An analysis of policymaking: Financial aid, tuition and access for low-income students at Michigan public universities

Viau, Terry Brennan Michigan State University 2002 해외박사(DDOD)

In the current environment of limited financial resources for higher education, there is evidence to indicate that national access policy has been undermined by financial constraints at the state and institutional levels. Spiraling tuition rates, the declining purchasing power of need-based financial aid programs and increasing competition for high-quality students are factors that may be contributing to the widening gap between the participation rates of low-income and high-income students (McPherson & Schapiro, 1998). Evidence also indicates that it is rare today to find states enacting policies that explicitly link funding for public higher education, tuition rates and funding for state financial aid programs. Without this coordinated effort, it has been posited that low-income student access to public higher education is unlikely to be sustained. The purpose of this study was to determine the extent to which coordinated efforts exist at the university level. Specifically, this study sought to determine the extent to which institutional policymakers at Michigan public universities link decisions related to need-based financial aid and tuition pricing, and to determine if these policies support institutional goals related to access and affordability. Resource dependence theory was utilized to frame and analyze the results of this study. In this context, university policymaking is interpreted as the institutional response to external forces that control needed resources (Pfeffer & Salancik, 1978). This study may be of significance to state and university policymakers as they evaluate university policies and practices that facilitate or negatively affect low-income student access to higher education, specifically access to public universities in Michigan. The research strategy for this study was a case study of policymaking at the 15 public universities in Michigan. The study included the use of qualitative and quantitative research methods and data was collected from three primary sources: state and university documents, archival reports and records and a survey of financial aid and budget officers at Michigan's 15 public universities. The results of the study indicate that policy decisions related to funding for institutional need-based aid and tuition pricing are coordinated at Michigan public universities and indicate that the extent to which the policies are linked may be based, in part, on university type and the university's mission and goals related to access and affordability. The results of the survey also reveal that a growing share of institutional financial aid funding is being allocated to merit-based scholarships; at most of the institutions responding to the survey questionnaire, the share of institutional aid allocated to merit-based scholarship exceeds the share allocated to need-based grant.

The effects of the electoral process on the decision-making of the MSU Board of Trustees (Michigan)

Shaw, Allyn Radcliffe Michigan State University 2002 해외박사(DDOD)

The purpose of this study was to examine how the electoral process effects the decision making of the Michigan State University Board of Trustees. The goals were to identify how trustees made decisions and what influenced the outcomes. Eight Michigan State University trustee emeriti, from each dominant political party representing the last four decades, were interviewed. The research and theoretical foundation included stage theory discussing decision making styles and influences on the process. This study was conducted with qualitative methodologies. Data were collected through in-depth, semi-structured interviews after completing an examination of previous board minutes. The interview questions were guided by the research questions, the literature review, the theoretical foundations and the official minutes of the Michigan State University Board. Analysis of the data revealed several key findings that included a life cycle for the board of trustees' tenure. The stage theory includes how the electoral process effects how decisions by and influences to trustees are made over time. The pattern demonstrates a specific decision making system utilized by the trustee emeriti. The outcomes strengthen the existing literature. The research discovered that six of the eight trustee emeriti strongly agreed that the election process is the best method for selection to the Michigan State University Board of Trustees. Most of the trustee emeriti stressed the importance that citizens in the state of Michigan elect the individuals who represent them at the three public research universities. The research found that the orientation to the MSU Board of Trustees has changed dramatically over the last forty years from a lunch meeting to a two day workshop with a notebook on policies and procedures. The trustee emeriti discussed and appreciated the more in-depth orientation workshop format. The research demonstrated that MSU Board of Trustees members follow a specific pattern of decision making over the life cycle of their tenure as board members. This is important when understanding how and why individuals make decisions. The March and Cohen Garbage Can Theory (1986) in which decisions are made by oversight, flight, or resolution techniques and the political frameworks suggested by Morgan (1986), and Bolman and Deal (1991) represent a foundation from which the board members operate. The electoral process was found to have direct and subverted effects on the decision making of the individual trustees and with the entire board. The structure of the electoral process inherently creates a political environment for selection to the board and for subsequent decision making of the members. Internal and external influences also were discovered to effect how the trustee emeriti made decisions over time.

The academic study of religion in four state universities in Michigan: Culture, curriculum and complexities

Drewel, Christine L Michigan State University 2012 해외박사(DDOD)

This dissertation examines the development of religion curricula at four state universities in Michigan: Grand Valley State University, Western Michigan University, Michigan State University and the University of Michigan. It analyzes the historical development of these curricula, illustrating that each institution has a unique religion curriculum both influencing and influenced by the cultures of the institution. If a religion curriculum is to remain stable and relevant, four main participants: faculty, students, internal, and external communities need to intentionally consider and integrate curriculum development as part of their dialogues about the academic study of religion in higher education. In addition, the content of the curriculum needs to be in balance with the method of delivery in order for these four participants to be able to achieve synthesis.

