and no comprehensive studies on the effect or use of gendered communication environments have been completed. This research addresses the following questions: How do female SSAOs make sense of their gendered communication practices and experiences? How do the perceptions of the female SSAO’s communication practices impact their experiences? Through completing a pre-interview reflection, personal and professional demographics survey, and open-ended interview, 18 female SSAO participants shared their experiences and implementation of gendered communication. Findings show that female SSAOs fluidly use both masculine and feminine communication attributes, are recipients of negative gendered communication and gender-based microaggressions, establish connections with their female identity through communication, and are highly reflective professionals regarding their personal and professional communication.Item The Persistence of Southeast Asian Malay Students Studying in Higher Education Institutions Abroad: A Grounded Theory Study(University of Hawaii at Manoa, 2020) Marali, Saiful Rizal; Lucas, Christopher M.; Educational AdministrationThis study bridges the gap in the literature by exploring the process of student persistence from the viewpoint of international students, and those from the Southeast Asian (SEA) Malay ethnic group. As one of the largest ethno-religious groups in the world, the SEA Malay culture is quite unique from other Asian cultures. By employing Corbin and Strauss’ (2015) principles of an evolved grounded theory approach to qualitative inquiry, this study discovered emerging concepts and categories that were grounded in data and ultimately created a substantive theory that explained the phenomenon. The following research question was answered: How do Malay students from Southeast Asia persist to degree completion when enrolling in higher education in the United Kingdom, the United States, Australia, and New Zealand? A purposeful theoretical sample of 28 Malay participants from Brunei were engaged to explore the prevalent problems and challenges they encountered and the strategies they utilized while studying abroad. This study demonstrated that SEA Malay students experienced inherently intertwined challenges and stressors as well as complex emotional processes that affected their persistence levels. The Model of the Persistence of Southeast Asian Malay Students Studying Abroad was constructed as a result of this study. Clear links were established between students’ persistence processes and institutional practices of cultural relevance and cultural responsiveness in explaining the success of SEA Malay students in higher education institutions abroad. Important implications include the creation of innovative and transformative strategies that are culturally relevant and culturally responsive to diverse student populations particularly, the international Malay student group from Southeast Asia. Keywords: Malay students, student persistence, student successItem Exploring Whether and When: A Longitudinal Study of College Time-to-Completion(University of Hawaii at Manoa, 2020) Caparoso, Jenna Tamiko; Heck, Ronald H.; Educational AdministrationFor many students in the United States it takes longer than the intended number of years to obtain a college degree. Delayed time-to-completion results in higher costs for students and their families, institutions, and societies, and increases the likelihood of student drop out. This study reframed the dominant deficit-based view on drop out in the literature to a strengths-based and ecological perspective of completion. Using discrete-time hazard models (a form of survival analysis), this study investigated the influence of individual and institutional factors on the timing of student degree completion within two-year and four-year institutions in a single public higher education state system. Findings demonstrated (1) factors reflecting the ways in which students engage academically with their institutions (e.g., attempting credits, attending one or more campuses) and (2) specific institutional factors have the greatest influence on the timing of degree completion, holding preexisting student characteristics constant. Thus, this study highlighted the critical role institutions can—and should—play in becoming active agents in the complex process of degree completion. Moreover, it suggested the need to reconceptualize what “timely” completion means and whether current expectations of time-to-completion align with—or clash against—the reality of today’s students and learning environments.Item From Curricular Autonomy To Curricular Alignment: Documenting A Process Of Change At A Large Independent School(University of Hawaii at Manoa, 2019) Wagner, Rebecca Siegel; Roberts, Stacey; Educational AdministrationThis qualitative study was designed to explore and understand the perceptions of 27 faculty members at a large independent school that were involved with a curricular alignment initiative during the 2017-2018 academic year. The sources of data for this study were curricular documents, observations of curriculum meetings, and face-to-face in-depth interviews. The researcher sought to gain an understanding for how a large independent school manages the tension between teacher autonomy and curricular alignment. The curricular initiative signaled a shift in faculty culture and work at a school where teacher autonomy was greatly valued. Key findings of this study were that tensions existed in areas such as philosophy, leadership, accountability, and collaboration that contributed to the challenge of developing an aligned curriculum. Principal recommendations include: development of a shared philosophy of education and instructional vision coupled with a well-defined organizational structure are perceived by faculty members as essential components for organizational change. Focused initiatives, ample time, and adequate professional development were also determined to be critical components for administrators to consider when embarking on change efforts within their school communities.