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First-generation college students are students whose parents or guardians did not obtain a four year college degree (Davis, 2012). As a group these students make up a large part of the college student population and are often reported to encounter difficulties in their campus experience. While the topic of first-generation student has received much attention over the past years, no research effort has been reported that examines dissertations on the topic. This article utilizes a bounded qualitative synthesis study framework to examine the 133 dissertation abstracts found by searching the ProQuest Dissertation and Theses™ digital database for dissertations abstracts from 2009 through 2013 using the search terms "first-generation college students" and "higher education." The research question for this study was: What can we learn from the examination of doctoral dissertation abstracts that focus on the experience of first-generation college students regarding research strategies, topics addressed, and lessons learned? The study's findings provide an overview of researcher attributes and the characteristics of the research in terms of methodology and topical focus. "Lessons learned" from the abstracts as well as the omissions in the research are presented. A major finding of the investigation was that very few of the dissertations have entered the academic conversation regarding first generation students--major books on the topic do not reference the dissertations and in a search of academic journals only three of the 133 dissertations were found to have been published.

The purpose of this research is to describe the descriptive and dynamic characteristics of the role that practice currently plays in fine art doctoral dissertations. We examined fine art dissertations published in the ProQuest Global database from 2018 to 2021, guided by the methodological design of a qualitative meta-study. The descriptive and dynamic characteristics of each dissertation were analyzed. The results of the descriptive analysis indicate that the role of practice in art doctoral dissertations is active, particularly in the United Kingdom, and it is used within a variety of art disciplines. The results regarding the dynamic characteristics of practice dissertations underscore the issues of medium, emerging methodologies, and the complexity of assigning practice-type categories to research. In summary, practice-based research within art doctoral research plays a significant role in both its use and contributions to the dynamics of a dissertation. By considering the challenges of increasing the clarity of concepts, understanding the issues associated with word count, the development of taxonomies for focusing research, giving greater attention to writing abstracts, and encouraging increased publication in academic journals, practice dissertations will continue to play an important role in fine art doctoral work. [ABSTRACT FROM AUTHOR]

A potential source of useful information about undergraduate honors education can be found in doctoral dissertation abstracts that focus on honors. Debra Holman and James Banning of Colorado State University sought to explore this resource by undertaking a bounded qualitative meta-study of such abstracts using document analysis. Three sub-questions focused their inquiry: (1) What are the general attributes of dissertations on honors education?; (2) What are the thematic subjects and topics associated with the dissertations?; and (3) Have these dissertation findings been published in higher education journals or books? This article provides an account of their research, including information on the meta-study framework they used, their selection of the dissertations for analysis, and their methods and procedures for analyzing the dissertations. Findings, a summary of publication-related trends for dissertations on honors education, and recommendations for future research are provided.

This qualitative research study investigated the development of heuristic knowledge and its role in the academic and social journeys of five Vietnamese American students enrolled at a community college located in the American Midwest. The participants were interviewed in depth to understand their "lived experiences" while attending the community college. Data were collected, analyzed, and interpreted using a narrative inquiry approach. The interpretation led to a composite image of the students' experiences expressed in the form of a virtual photo album. Research findings provided guidance for future research and advice for community college practitioners. (Contains 6 tables.)

This study examined open-ended responses from 295 college students to questions regarding how they define the construct of calling, how having a calling influences their career development, and the extent to which the term "calling" may apply to areas of life other than work. Results indicated that students perceived a calling as originating from guiding forces, co-occurring with unique fit and well-being, having altruistic features, and extending to multiple life roles. These results largely support recent conceptualizations of calling in the career development literature, and suggest themes to explore in counseling with clients who desire to approach work as a calling. (Contains 3 tables.)

The purpose of this study was to examine dissertations over the past five years that focused on student affairs organizational issues. A bounded qualitative meta-study was used and the methods, theories, and findings of the dissertations were examined. A variety of research methods were used including quantitative, qualitative and mixed designs. Theories invoked by the research also varied and reflected theories from traditional organizational literature and frameworks specific to the student affairs literature. An inductive analysis of the dissertation topics resulted in four basic themes: directionality and restructuring of student affairs--a move to the academic, student affairs management issues, student affairs organizations and cultural values, and student affairs organizations and special groups. (Contains 2 tables.)

