7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY) http://slidepdf.com/reader/full/barbara-thompson-dissertation-defense-ppt-use-this-copy 1/40 A Dissertation Defense by Barbara Ann Thompson November 19, 2012 1 A POSTMODERN APPROACH TO IMPROVING CAMPUS CLIMATE THROUGH STRATEGIC THINKING AT A MINORITY SERVING INSTITUTION IN TEXAS
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7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
Postmodernism's “primary significance is its power to account for and
reflect vast changes in our society, cultures, policy, and economy” (Boland,
1995). Postmodernism is about
the breaking down of barriers, calling into question and disrepute the binaries
on which culture and social stratification have been based that privilege aclass, gender, sexual identity, and race-based social/cultural differentiated
structure. One of its principal weapons is textual de-construction (English,
2008, pp. 169-170).
A “conceptual landscape of educational leadership” exists and includes
epochs of foundational writings (English, 2003). An epoch is a distinctive periodof time marked by an event or written text that serves a an anchor to advance
major concepts along a continual line of development (English, 2003). For
example, the line of development for this presentation is pre-modern,
modern, and postmodern.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
The qualitative questionnaire relative to Campus or School Climate
Climate can be described as the atmosphere or ambience of an organization asperceived by its members. An organization's climate is reflected in itsstructures, policies, and practices; the demographics of its membership; theattitudes and values of its members and leaders; and the quality of personal
interactions (Campus Climate Network Group, 2002 p. 1).
1. How do you describe your school climate?
2. What are your experiences at this Minority Serving Institution (MSI)that would demonstrate a need exists to improve campus climate?
3. Describe the customer service at your school.
4. Does this Minority Serving Institution (MSI) support youreducational goals? If yes, then how? If no, then why not?
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
The quantitative portion of the study used bothdescriptive and correlation statistics. A one-way ANOVA tested the null hypotheses.
The qualitative portion of the study was narrative and was based on student responses to open ended questions onstudent perceptions and attitudes on campus climate.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
RQ1. Is there a relationship between campus climate and student academicachievement?
H01: There is no statistically significant relationship between campus climateand student academic achievement.
Respondent’s agreement and importance items on campus climate andstudent academic achievement revealed a strong correlation andstatistically significant relationship. The null hypothesis was rejected. A calculation of a One-Way ANOVA was used to test the Null Hypotheses.Results revealed a statistically significant relationship between campus
climate and student academic achievement: F (3, 66) = 6.18, p = .001.The p value is less than or equal to the alpha level .05. The nullhypothesis, H01, was rejected. Therefore, there was a statistically significant relationship between campus climate and student academicachievement.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
RQ2. Is there a relationship between campus climate and a student’spersistence to continue their four-year academic program?
H02: There is no statistically significant relationship between campus climateand a student’s persistence to continue their four-year academicprogram.
Research Question 2 and H02
There was a statistically significant relationship between campus climate and astudent’s persistence to continue their four-year academic program. NullHypothesis H02 was rejected.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
H02: There is no statistically significant relationship between campus climate and a
student’s persistence to continue their four -year academic program.
F (2, 67) = 6.28, p = .003
The p value is less than alpha level .05. The null hypothesis, H02, was rejected.
Therefore, there was a statistically significant relationship between campus climateand a student’s persistence to continue their four -year academic program.
Sum of Squares df Mean Square F Sig.
Between Groups 1.554 2 .777 6.281 .003
Within Groups 8.289 67 .124
Total 9.843 69
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
RQ3. Is there a relationship between campus climate and students believingthey are socially connected to the university?
H03: There is no statistically significant relationship between campus climate
and students believing they are socially connected to the university.
Research Question 3 and H03
There was a statistically significant relationship between campus climate andstudents believing they are socially connected to the university. NullHypothesis H
03
was rejected.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
H03: There is no statistically significant relationship between campus climate
and students believing they are socially connected to the university.
F (2, 67) = 6.28, p = .003
The p value is less than alpha level .05. The null hypothesis, H03, was rejected.
Therefore, there was a statistically significant relationship between campus climateand students believing they are socially connected to the university.
Sum of Squares df Mean Square F Sig.
Between Groups 1.554 2 .777 6.281 .003
Within Groups 8.289 67 .124
Total 9.843 69
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
RQ4. Is there a relationship between campus climate andgraduation rates of students at the university?
H04: There is no statistically significant relationship between campus climate
and graduation rates of students at the university.
Research Question 4 and H04
There was a statistically significant relationship between campus climate andstudent graduation and retention rates at the university. Null Hypothesis H04
was rejected.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
Qualitative findings revealed several themes which included areas of concern with theeducational environment, diversity, security, cultivation and awareness of all students to include
undergraduate, graduate and doctoral students, enhancement of a culture of hard work and
rewards, customer service improvement, and fairness.