A study of Michigan State University undergraduate music performance students' perceptions of their experiences and their place in the university setting

Vatne, Stacy Jennifer Michigan State University 2010 해외박사(DDOD)

The purpose of my study was to understand undergraduate music performance students' perceptions of their experiences as music performance majors and to assess music student positionality. Music student positionality, music students' perceptions of their place in the university setting, involves music majors' perceptions of their relationships to the larger campus and their perceptions of how non-music students, administrators and faculty (outsiders) view them, their programs of study/lives as music majors, and their college. My study finds its justification from multiple avenues, including the following: greater numbers of visual and performing arts students, the worth of music in society, some support in the literature for a relationship between retention and student positionality (social integration, sense of belonging, institutional fit, value sharing), and research showing positionality is germane for music education students (Roberts, 1991). I conducted individual interviews with 16 music performance majors at Michigan State University. Students created metaphors/similes for being a music performance major and performing. For both of these areas, I clustered metaphors/similes separately, creating a factor for each cluster. I also completed an additional analysis (Foss, 1996) on all the clusters. Areas covered on music students' perceptions of their experiences include declaring the major, choosing the university, choosing music performance, the psychological experience, musical involvement, mechanics, and music student modes. I created 5 clusters for participants' metaphors regarding being a performance major with these factors: psychological struggle, struggle for musical success, rerun/echo, variety, and experiencing music in relation to others. I created 6 clusters for participants' metaphors for performing with these factors: excitement, audience evaluation, transformation, mechanics, lack of awareness, and concentration. Music student positionality was mixed for my participants. Students had varying levels of connection, comfort, and belonging with the university outside the College of Music. Some music students spoke of the difficulty/adaptation required in interacting with/connecting to outsiders. Some spoke of College of Music/music student reclusion. Students felt that outsiders understood and did not understand them and their programs/lives as music majors, and they believed outsiders viewed them and their programs/lives positively and negatively. There were mixed views on whether outsiders valued the College of Music. Student views were also mixed regarding whether they cared about what outsiders may think about their musical programs of study. With no participants planning to depart MSU prior to graduation, I could make no assertions about any connection between participants' attrition and their positionality. For the participants, retention is likely dependent on their experiences within the College of Music, not at the university at large, as their connections in the College of Music are strong. I found some patterns in student responses across some of my interview questions. In conclusion, I presented suggestions for better serving, understanding and respecting music students and offered ideas for further research.

Investigating the mediating variables of interactional diversity on a university campus

Mills, Jessica C Michigan State University 2009 해외박사(DDOD)

This dissertation is a study of student race relations on a university campus and tests the opportunity hypothesis in a university setting. Research has determined that students benefit most from interactional diversity (i.e. ongoing and meaningful contact across race lines) in areas such as critical thinking, problem-solving skills, and improved self-concept. While scholars agree on the benefits of interactional diversity, there has been limited research on the most effective ways to facilitate it. The literature suggests that students living in racially diverse residence halls are more likely to interact cross-racially than students living in predominantly White residence halls. An additional factor that contributes to students' experiences on campus is the college classroom. Research suggests that students exposed to diversified curriculums and an active pedagogy, regardless of the course content, exhibit higher levels of academic achievement, critical thinking, problem-solving skills, civic participation, and cultural awareness. Most importantly, for the purposes of this study, research has shown that opportunities for interaction in the classroom have proven to contribute to interactional diversity outside of the classroom. Using Michigan State University as a case study, this dissertation aims to identify the patterns and settings that promote and deter interactional diversity in a campus setting by focusing on the role of residence halls and classroom environment in students' interactions across race lines. A 10-minute online survey was developed and distributed to all undergraduate students currently living in a residence hall on the campus of Michigan State University (n=13,935) between November and December 2006. The primary dependent variable for this study was the Interactional Diversity scale---a 10-point scale that addresses the frequency with which respondents engaged in a variety of activities with students of different racial backgrounds (alpha=.916). Survey participation was representative, and results are generalizable, to the on-campus population of undergraduates at Michigan State University. This research led to several key findings: (1) Levels of interactional diversity differ significantly between racial groups. Levels of interactional diversity among White students were more easily influenced than for other students. Among students of color, Black students were the least likely to engage in interactional diversity. Mixed Race students were the most likely to engage in interactional diversity. This finding is a new contribution to the literature which has largely excluded this population of students. (2) From this study is that levels of interactional diversity are significantly affected by first-year roommates for all students. This is especially true for White and Asian students who are more likely to engage in interactional diversity if their first-year roommate is not someone that they requested and of a different racial background. (3) Results confirm that the classroom is a critical component of the interactional diversity puzzle. The Classroom Experience scale in this dissertation---which accounts for both curriculum and pedagogy---proved to be a significant predictor of interactional diversity for all students. The implications of these findings are discussed. The limitations of this study and suggestions for future research are also outlined.