Student affairs organizations have become complex entities and serve as a critical link to student success and the quality of the overall educational experience in collegiate institutions. Over time, new programs and services have been added to the array of existing programs and services with little attention focused on how these organizations might be designed to effectively meet the institution's mission or address student needs. This research study was designed, in part, to investigate student affairs organizational structures within colleges and universities across the United States. The focus of this study was on the design and structure of student affairs organizations, but it also investigated where in the institution the senior student affairs officer reported. It explored questions related to what changes were made in student affairs organizations and why. The findings indicated that some change has occurred in student affairs organizations, but these changes have been modest. While student affairs organizations have retained their functional structures they also appeared to be generally organized by institutional type, and as a result somewhat reflective of institutional mission. The influences of revenue source and availability of resources appeared to remain the dominant influences in the current functional structures of student affairs organizations. While some of the desired reasons for organizational redesign appeared to be strategic and environmentally oriented, the actual changes and redesigns that were reported were not directly focused on these issues. These findings have implications for student affairs organizational effectiveness in the future.

In educational settings, the concepts of environment, culture, and climate are often used interchangeably, but climate also has a more narrow meaning that focuses on organizational attitudes and behaviors that foster organizational patterns and atmospheres. From this perspective, the physical artifacts of a school, office, or other organization can be viewed as powerful nonverbal communicators of climate. What do these artifacts communicate about equity climate? What are the messages regarding differentiation from the dominant culture status of "white," "male," "heterosexual," and "able-bodied" in physical characteristics, gender, race, ethnicity, and sexual orientation? The purpose of this article is to present a taxonomy based on the methodology of visual anthropology (photographing physical artifacts) to come to an interpretation of the climate of schools as educational organizations. (Contains 1 figure.)

This basic interpretive qualitative study identified, described, and interpreted community college mission statement messages as they appeared in print and on the web site. The study analyzed each institution's similar, different, unique, and unintended messages. The within-case inductive analysis found emergent mission statement messages in the print materials and on the web site. A deductive analysis then was conducted using Newsom and Hayes (1990) mission statement component framework. Inductive and deductive cross-case analyses were completed to compare and contrast institutional messages resulting in the 3 themes discussed in this article: access, diversity, and service area. The authors recommend that community colleges use an inductive and deductive checklist to examine their print materials and web site for message consistency between the two mediums and their mission statement.

This qualitative case study investigated how community college students perceived specific classroom attributes as contributing to or hindering their learning. The study addressed three questions: What has been the role of students in classroom design within the community college campus? How do students assess the classroom's physical design impact on their learning? And, what can students tell us about their needs for future classroom design? Students were able to clearly identify classroom attributes that enhanced their learning as well as those aspects of the built environment that inhibited their learning. Students completed "wish drawings" that depicted what they believed the ideal built environment would be for them. The article closes discussing how past, present, and future students can be used by community college facilities planners to better design the built environments to make them more conducive to optimal student learning.

Discusses how marginalized groups are blamed for their lack of success, lack of transfer, etc. To alleviate this, the CCJRP should do the following: (1) use a range of methodological approaches; (2) use interdisciplinary and theoretical resources; (3) integrate a vast source of literatures; and (4) apply critical frameworks. (Contains 40 references.) (MZ)

Explores the experiences of eight African American administrators at predominantly white institutions in southeastern United States. Notes four major themes: (1) race (race as an issue of first position, as a part of the administrative experience, in relation to perception of role, and struggles with the predominantly white environment); (2) self-assurance; (3) importance of communication skills; and (4) understanding the politics of education. (Contains 12 references.) (VWC)

Presents a conceptual framework to assist campus personnel who are concerned about how physical artifacts on campus communicate institutional values associated with multiculturalism. Describes the four dimensions of the taxonomy and their usefulness in evaluating campus environments in terms of messages that promote, neutralize, or discourage the spirit of multiculturalism. (RJM)

Develops a general framework and matrix for assessing ethical behavior from a campus perspective and illustrates how visual anthropology can be used to implement the matrix. Claims that indices, such as photographs on bulletin boards, architecture, graffiti, and other environmental elements, can portray a campus's ethical climate. (RJM)

The purpose of this article is to understand from a student perspective the special places of third place and restorative place. Where do students, the users of these spaces, locate [...]

Promoting reasonable expectations: Aligning student and institutional views of the college experience, by T. E. Miller, B. E. Bender, J. H. Schuh, and Associates. San Francisco, CA: Jossey Bass, 2005. [...]

Presents the Campus Ecology Model which advocates an ecological perspective on commuting. Suggests that campus ecology should infer the ecology of the student, so that the physical/social environment residing outside of the university's property boundaries is of great importance. An ecosystem design process, its application to commuter programming, and the implications of the ecological perspective are described. (KS)

Recognizing that efforts to intentionally design campus environments involve value choices and confront the practitioner with ethical dilemmas, this article raises critical issues about environmental management of college campuses, including issues of freedom and control, privacy, informed consent, competence, political poisoning, values, and participation. (Author/NB)

Administrators wishing to consult for institutional change must be able to negotiate political and ethical quagmires or risk seeing their goals (and themselves) slowly sinking. This article presents the ecological perspective, professional and ethical issues in environmental change, and the participatory perspective of the student services administrator. (Author/LPG)