barbara thompson dissertation defense ppt. (use this copy)

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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 INSTITUTIONIN TEXAS



Dissertation Committee Members

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Patricia Hoffman-Miller, PhD

Dissertation Chair

William Allan Kritsonis, PhD

Committee Member Clement Glenn, PhD

Committee Member

Solomon Osho, PhD

Committee Member



Outline

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I. Introduction

II. Statement of the Problem

III. Purpose of the Study

IV. On PostmodernismV. Design

VI. Research Questions

VII. Methodology

VIII. Findings – Quantitative and Qualitative

IX. Concluding Remarks

X. Recommendations for Further Study

XI. References



The 20th century may be divided in two periods, modern and postmodern.

The modern period before 1914 was described as a cultural movement. It

included progressive art, architecture, music, literature and design. The emerging

modern world was embraced by academic and historical traditions.The postmodern period was described by new economic, social and

political aspects that defined the modern period such as individualism, rationality,

mistrust of government and religion and a disbelief of any absolute truths. One of

the functions of higher education institutions is to prepare future leaders.

“Educational leadership emphasizes rationality and efficiency in its approach to

preparation and in its models and standards” (English, 2003, p. 145).

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Introduction



Statement of the Problem

The problem identified in this research study focused on a decline in

students graduating or completing their 4-year academic program at a

Minority Serving Institution in Texas. For a variety of reasons,

graduation rates declined in the past decade. College student’s currentperceptions and attitudes of campus climate at this Minority Serving

Institution had an effect on student academic achievement, student’s

persistence to continue their four-year degree, students believing they are

socially connected to the university, and graduation and retention rates.

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Purpose of the Study

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 in Texas.

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On Postmodernism

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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.



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Key Tests and Epochs Impacting Leadership Thought on a Continuum of Premodernity and Postmodernity (English, F. W., 2003, p. 147)

POSTMODERN EPOCH

POSTMODERN

PSEUDO SCIENTIFIC EPOCH

MODERN

PROTO-SCIENTIFIC EPOCH

PREMODERN



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(English, 2003, p. 147)

PROTO-SCIENTIFIC

EPOCH

PREMODERN

1 Plutarch’s

Parallel Lives

2 Suetonius’ Twelve Ceasars

3 Machiavelli’s

The Prince

4 Shakespeare’s

Tragedies

PSEUDOSCIENTIFIC

EPOCH

MODERN

POSTMODERNEPOCH

POSTMODERN

20 Jean-FrancoisLyotard’s

The Postmodern

Condition: A Report on Knowledge

21 Jacques Derrida

Of Grammatology

5 Frederick Taylor’sScientific Management

6 Henry Fayol’s General Management Principals

7 Mary Parker Follett’s Work - Conflict resolution,

Power Sharing

8 Chester Barnard’sFunctions of the Executive

Behaviorism Epoch

9 Herbert Simon’s Administrative Behavior

10 Douglas McGregor’s TheHuman Side of Enterprise

11 Katz & Kahn’s Social Psychology of Organizations

Structuralism Epoch

12 James Thompson’sOrganizations in Action

12 Henry Mintzberg’s Structure in Fives

14 Bolman and Deal’sReframing Organizations

Feminist & CriticalTheory Epoch

15 Kathy Ferguson’s TheFeminist Case Against

Bureaucracy

16 Jurgen Habermas Moral Consciousness and

Communicative ActionCritical Race Theory

Epoch

17 Richard Delgado’sCritical Race Theory

Queer Theory Epoch

18 Bill Tierney’s Academic

Outlaws: Queer Theory and

Cultural Studies in

the Academy

19 W. Edwards Deming’sTotal Quality Management



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The design of this study was a qualitative-quantitative model also known as

exploratory mixed-methods. The qualitative phase of the study was a narrative

analysis of student perceptions and attitudes on campus climate. The

quantitative portion of the study was a survey and used both descriptive

and correlation statistics.

Design



Qualitative Research Questions

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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?



Quantitative Research Questions & Null Hypotheses

12

There were four quantitative research questions and four null hypothesis used toguide this study.

1. Is there a relationship between campus climate and studentacademic achievement?

H01: There is no statistically significant relationship between campus climateand student academic achievement.

2. Is there a relationship between campus climate and a student’s

persistence to continue their 4-year academic program?

H02: There is no statistically significant relationship between campus climateand a student’s persistence to continue their 4-year academicprogram.



Quantitative Research Questions & Null Hypotheses

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3. Is there a relationship between campus climate and students believing they 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.

4. Is there a relationship between campus climate and graduationrates of students at the university?

H04: There is no statistically significant relationship between campus climateand graduation rates of students at the university.



Methodology

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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.



Quantitative Variables

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Campus Climate questions addressed safety, quality of instruction,

educational environment being positive and supportive, buildings and grounds

being maintained, computing facilities being available, and satisfaction with

ethnic and cultural events.

Question #1 was answered using questions on student academic achievement

which addressed skills student gained, examples given in class on how theories

apply to real life, advising, having at least one faculty member to talk to, up-to-

date information on subject matter, student’s having an active voice,

information on scholarships, staff and faculty being sensitive to student

concerns, and if starting over, if the student would choose this same university.



Quantitative Variables

16

Question #2 was answered using student centered questions and

educational and student activities questions which addressed

temperatures in class, adequate accommodations for people with

disabilities, convenient courses and time, a variety of courses and

interests to choose from, and sexual orientation, appreciation for

different groups, involvement in student activities, being comfortable

with the assessment process, media coverage, and catalog accessibility.



Quantitative Variables…continued

17

Question #3 was answered using questions that addressed customer service

from the bookstore, cafeteria, health services, and from the university

counselor, diversity, sense of belonging and socially connected to the

university, adequate assistance during registration, and participation of

persons with disabilities.