Question #1. How do you describe your campus climate?
The themes that emerged were:
1) to provide an environment where outstanding educational service can beachieved,
2) an increase in diversity,
3) concern and increase in security,
4) cultivation and awareness of not just undergraduates, but master and doctoral
students,5) create a culture of hard work with rewards for achievement and penalties for
unethical behavior,
6) create a climate that promotes continuous and improvement of customer service
in financial aid,
7) create more internships and jobs with corporations.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
Most of the respondents were in the age group of 18-23 (48.6%). More males(57.1%) than females (42.9%) took the survey. Race/Ethnicity revealed that (82.9%)
of the respondents were African/American/Black, (3%) Caucasian, (5%) were Asian.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
Total household income highest percentage was (32.9%), where the income total wasequal to $15,000 per year. The second highest was income in the rage of $16,000-
$26,000 (22.9%). Most respondents came from a medium sized community (28.6%)
in the city (30%).
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
In conclusion, campus leaders at all levels need to be held accountable for encouraging a more positive climate. The purpose of this study was to investigate
the applicability of a postmodern process for improving campus climate through
strategic thinking at a Minority Serving Institution (MSI) in Texas.
All leaders must set the tone by not ignoring any disrespectful behavior
that goes on in their units. In progressing, the campus can expect a variety of
listening sessions, forums and additional professional development opportunities.
Even if all faculty and staff cannot go to diversity workshops, leaders can be
encouraged in departments, schools and colleges, administrative and service
units, to participate.
Postmodernists would say there are multiple forms of truths from multiple
sources. Feyerabend said it best in his 1993 study, “Without chaos, no
knowledge. Without a frequent dismissal of reason, no progress” (p. 158).
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
The findings in this study suggested that when campus climate was positive, students wanted to achieve academically. They wantedand needed mentoring and wanted an environment of continuousimprovement. They valued a positive and supportive environment foracademic achievement.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
5) A study could be conducted by monitoring a campus through listeningsessions to know which initiatives are working and which are not working.
6) A study could be conducted that is inclusive of all students at the
university and compare the results with another HBCU.7) A study could be conducted in developing a social network page, such
as FACEBOOK or Twitter, by level (Undergraduate - UG, Graduate -GR, Doctorate -DR, Post Bach - PB) to keep students socially connected to the university.
7/28/2019 Barbara Thompson Dissertation Defense PPT. (USE THIS COPY)
ReferencesBoland, H.G., 1995. Postmodernism and Higher Education. The Journal of Higher Education 66 (5), 521-559.Campus Climate Network group (2002). What is the definition of campus climate? In Yahoo Answers. Retrieved January 8,
2011 from http://answers.yahoo.com/question/index?qid=20080527091059AAAQmYs
English, F. W. (2003). The postmodern challenge to the theory and practice of educational administration . Springfield, IL:Charles C. Thomas.Feyerabend, P. (1993). Against method . London, England: Verso.Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.Fullan, M. (1991). The new mean of educational change (2nd ed.). New York: Teachers College Press.Fullan, M. (1993). The complexity of the change process . In Change forces: Probing the depth of educational reform, pp.
19-41. Falmer Press.Fullan, M. (2007). The new meaning of educational change . (4th ed.). New York, NY: Teachers College PressHoy, W. K. & Miskel, C. G. (2005). Educational administration, Theory, research, and practice. (7th ed.). New York: NY:
McGraw-Hill.Hubbard, S. M. & Stage, F. K. (2009). Attitudes, perceptions, and preferences of faculty at Hispanic serving and
predominately Black institutions. The Journal of Higher Education , 80 (3), 270-289Minority Serving Institution (MSI) Compact with The Texas A&M University System, (2007). Retrieved January 8, 2011
from www.tamus.edu/strategicplan/docs/Compact%20FY08FY09%20Individual%20Compacts/PVAMU.pdf Seyfarth, J. (2008). Human resource leadership for effective schools . Boston, MA: Allan & Bacon.Tableman B. & Herron, A. (2004). School climate and learning. Best Practice Briefs, 31 , 1-10. East Lansing, MI: Michigan
State University, University-Community Partnerships.The University of Wisconsin-Madison (2003). Campus Climate . Madison, WI: Author. Retrieved January 8, 2011 from
www.provost.wisc.edu/climate/what.html Usher, R. & Edwards, R. (1996). Postmoderism and education . London: Routledge.
Vogel, S.A., Holt, J. K., Sligar, S., Leake, E. (2008). Assessment of campus climate to enhance student success. Journal of Postsecondary Education and Disability, 21 (1), 15-31.
Willett, T. (2002). Gavilan college campus diversity climate survey . Gavilan College. Gilroy, CA: (ERIC DocumentReproduction Service No. 473876).