Talent Management in Higher Education: Developing Emerging Leaders Within the Administration at Private Colleges and Universities

This research focused on identifying a series of successful practices relating to administrative talent management within the higher education setting. The field study included a thorough examination of seven small to mid-size private colleges and universities that have incorporated employee development strategies. These strategies were aimed at growing future leaders from within the organization in order to achieve continuity and support institutional priorities. Specifically, several focus areas were investigated including presidential vision, leadership commitment, talent management’s place among institutional priorities, program characteristics, and program evaluation. Among the commonalities that were gathered included support at the senior officer level who serve as advocates, mentors, and program facilitators, a strong connection between talent management and the institutions’ strategic plans, and a holistic approach to developing talent at all levels of the organizations. In addition, both coaching and opportunities for growth in the work environment were evident within several of the institutions. Also, academic leadership development was considered to be a part of the talent management strategy within three of the colleges and universities. The key differentiators included the incorporation of organizational and leadership competencies to provide focus toward the performance development process at two institutions, the implementation of a succession planning model at another institution, and the location of human resource generalists in departments across two of the institutions to identify learning opportunities for both individuals and work teams. Based on both the findings from the field study and the literature review, a comprehensive procedural model is introduced that serves to support human resource departments and higher education professionals, in general, who are looking to either begin or broaden their own talent management approach. However, despite the progress that has been made across several institutions noted throughout the research study, much more must be learned in terms of how the time and resources invested in talent management translates to institutional success. Advisor: James O‘Hanlon

Global Competence: Determination of its Importance for Engineers Working in a Global Environment

We live and work in a world that is even more interconnected and interdependent than ever before. Engineers must now not only develop technical engineering competence, but must also develop additional skills and competencies including global competence to obtain success within a global engineering environment. The purpose of this study was to determine whether multinational companies considered global competence an important skill in mechanical engineering graduates when making hiring decisions. The study was an exploratory study that utilized an extensive literature review to identify eight global competencies for engineering success within a global environment and also included a survey instrument completed by Brigham Young University (BYU) mechanical engineering alumni in 48 states and 17 countries. The study focused on an evaluation of standard hiring technical engineering competencies with eight global competencies identified in the literature review. The study established that standard engineering technical competencies were the most important consideration when hiring mechanical engineers, but global competence was also considered important by a majority of all survey respondents with six of the eight global competencies rated important by 79 to 91% of respondents with an ability to communicate cross-culturally the highest-rated global competence. The importance of global competence in engineers when making hiring decisions, as considered by large companies who employed more than 10,000 employees or who had annual revenue exceeding $1 billion (US$) per year, was particularly strong. The majority of respondents (70%) indicated that companies were willing to provide training and experience to help engineers obtain success in a global engineering environment. In addition, a majority of respondents (59.9%) indicated that companies valued the efforts of higher educational engineering institutions to prepare engineers for success in a global environment with only 4.8% of respondents indicating that they did not value the efforts of higher education engineering institutions. However, only 27% of respondents agreed that colleges and universities were successful in this endeavor. Globalization is not a passing phenomenon, it is here to stay. Colleges and universities throughout the world need to recognize the importance of globalization and the interdependence and interconnectedness among the world’s population. Therefore, it is important to identify, develop, and provide opportunities for international collaboration and interaction among students and faculty throughout the world and to focus on developing global competence as an important outcome for engineering graduates.