Question #4 was answered using questions that addressed areas that lead

toward graduation and helped students to succeed, such as academic support,

learning occupational skills needed, excellent quality of instruction, and getting

the education needed toward graduation.



Quantitative Findings

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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.




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One-Way ANOVA Tested the Null Hypothesis

H01: There is no statistically significant relationship between campus climate and

student academic achievement. F (3, 66) = 6.18, p = .001

The p value is less than alpha level .05. The null hypothesis, H01, was rejected.

Therefore, there was a statistically significant relationship between campus climate

and student academic achievement.

Sum of Squares df Mean Square F Sig.

Between Groups 2.155 3 .718 6.167 .001

Within Groups 7.688 66 .116

Total 9.843 69



Quantitative Findings…continued

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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.




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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


Therefore, there was a statistically significant relationship between campus climateand a student’s persistence to continue their four -year academic program.


Between Groups 1.554 2 .777 6.281 .003


Total 9.843 69




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RQ3. Is there a relationship between campus climate and students believingthey are socially connected to the university?




There was a statistically significant relationship between campus climate andstudents believing they are socially connected to the university. NullHypothesis H

03

was rejected.




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F (2, 67) = 6.28, p = .003


Therefore, there was a statistically significant relationship between campus climateand students believing they are socially connected to the university.


Between Groups 1.554 2 .777 6.281 .003


Total 9.843 69




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RQ4. Is there a relationship between campus climate andgraduation rates of students at the university?


and graduation rates of students at the university.


There was a statistically significant relationship between campus climate andstudent graduation and retention rates at the university. Null Hypothesis H04

was rejected.




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H04: There is no statistically significant relationship between campus climate and

graduation rates of students at the university.

F (1, 68) = 16.89, p = .000


Therefore, there was a statistically significant relationship between campus climateand graduation rates of students at the university.


Between Groups 1.958 1 1.958 16.889 .000


Total 9.843 69



Qualitative Findings

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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.




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Question #2. What are your experiences at this Minority Serving Institution(MSI) that would demonstrate a need exists to improve campus climate?

The themes that emerged from question #2 included:

1) improvement of the mode (style) of instruction,

2) more mentoring on what to expect when venturing outside of the minority

serving institution,

3) provide more resources for graduate students who need financial aid,

4) allow a student who works fulltime to use his or her company health benefits to

satisfy the insurance requirement,

5) “an air of entitlement of some departments such as HR, parking, financial aid,

registrar and some senior administrators believe they are doing students a favor

by serving them”, and

6) enrollment in clubs and organizations should be open to anyone who wants to

join.




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Question #3. Describe the customer service at your campus. Themes that

emerged were:

1) needing and receiving help on who can fix the students’ problem and

2) putting the customer first, for example, the student needs should be a priority.

Comments included why there is not a sense of fairness in customer service.

Students who do not know anyone in the department they are seeking help fromare not given the same expedient service as those who do know someone.

Question #4. Does this Minority Serving Institution (MSI) support your

educational goals? Please explain your answer. A theme that emerged was the

professor’s response to students who worked off campus was excellent, such as

having night and Saturday classes.



Demographics

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Demographics revealed the most frequent major responding to the survey was

electrical engineering (20%). The figure below, shows (20%) of the respondents

normally enrolled in evening courses, (40%) enrolled in the daytime courses, and

(40%) normally enrolled in a combination of day and evening courses.



Demographics…continued

30

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.




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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%).




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The current level of respondents revealed (58.6%) were seeking a bachelor’s degree,

(37.1%) were seeking a master degree, and (2.9%) were seeking a doctorate degree.

Seventy-four percent of the students were single, 18.6% were married, 1.4% lived

with a partner, and 2.9% lived with their parent(s).

Lastly, the comment section revealed the most frequent topic was the financial aidoffice needing a complete overhaul.

Another comment was to increase advertisements of the minority serving institution

at the airports and more internet advertisement.



Concluding Remarks

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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).



Concluding Remarks…continued

34

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.



Concluding Remarks…continued

35

In order for this Minority Serving Institution (MSI) to become a world-class

university, it is essential that students, faculty, and staff have a positive,

supportive environment in which to work, learn, and live (Minority Serving

Institution (MSI) with Texas University Systems, 2007). There is no one cure for all (English, 2003).

The day will never come when there is a 100% success rate, because there

will never come a day when there is no conflict in the university. It will come

down to whether administrators and leaders at this Minority Service Institution

want to improve how people feel, work, learn, and live in this campus

community.



Recommendations for Further Study

36

Recommendations for further study include the following:

1) A study could be conducted to gather views on creating an office of ombudsman (complaints) for faculty and staff.

2) A study could be conducted to examine why students and faculty leave the university.

3) A study could be conducted for faculty which would generatefeedback from the faculty’s point of view to help improve campus life.

4) A study could be conducted on how a MSI can improve culturalproficiency and campus climate for all, on a continuous basis.



Recommendations…continued

37

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.



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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).

http://answers.yahoo.com/question/index?qid=20080527091059AAAQmYs

http://www.tamus.edu/strategicplan/docs/Compact%20FY08FY09%20Individual%20Compacts/PVAMU.pdf

http://www.provost.wisc.edu/climate/what.html

http://www.provost.wisc.edu/climate/what.html

http://www.tamus.edu/strategicplan/docs/Compact%20FY08FY09%20Individual%20Compacts/PVAMU.pdf

http://answers.yahoo.com/question/index?qid=20080527091059AAAQmYs



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"Good, Better; Best - never let it rest - until your good is better –

and

your better is BEST!"

Shirley J. Neeley, Commissioner of Education



40

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