Reforming Michigan's Criminal Indigent Defense Systems: Chief Judges' and Court Administrators' Experiences and Perceptions

Petlakh, Ksenia Michigan State University ProQuest Dissertations & 2017 해외박사(DDOD)

The need for improvement across Michigan's criminal indigent defense systems has long been recognized, and new legislation has created the opportunity to reform the quality of criminal indigent defense across the state. With the creation of the Michigan Indigent Defense Commission and the establishment of the first set of minimum standards for criminal indigent defense, this study uses this unique time in Michigan's history to study implementation of reform in the courts at a critical time. Using implementation science and role theory to guide the study, key stakeholders---chief judges and court administrators---were surveyed anonymously across the State of Michigan. They were queried on the current state of criminal indigent defense in their jurisdiction, their perceptions on the new reform, and their role in implementing this new reform. Their experiences and perceptions provide insight into the critical role that key stakeholders' perceptions play in implementing reform in organizations. Findings indicate that while there is widespread support for the reform effort for criminal indigent defense systems in Michigan, there is skepticism that the state will provide adequate funding in order to ensure the success of the reform. There are also concerns about the logistics of the reform as well as some confusion about the specific roles that chief judges and court administrators will fulfill in the implementation process. The study provides insight into the thought processes of key stakeholders at a critical starting point of reform implementation.

Community college teacher education pathways: A Michigan study

Belknap, Mary Colleen Michigan State University 2009 해외박사(DDOD)

This study explored the components of six Michigan community college teacher education programs that were members of Michigan Association of Community Colleges in Educator Preparation (MACCEP) in 2006-2007. Data were collected from face to face interviews and institutional resources. Each interviewee was an identified "champion" of their respective teacher education program. Interview analysis and document data form the detailed description of MACCEP teacher education program components. Components of the community college teacher education studied are categorized by: (1) Commitment: (2) Curriculum; and (3) Connections. Components in the categories include: faculty; administration; students; courses; field experience; MACRAO agreement; alignment to standards; state testing and credentialing preparation; student support; transfer and articulation; formal and informal partnerships; local, state and federal governing organizations; and credentialing agencies. Identified as the Belknap Model, a figure and table depict the interrelationship of categories and components. This foundational study offers community colleges descriptive information for teacher education programs. There is a range in program development from informal, early developing programs with few components, to established formalized teacher education programs with many components. Every public higher education institution in Michigan is autonomous. It is within this complex and open postsecondary environment that the results of this study may be used to benefit faculty and administrators committed to improving the teacher education pathway in Michigan specifically, and in other states more generally. The findings have implications useful to the following objectives: (1) Help to design strong curricula and courses of study; (2) Increase communication among colleges and universities, which, in turn will benefit programs and students; (3) Increase respect and understanding of community college teacher education programs due to the analysis of program components; (4) Broaden potential transfer options among teacher education programs especially in Michigan; (5) Help ensure a high quality teacher education workforce that may lessen the impact of teacher retirements in the next decade in Michigan; (6) Strengthen instruction at all levels, to maintain a strong educational foundation for all schools, that can help in the state's economic recovery. The Belknap Model serves as a starting point for further research and action in the specific areas related to the improvement of teacher education practice, especially with community colleges. This study and the Belknap model illuminate Michigan community college teacher education programs with lessons learned for programs in other states.

A quantitative study of gifted minority students' progression in the physical sciences and mathematics at a large research university

Reed, Dorothy Ann Stallworth Michigan State University 2002 해외박사(DDOD)

The changing demographics of the United States will demand that more ethnic minorities be used in the science, medical, and engineering workforce. In order for ethnic minorities to gain access to these careers, they must first receive a degree in the sciences. Making it through an institution of higher learning has proven problematic for most ethnic minority students. Oftentimes, the higher the educational level, the fewer the number of ethnic minorities present. Many minority students find, that when they arrive at the university, they have less exposure to high order mathematics and science activities than their White peers do (Campbell, Wahl, Slayer, Moeller, Harouna, & Light, 1998). The study reported in this dissertation examines the progress of students who have participated in a science enrichment program early in their academic careers at the university campus, the Charles Drew Science Enrichment Program at Michigan State University. The program was created in an effort to provide ethnic minority students the opportunity to perform successfully in the core science and math courses, and increase the number of ethnic minority students who complete degrees in the biological sciences, physical sciences, and mathematics. Using data from ethnic minority students who entered fall of 1993 to fall of 1998, and participated in the Charles Drew Science Enrichment Program at Michigan State University, this quantitative longitudinal study examined the impact of a student assistance and academic support program that provides ethnic minority students the opportunity to perform successfully in core science and mathematics courses. A random sample of ethnic minority students who entered the college of natural science, but who did not participate in the program served as a control group. A random sample of White students with a major in the natural science, during the same time periods, was drawn as the second control group. Data indicated that the controlled groups did not perform as well as the students who participated in the Charles Drew Science Enrichment program. The current study analyzed the relationships between degrees granted in the sciences; the relationship between first semester grade point average versus predicted grade point average; the relationship of grades in chemistry, math, and biology to students' participation in the program. The study examined the percentage of science degrees earned, the graduation rate, as well as the final grade point average upon graduation. Statistical analysis of the data indicated that the program played an important role in the matriculation of students in science and mathematics majors. The program enabled a higher percentage of students to receive a degree in the sciences and graduate with a high grade point average.