The South Omaha Community Scholarship Program: A Qualitative Study of Persistence of Hispanic Students at Bellevue University

The purpose of this case study was to determine the impact of the South Omaha Community Scholarship Program on the persistence of the Hispanic students who participated. Previous research on Hispanic student persistence has focused on the reasons why students do not persist and more recent research has been conducted on programs and retention efforts, colleges and universities are implementing on their campuses. This study researched a specific program, The South Omaha Community Scholarship Program, designed to provide financial, academic and other needed resources to help Hispanic students persist to graduation. The researcher believes this study was important because it provided an overview of how the South Omaha Community Scholarship Program is affecting students both on campus and in their community. Eight interviews were conducted, with eligible students, in person. Students eligible for the study were current students or recent graduates of the South Omaha Community Scholarship Program and had attained at least junior or senior status as of the fall of 2009, as defined by Bellevue University. Research questions were based on the four components of the program and the affect the program had on the student’s life, outside of Bellevue University. The four components of the program were: financial aid, academic advising, the scholarship aid, and the Professional Enrichment Program. The results of the study were broken into five components with an additional section that provided other themes that were derived from the interviews. The five components were: (a) financial aid counseling, (b) academic advising, (c) scholarship aid, (d) Professional Enrichment Program, and (e) the South Omaha Community Scholarship Program beyond Bellevue University. Other themes that were derived from the interviews were: class format, deciding on a college, higher education class, campus resources, and a sense of community on-campus. The research found that the scholarship, provided by the South Omaha Community Scholarship Program, was the primary motivating factor for students to attend Bellevue University and persist in college. The interviewed students also commented on how the scholarship had given them the opportunity to attend college, even though that opportunity had seemed out of reach. The interviewed students also commented on their academic advising experience, campus resources, and feeling a sense of community on-campus as other campus related areas that were affected by the South Omaha Community Scholarship Program. Finally, students provided examples of how the South Omaha Community Scholarship Program impacted their connection to their South Omaha community through volunteer and employment opportunities. Adviser: Richard Hoover

Genetic isolation and morphological divergence of Black Sea bottlenose dolphins

The Black Sea is a semi-enclosed body of water that differs from the adjacent Mediterranean Sea in terms of its biodiversity, oceanographical and ecological characteristics. There is growing international concern about pollution in the Black Sea and other anthropogenic threats to its fauna. The bottlenose dolphin (Tursiops truncatus) is one of three species of cetaceans living in the Azov-Black Sea basin. Despite considerable research on bottlenose dolphins elsewhere, the extent of human impacts on the Black Sea populations is unknown. Previous attempts to award special conservation status to Black Sea cetaceans have failed specifically because policy makers have viewed their ecological and evolutionary uniqueness as equivocal. This study assessed divergence between Black Sea, Mediterranean Sea and Atlantic Ocean bottlenose dolphins for 26 cranial measurements (n = 75 adult bottlenose dolphin skulls) and mitochondrial DNA (n = 99 individuals). Black Sea bottlenose dolphins are smaller than those in the Mediterranean, and possess a uniquely shaped skull. As in a previous study, we found the Black Sea population to be genetically distinct, with relatively low levels of mtDNA diversity. Population genetic models suggest that Black Sea bottlenose dolphins have so little gene flow with the Mediterranean due to historical isolation that they should be managed separately.

Black Faculty Recruitment and Retention in the Voices of Black Faculty

“Black faculty focus groups explored major issues and concerns, examined awareness levels of Black faculty, and identified factors that have positive impact on recruitment and retention efforts.”

Educational Investment, Family Context, and Children’s Math and Reading Growth from Kindergarten through the Third Grade

Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau’s notion of concerted cultivation. It used multilevel piecewise growth models regressing children’s math and reading achievement from entry into kindergarten through the third grade on concerted cultivation and family context variables. The results indicate that educational investments are an important mediator of socioeconomic and racial/ethnic disparities, completely explaining the black-white reading gap at kindergarten entry and consistently explaining 20 percent to 60 percent and 30 percent to 50 percent of the black-white and Hispanic-white disparities in the growth parameters, respectively, and approximately 20 percent of the socioeconomic gradients. Notably, concerted cultivation played a more significant role in explaining racial/ethnic gaps in achievement than expected from Lareau’s discussion, which suggests that after socioeconomic background is controlled, concerted cultivation should not be implicated in racial/ethnic disparities in learning.

