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Grossman, David Howard University of Pennsylvania 2004 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Universities' work with their surrounding communities has increased substantially during the last several years. The types of involvement have been varied, including traditional community service programs, technical assistance for schools and community organizations, and healthcare initiatives, among others. The nature of the partnerships has broadened the definition of a university's role, and in so doing has elevated the dialogue about and importance of higher education's function in society. As such, the growth in the number and range of these collaborative activities has given rise to the need for research to evaluate the design, implementation, and outcomes of current and future initiatives. This study adds to the literature through a review of several aspects of one such multifaceted initiative at the University of Pennsylvania, the Program in Nonprofits, Universities, Communities, and Schools (PNUCS). The primary research questions concern how effectively the program addressed the needs of community organizations involved in the initiative through activities including teaching, research, and technical assistance. Using largely qualitative methods employing questionnaires, interviews, and meeting and program observation, among other data, the study examines strategies used to identify community assets and needs, establish programmatic goals, and address needs of community organizations and their leadership. The study also seeks to identify and understand changes the PNUCS initiative may have stimulated in the community organizations and in the university. The findings from this study suggest that some tangible gains relative to the program's goals were realized by both community and university stakeholders in the PNUCS initiative. Still, real challenges existed for both the program's implementation and ultimate impacts. Some suggestions for policy and practice include (1) establishing, with university and community stakeholders, a clear set of programmatic parameters from the outset of the initiative; (2) developing and sustaining ongoing relationships with community partners before, during and after the initiative's lifespan, and; (3) weaving ongoing assessment and evaluation into the fabric of the initiative, allowing for mid-course programmatic corrections based on evidence.
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Marcoccia, Louis Gary University of Pennsylvania 2003 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The focus of this study is how an intercollegiate athletics program, when it is guided by the right kind of leadership can draw positive attention to a university, positively connect its university to its constituencies, and positively support its university's pursuits of its various institutional interests. The study answers three significant questions: What leadership is needed for an intercollegiate athletics program to be reconcilable with the values of its university? What are the tangible and intangible impacts of an intercollegiate athletics program on its university and its university's constituencies, and how does leadership further them? What criteria are required for the leadership and support provided by a university to its intercollegiate athletics program to be adequate to influence and generate desired expectations and impacts? The study is significant for Syracuse University because it helps the University and its constituencies to better understand the impacts the intercollegiate athletics program has on the University. The study is significant for higher education because the impacts of intercollegiate athletics are positive if leadership creates and maintains an intercollegiate athletics program that operates in ways consistent with the values of its university. The study communicates that positive values and tangible and intangible benefits can accrue to a university if its leadership creates and maintains its intercollegiate athletics program functioning in ways consistent and reconcilable with the university's values, mission, vision, and objectives. I interviewed leaders of constituencies at Syracuse University who are connected with intercollegiate athletics. They were selected based on their leadership positions with their constituency groups, their specialized knowledge of and experience with intercollegiate athletics, or both. I selected nineteen leaders with different views of the intercollegiate athletics program at Syracuse University. I triangulated my data by looking at Syracuse University documents, including those generated for NCAA, government, Athletic Policy Board, University Senate, Athletic Department, Athletic Compliance Office, and Audit and Management Advisory Services Department purposes. Those documents were reviewed to obtain information pertaining to the intercollegiate athletics program.
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Fragile partnerships: Urban universities, neighbors and neighborhoods
Eisenstein, Ricki Gever University of Pennsylvania 2005 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Little is known specifically about how urban universities shape their surrounding communities over time and what the differing reactions are to this institutional behavior. This study explores the politics and sociology that surround the University of Chicago and the University of Pennsylvania's decisions to intervene in their local neighborhoods at different points in hire. The urban renewal period of American History beginning in the 1950s sparked many institutions to expand and even enclose their campuses. With financial and legal support from city, state, and federal governments, many urban institutions of higher education expanded their campuses, causing a great deal of local displacement of residents. During this early period of urban renewal, two major urban universities were poised for change. Despite some national prestige, both institutions were victims of the plight of their local neighborhoods. In order to gain both national and international recognition, these two schools were forced to make very local decisions. This dissertation tells the story of how the University of Chicago and the University of Pennsylvania faced similar circumstances in the post World War II era, and how their unique responses had differing effects that are still fell today. A review of current literature provides a general background on community university relations. On-site observation and interviews are combined with some background demographic data to promote a valid and reliable study. Qualitative documents including newspaper and magazine articles, websites, and books play an important role in exploring the particular histories and current events of the universities in this study. The findings of this study suggest that the history of community relations, in addition to the organization and leadership ill both community and university are profoundly important when trying to alter lingering perceptions of institutional behavior, create new programs, and change the nature of relationships. These findings contribute to a growing body of literature on the civic responsibility of colleges and universities. College presidents, administrators, faculty, students and community development corporations can use the findings to gain all understanding of how partnerships work while exploring the nature of relationships at their own schools.
