Gay, Lesbian, Bisexual, and Transgender Campus Support Offices: A Qualitative Study of Establishment Experiences

NASPA Journal ◽  
2001 ◽  
Vol 38 (4) ◽  
Author(s):  
Christina A. Ritchie ◽  
James H. Banning
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Qualitative Study ◽  
Institutional Change ◽  
Lessons Learned ◽  
Research Framework ◽  
Coding Strategies ◽  
Bisexual And Transgender ◽  
The Common ◽  
Qualitative Coding

The establishment experiences of how eight campus Gay, Lesbian, Bisexual and Transgender (GLBT) support offices were examined using a qualitative research framework. Each GLBT office provided documentation of its experiences and these documents were analyzed using both deductive and inductive qualitative coding strategies to discover the common themes and "lessons learned." The themes of "establishment" were linked to a set of strategies and tactics documented in literature as being important to the process of institutional change within higher education.

scholarly journals Strategic Corporate Alignment: A Methodological Approach

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Silvia Regina Campos ◽  
Adriana Gomes de Menezes
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Mergers And Acquisitions ◽  
Methodological Approach ◽  
Research Strategy ◽  
Exploratory Research ◽  
Strategy Execution ◽  
Research Framework ◽  
Strategic Plans

This paper aims to present a methodological approach to align the strategic plans among Institutions in the area of Higher Education. It adopts an eight-phase research framework. It is a qualitative study which adopts a deductive and exploratory research strategy through the analysis of some institution's strategic plans and other relevant documents to propose a methodological approach for the alignment. Its contribution shall enable HEIs to improve synergy which is essential for achieving efficiency, efficacy and long-term sustainability in the light of the recent challenges facing their environment, considering that the strategy execution and its implementation has been considered much more difficult and complicated to overcome. Particular it shall contribute to alignment among other HEIs which have been subject to mergers and acquisitions processes, in the recent years.

Corporate Identity in Higher Education

2015 ◽  
pp. 136
Author(s):  
Nataļja Losāne ◽  
Diāna Apele
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Qualitative Study ◽  
Research Method ◽  
Education Institution ◽  
Corporate Identity ◽  
International Level ◽  
Corporate Organization ◽  
Research Analysis ◽  
Comprehensive Study

The aim of the article is to study and identify the importance of corporate identity in the field of higher education in Latvia, to conduct a qualitative study which is based on evaluation of Latvia's institutions of corporate identity existence. Research method - qualitative research – analysis of public discussions, which provides more comprehensive study to understanding the problem. The study of the content reveals corporate identity components and their impact on the organization as a brand. The article contains description of the terms - brand style, corporate design, brand. All of these positions are viewable by a higher education institution as a corporate organization perspective. The study reveals the need to develop a university as the brand at the international level, to create a stable, strategically targeted, modern platform of the organization.

Complexities and Contradictions: Black Lesbian, Gay, Bisexual, and Queer Students’ Lived Realities across Three Urban HBCU Contexts

2020 ◽  
pp. 004208592095912
Author(s):  
Lori D. Patton ◽  
Reginald A. Blockett ◽  
Brian L. McGowan
Keyword(s):  
Higher Education ◽  
Racial Identity ◽  
Qualitative Study ◽  
Institutional Change ◽  
Safe Space ◽  
Higher Education Administrators ◽  
Environmental Press ◽  
And Gender ◽  
Constructivist Epistemology ◽  
Education Administrators

This qualitative study explored how Black LGBQ students at three urban private HBCUs experienced and navigated spaces that affirmed their racial identity but posed challenges to their sexual and gender identities. Drawing on Black respectability politics and environmental press as power as theoretical framing, we utilized a critical constructivist epistemology to unearth the complexities and contradictions that Black LGBQ students face in HBCU settings. Our analysis yielded three themes: (a) affirming/othering, (b) institutional pride/institutional change, and (c) safe space needed/wasted institutional efforts. Implications for higher education administrators and policymakers are offered within.

Gendered differences in emigration and mobility perspectives among European researchers working abroad

2014 ◽  
Vol 7 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Elisabeth Scheibelhofer
Keyword(s):  
United States ◽  
Qualitative Research ◽  
Qualitative Study ◽  
Social Relations ◽  
The United States ◽  
Research Strategy ◽  
The Future ◽  
Highly Skilled

This paper focuses on gendered mobilities of highly skilled researchers working abroad. It is based on an empirical qualitative study that explored the mobility aspirations of Austrian scientists who were working in the United States at the time they were interviewed. Supported by a case study, the paper demonstrates how a qualitative research strategy including graphic drawings sketched by the interviewed persons can help us gain a better understanding of the gendered importance of social relations for the future mobility aspirations of scientists working abroad.

The next generation: Experiences of higher educated Turkish-Dutch on The Hague labour market

2014 ◽  
Vol 11 (2) ◽  
pp. 206-217
Author(s):  
Karijn G. Nijhoff
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Labour Market ◽  
Education System ◽  
Minority Groups ◽  
Personal Characteristics ◽  
Market Positioning ◽  
The Hague ◽  
The Relationship ◽  
Dutch City

This paper explores the relationship between education and labour market positioning in The Hague, a Dutch city with a unique labour market. One of the main minority groups, Turkish-Dutch, is the focus in this qualitative study on higher educated minorities and their labour market success. Interviews reveal that the obstacles the respondents face are linked to discrimination and network limitation. The respondents perceive “personal characteristics” as the most important tool to overcoming the obstacles. Education does not only increase their professional skills, but also widens their networks. The Dutch education system facilitates the chances of minorities in higher education through the “layering” of degrees. 

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

AN INDUCTIVELY DERIVED RESEARCH FRAMEWORK FOR STUDENT SATISFACTION IN ODL: THE HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 33-57
Author(s):  
Marry Mdakane ◽  
Christo J. Els ◽  
A. Seugnet Blignaut
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Specific Aspect ◽  
Written Narratives ◽  
Research Framework ◽  
Main Research ◽  
Language Groups ◽  
Education Environment

Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Textbook Popery

2018 ◽  
Author(s):  
Cassandra L. Yacovazzi
Keyword(s):  
Higher Education ◽  
Public School ◽  
Middle Class ◽  
Print Culture ◽  
Young Women ◽  
Female Teachers ◽  
The Common ◽  
The Right ◽  
School Movement

By the 1840s, convent narratives gained more middle-class, respectable readers, moving away from descriptions of sex and sadism and focusing instead on convent schools and the education of young women. Popular works such as Protestant Girl in a French Nunnery described "tricks" used by nuns to convert female pupils and lure them into convents. Such literature warned that as neither wives nor mothers, nuns could not train the right kind of women for America. The focus on convent schools converged with the common or public school movement. At the same time, teaching became an acceptable occupation for women, prompting more women to seek opportunities for higher education. This chapter compares the approach to education among nuns and other female teachers alongside the caricatures of convent schools in anti-Catholic print culture. I seek to answer why convent schools faced such heightened animosity even as teaching became feminized.

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