HAWAIIAN SUGAR CANE RAT CONTROL METHODS AND PROBLEMS

The problem of rats in our Hawaiian sugar cane fields has been with us for a long time. Early records tell of heavy damage at various times on all the islands where sugar cane is grown. Many methods were tried to control these rats. Trapping was once used as a control measure, a bounty was used for a time, gangs of dogs were trained to catch the rats as the cane was harvested. Many kinds of baits and poisons were used. All of these methods were of some value as long as labor was cheap. Our present day problem started when the labor costs started up and the sugar industry shifted to long cropping. Until World War II cane was an annual crop. After the war it was shifted to a two year crop, three years in some places. Depending on variety, location, and soil we raise 90 to 130 tons of sugar cane per acre, which produces 7 to 15 tons of sugar per acre for a two year crop. This sugar brings about $135 dollars per ton. This tonnage of cane is a thick tangle of vegetation. The cane grows erect for almost a year, as it continues to grow it bends over at the base. This allows the stalk to rest on the ground or on other stalks of cane as it continues to grow. These stalks form a tangled mat of stalks and dead leaves that may be two feet thick at the time of harvest. At the same time the leafy growing portion of the stalk will be sticking up out of the mat of cane ten feet in the air. Some of these individual stalks may be 30 feet long and still growing at the time of harvest. All this makes it very hard to get through a cane field as it is one long, prolonged stumble over and through the cane. It is in this mat of cane that our three species of rats live. Two species are familiar to most people in the pest control field. Rattus norvegicus and Rattus rattus. In the latter species we include both the black rat and the alexandrine rats, their habits seem to be the same in Hawaii. Our third rat is the Polynesian rat, Rattus exlans, locally called the Hawaiian rat. This is a small rat, the average length head to tip of tail is nine inches and the average body weight is 65 grams. It has dark brownish fur like the alexandrine rats, and a grey belly. It is found in Indonesia, on most of the islands of Oceania and in New Zealand. All three rats live in our cane fields and the brushy and forested portions of our islands. The norway and alexandrine rats are found in and around the villages and farms, the Polynesian rat is only found in the fields and waste areas. The actual amount of damage done by rats is small, but destruction they cause is large. The rats gnaw through the rind of the cane stalk and eat the soft juicy and sweet tissues inside. They will hollow out one to several nodes per stalk attacked. The effect to the cane stalk is like ringing a tree. After this attack the stalk above the chewed portion usually dies, and sometimes the lower portion too. If the rat does not eat through the stalk the cane stalk could go on living and producing sugar at a reduced rate. Generally an injured stalk does not last long. Disease and souring organisms get in the injury and kill the stalk. And if this isn't enough, some insects are attracted to the injured stalk and will sometimes bore in and kill it. An injured stalk of cane doesn't have much of a chance. A rat may only gnaw out six inches of a 30 foot stalk and the whole stalk will die. If the rat only destroyed what he ate we could ignore them but they cause the death of too much cane. This dead, dying, and souring cane cause several direct and indirect tosses. First we lose the sugar that the cane would have produced. We harvest all of our cane mechanically so we haul the dead and souring cane to the mill where we have to grind it with our good cane and the bad cane reduces the purity of the sugar juices we squeeze from the cane. Rats reduce our income and run up our overhead.

United Way and University partnerships in community-wide human services planning and plan implementation: The case of Lincoln/Lancaster County, Nebraska.

Given the similar interests of United Way organizations and universities in planning, implementation, and evaluation of human services, the two social institutions could be extensively and effectively partnering with one another. However, there is little documentation that such cooperative efforts are taking place. This article describes one such collaboration in Lincoln, Nebraska. The purpose of the article is to show the potential of such collaboration to improve community-wide coordination and outcomes by following the principles of a community-engagement model, to generate more effective use of evaluative tools that can assist in developing evidence-based practices in community planning, and to connect areas of study within the university to United Way efforts.