Perceptions of county Extension directors and Extension agents on marketing Michigan State University Extension

Hudson, Hal Curtis Michigan State University 2002 해외박사(DDOD)

Marketing is important for for-profit as well as nonprofit organizations. Michigan State University Extension as an educational nonprofit organization has learned the importance of marketing and has embraced the concept as a major initiative. Research has taken place on customer awareness levels of Extension at the national level as well as in some states. This study takes an inward look, by analyzing the perceptions of County Extension Directors and Extension Agents regarding their willingness, preparedness, and frequency in marketing Michigan State University Extension, to determine their level of familiarity with MSU Extension marketing reports, and to determine whether they are familiar with, prepared to use, and have used items included in the Michigan State University Extension County Marketing Packet and on the marketing web site. This study took the form of a census survey, meaning all County Extension Directors and Extension Agents on staff with MSU Extension as of February 1, 2001 were included in the study population. A total of 336 questionnaires were received out of 368 possible for a response rate of 91.3 percent. As an outcome of this study, the following key recommendations are brought forward for the organization's consideration as follows: (1) MSU Extension should consider implementing a train-the-trainer program for the County Extension Director position on marketing the product of MSU Extension. (2) MSU Extension should consider its pricing objectives before informed decisions may be made on choosing pricing strategies. (3) MSU Extension should consider preparing curriculum materials and providing instruction to MSU Extension Agents on segmenting and targeting audiences for educational program and information delivery. (4) MSU Extension should consider developing a public relations plan in an effort to sharpen the focus of MSU Extension Agents when it comes to promoting the organization, thereby addressing the issue of image and refining the promotion effort. (5) MSU Extension should consider developing curriculum and providing instruction on working with advisory groups to MSU Extension Agents. (6) Individual items included in the appendices of this research study should be reviewed when planning marketing instruction for MSU Extension Agent positions. (7) Marketing expectations should be included in MSU Extension Agent position descriptions and made an integral part of employee appraisal. (8) Courses should be offered at both the undergraduate and graduate levels on marketing agricultural and extension education organizations and programs to better prepare prospective as well as current MSU Extension Agents in the principles of marketing management.

Reaction to budgetary stress in Michigan public schools

Bolen, Maria A Michigan State University 2009 해외박사(DDOD)

This study focuses on how school districts in Michigan are reacting to budgetary stress brought on by the downturn in the economic climate. It addresses the key factors school districts can implement to increase revenues or decrease expenditures and identifies which of these factors districts choose and the reasons why. This study also analyzes the effectiveness of the various measures implemented in restoring or maintaining the financial health of the district. The research seeks to generate useful lessons about strategies for improving district financial conditions. The research also pays particularly close attention to districts that are either in deficit or are close to a deficit status. A number of these districts have been successful in making budgetary adjustments that have permitted them to strengthen their financial condition and avoid falling into a deficit. Accordingly, a comparison will be made of the finances of Deficit Districts, Near-Deficit Districts, and all other districts in the state. To determine more about the financial status of school districts in the State of Michigan, two main questions are posed. First, how have levels of fiscal stress---measured by district fund equity---changed over the past five years for all districts in the State of Michigan? Second, what factors have contributed to strong or weak fiscal positions of Michigan's school districts?. The empirical work will be based on an analysis of the finances of all the districts in the State of Michigan, plus a detailed study of the budgets and decision-making in a sample of six districts. The six districts are located in a highly populated suburban area located in a major metropolitan center (Detroit), with a great degree of racial, ethnic and socio-economic diversity. Findings show that in the research setting studied, there is not a "one-size-fits-all" pattern of revenue enhancement or expenditure reductions present in the behavior of school districts. School districts had to consider a variety of internal and external influences before decisions to implement certain measures were made. Thus, what measures can be implemented to improve the financial health in one district, may not be feasible to be implemented in another district. Furthermore, certain revenue enhancement and expenditure reduction measures appear to have a negative affect on fiscal health.