A Comparison of Institutional Climates in Higher Education in the United States and South Africa

Autor/in	Taylor, Juanyce Deanna
Titel	A Comparison of Institutional Climates in Higher Education in the United States and South Africa
Quelle	(2012), (203 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Southern Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-7235-2
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Comparative Analysis; College Environment; Higher Education; Transformational Leadership; Influences; Collegiality; Cooperation; Communication (Thought Transfer); Diversity (Institutional); Governance; Social Discrimination; College Faculty; Teacher Attitudes; Racial Differences; Gender Differences; Academic Rank (Professional); South Africa; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Hochschulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Influence; Einfluss; Einflussfaktor; Kollegialität; Co-operation; Kooperation; Communication; thought; Kommunikation; Gedanke; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Soziale Benachteiligung; Soziale Schließung; Fakultät; Lehrerverhalten; Rassenunterschied; Geschlechterkonflikt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	Increasing opportunities and access of historically underrepresented populations to higher education in both the United States and South Africa have proved challenging due to institutional climates that are perceived as unwelcoming and unsupportive. The purpose of this study was to investigate factors relating to institutional climates to uncover social constructs that positively and negatively impact the institutional environment. Transformational leadership serves as the theoretical framework for this study. Data results from institutional climate studies administered higher education institutions in the United States and South Africa were analyzed and compared. Collegiality and collaboration; communication; diversity and equity; governance and strategy; harassment and discrimination; and organizational environment were the primary social constructs measured and evaluated at each institution. Results demonstrate differences in the perceptions of faculty and academic staff based on institution, race, gender, and academic rank. Findings provide academic leaders with cross-national strategies for creating inclusive academic environments and replicating excellence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10