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Powell, Rita Manco University of Pennsylvania 2005 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Currently women are underrepresented in departments of computer science, making up approximately 18% of the undergraduate enrollment in selective universities. Most attrition in computer science occurs early in this major, in the freshman and sophomore years, and women drop out in disproportionately greater numbers than their male counterparts. Taking an ethnographic approach to investigating women's experiences and progress in the first year courses in the computer science major at the University of Pennsylvania, this study examined the pre-college influences that led these women to the major and the nature of their experiences in and outside of class with faculty, peers, and academic support services. This study sought an understanding of the challenges these women faced in the first year of the major with the goal of informing institutional practice about how to best support their persistence. The research reviewed for this study included patterns of leaving majors in science, math and engineering (Seymour & Hewitt 1997), the high school preparation needed to pursue math and engineering majors in college (Strenta, Elliott, Adair, Matier, & Scott, 1994), and intervention programs that have positively impacted persistence of women in computer science (Margolis & Fisher, 2002). The research method of this study employed a series of personal interviews over the course of one calendar year with fourteen first year women who had either declared on intended to declare the computer science major in the School of Engineering and Applied Science at the University of Pennsylvania. Other data sources were focus groups and personal interviews with faculty, administrators, admissions and student life professionals, teaching assistants, female graduate students, and male first year students at the University of Pennsylvania. This study found that the women in this study group came to the University of Pennsylvania with a thorough grounding in mathematics, but many either had an inadequate background in computer science, or at least perceived inadequacies in their background, which prevented them from beginning the major on an equal footing with their mostly male peers and caused some to lose confidence and consequently interest in the major. Issues also emanated from their gender-minority status in the Computer and Information Science Department, causing them to be socially isolated from their peers and further weakening their resolve to persist. These findings suggest that female first year students could benefit from multiple pathways into the major designed for students with varying degrees of prior experience with computer science. In addition, a computer science community within the department characterized by more frequent interaction and collaboration with faculty and peers could positively impact women's persistence in the major.
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The implementation of facilities services outsourcing at the University of Pennsylvania
Wohl, Jerel Philip University of Pennsylvania 2001 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Privatization or outsourcing refers to the decision to contract with an external organization to provide a traditional campus function or service. The privatization decision is one in which an institution decides between performing a service for the university community itself or relies on an outside organization to perform that task on behalf of the university. The decision to privatize is usually based on the institution's perception of how to increase the level and quality of customer service, economize on the service, or undertake a capital improvement as part of the agreement. The University of Pennsylvania began the process of looking at all facets of its administrative functions in 1995, weighing their privatizing possibilities. In 1997, Penn became the first Ivy League university to outsource its facilities management, to be followed by becoming the first Ivy League university to outsource its campus foodservice operations, while also contracting out its emergency communications systems (similar to “911” in many cities) and its bookstore operations. This study examined the first year of Penn's Facilities Services (TCHES) outsourcing, what led to its formation, and how the process evolved. It also investigated the change Penn made to its facilities management contract a year after its initiation. Outsourcing's effects on students, faculty, and staff were examined, as well as the impact of this arrangement on other outsourcing opportunities at the university. Changes to Penn's facilities and the processes within that service component were examined for quality changes, and how TCHES and Penn are measuring these quality changes.
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Robbins, Jane E University of Pennsylvania 2004 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Though widely accepted in universities today, the practice of patenting science is not without its critics and conflicts. Two questions overarching contemporary concerns are whether patenting is inhibiting rather fostering scientific progress, largely due to secrecy, financial conflict, and the costs and difficulty of accessing research tools; and whether universities are at risk of losing their status as sources of independent research and disseminators of knowledge. Many researchers trace the explosion of patenting and its attendant conflicts to the passing of the Bayh-Dole Act in 1980. But while university patenting has grown exponentially since 1980, this view deterministically assigns a cause-effect relationship between legislation and university behavior and offers a "snapshot" neo-institutionalist view of the cultural-cognitive make-up of universities. This dissertation inquires into the circumstances that led to both the institutionalization of and the contestation over university patenting. Several important patent committees of the National Academy of Sciences/National Research Council, a network hub between universities, government, and industry, provide the lens for a field-level analysis of university patent development. Using a cognitive history approach that rejoins old and new institutional approaches and expands the latter with cognitive analysis, it traces the process of thinking and deciding about university patents in the context of the political and economic pressures of the time. In so doing, it addresses recent critiques of institutional analysis as neglectful of people and process, and offers a more robust approach to understanding change, particularly the seeds of isomorphism. Today's concerns are not attributable to Bayh-Dole. Rather, beginning early in the 20th century, a strategic campaign was mounted to persuade university administrators of the merits of patent control, despite deep divisions among scientists. Driving this campaign were goals of preserving private control over research; a search for new avenues of industrial growth; and a desire to limit transaction costs and competition in recognition of the growing interdependence of research findings in a changing world of science.
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Grcich, Kenneth D University of Pennsylvania 2008 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The focus on the inclusion of the socioeconomically disadvantaged at the University of Pennsylvania (Penn) and other elite institutions is directly related to access: enrollment, representation, and retention. As Penn and other elite institutions commit to seeking greater economic diversity, attention must be paid to the challenges faced and the support necessary for students with a low socioeconomic status (low SES). The purpose of this study is to explore how low SES students navigate the University of Pennsylvania. I examined the perceived benefits of attending an elite institution; the challenges of being socioeconomically disadvantaged in an elite culture; and the means and methods these students use to navigate the institution and the collegiate experience. The protocol of the qualitative research study consists of strategic open-ended inquiries asked to each of the nineteen participants in individual interviews. The dissertation analysis framework was conducted using Pierre Bourdieu's theory of cultural capital and its understanding to elucidate the structure and functioning of the social world. The participants in the study did not matriculate to an elite institution to gain social or cultural capital. Moreover, the participants reported having minimal interaction with their affluent peers. Through their limited interactions and observations, they were able to participate in an affluent collegiate environment among those from a high socioeconomic background, often resulting in the rejection of the affluent students' habitus. Habitus is a complex concept, but in its most simple usage could be understood as a set of acquired patterns of thought, behavior, beliefs, taste, and disposition (aesthetic, ethical, and political). The research contributes to the limited study of low SES students attending elite institutions and presents recommendations for the University of Pennsylvania to sfrive for greater social equity.
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