BThompson Proposal Presentation 1-3-2012 (Use)

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A Proposal Presentation

by

Barbara Ann Thompson

February 2012

1

A POSTMODERN APPROACH TO IMPROVING

CAMPUS CLIMATE THROUGH STRATEGIC

THINKING AT A MINORITY SERVING INSTITUTIONIN TEXAS



Dissertation Committee Members

2

Dissertation Chair

William Allan Kritsonis, Ph.D.

Member

Donald Collins, Ph.D.

Member

Clement Glenn, Ph.D.

Member

Solomon Osho, Ph.D.



Outline3

I. Introduction

II. Background of the Problem

III. Statement of the Problem

IV. Purpose of the Study

V. Research Questions

VI. Null Hypotheses

VII. Significance of the Study

VIII. Definitions

IX. Review of the Literature

X. Methodology

XI. Conclusion

XII. References



Introduction4

Postmodernism's “primary significance is its power to account for and

reflect vast changes in our society, cultures, policy, and economy” (Boland,

1995).

Thus, a “conceptual landscape of educational leadership” exists and

includes epochs of foundational writings (English, 2003).An epoch is a distinctive period of time marked by an event or written

text that serves a an anchor to advance major concepts along a continual line

development (English, 2003).

For example, the line of development for this presentation is pre-

modern, modern and postmodern.

“Educational leadership emphasizes rationality and efficiency in its

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



5

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



6

(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 Action

Critical Race TheoryEpoch

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



Background of the Problem7

Major Factors Contributing to theProblem

• An Inherited Culture of Entitlement• Closing the Gap in State Legislature Goals by allowing students who are

underprepared for College Level Curricula to Attend College

• Serving the Socio-Economic Disadvantaged

• Administrator not understanding their responsibility to lead their

respective areas and to mentor, equip, and train individuals who arecapable and prepared to assume leadership positions

• Administrator not understanding to strive for excellence in every level of the academic program.

(Minority Serving Institution Compact with The Texas A&M University System, 2007)




There is a need at this MSI to:

Turn a culture of entitlement to one of mentoring and reliance onevidence-based performance.

Raise the bar and change the historic measurement of its value andperformance to students who are under prepared for college-level curricula.

Give ongoing attention to monitor progress toward campus improvement andassessment of its outcomes.

Provide guidance for developing pre-planning strategies.

Monitor and judge whether a plan’s activities and strategies are successful infulfilling the organization’s goals.

(Minority Serving Institution Compact with The Texas A&M University System, 2007)




The postmodernist would emphasize that a culture’s belief system, such as a

culture of entitlement, would be everything that resulted from psychological,

social or chemical conditioning (English, 2003).

Developing policies and initiatives that address an issue of such as campus

climate that is manifested in so many different ways, comes with challenges.

Postmodern view: There is no cure for all. The key will be a persistent

effort that attempts to engage every member of the campus community

(Fullan, 1993).



Statement of the Problem10

The statement of the problem is there are not enough students

graduating or completing their four-year academic program at a Minority

Serving Institution (MSI) in Texas. For a variety of reasons, graduation

rates have been declining for the past decade. College student’s current

perceptions and attitudes of campus climate at this MSI has an effect on a

student’s achievement, students feeling socially connected to the

university, student’s persistence to continue their four-year degree, and

graduation rates.



Purpose of the Study 11

The purpose of this study is to develop a postmodern process for

improving campus climate through strategic thinking at a Minority Serving Institution (MSI).



Qualitative Research Questions 12

…are prefaced with a definition of Campus or School Climate

Campus or School Climate can be defined as “behaviors within a workplace orlearning environment, ranging from subtle to cumulative to dramatic, that caninfluence whether an individual feels personally safe, listened to, valued, andtreated fairly and with respect” (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 your educational goals?

If yes, then how? If no, then why not?



Quantitative Research Questions 13

The following research questions will guide this study:

1. Is there a relationship between campus climate and student’s achievement asmeasured by their overall GPA?

2. Is there a relationship between campus climate and a student’s persistence tocontinue their four-year academic program?

3. Is there a relationship between campus climate and students feeling socially connected to the university?

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



Null Hypotheses14

1. H01: There is no statistically significant relationship between campus climateand student’s achievement as measured by their overall GPA.

2. H02

: There is no statistically significant relationship between campus climateand a student’s persistence to continue their four-year academic program.

3. H03: There is no statistically significant relationship between campus climateand students feeling socially connected to the university.

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



Significance of the Study 15

This research is relevant to understanding the African American cultureand its students in higher education.

It is valuable for any school, be it a post secondary institution,community college, high school, junior high school, or elementary

school. These educational institutions will gain valuable knowledge inpromoting a campus climate that values its students in a culturally diverse setting.

The findings of this study can add to the body of knowledge aboutpeople of color and can be extended to other Predominately White

Institutions (PWIs), Minority Service Institutions (MSIs) andHistorically Black Colleges and Universities (HBCUs).

This research will also increase the knowledge base for customerservice improvement at any level.




Hubbard & Stage (2009) investigated the increasing population at eliteinstitutions (PWIs) growing at a stable rate compared to minority serving institutions which are likely to enroll a more diversepopulation.

They also investigated faculty variations in attitudes, opinion aboutstudents, satisfaction with their profession, and explored theirdifferences in learning environments for students at Minority ServingInstitutions (MSIs) i.e. Hispanic Serving Institutions (HSIs) andPredominantly Black Institutions (PBIs) because few studies existedabout Minority Serving Institutions (MSIs).

The researchers found that faculty from institutions with higher African American enrollment preferred to spend more time teachingundergraduate students, were significantly less satisfied with theiropportunity for career advancement, quality of their undergraduatestudents, and their authority to decide course content.




They also found that more research is needed to describe how MSIsmeet the needs of their students and that faculty attitudes, opinionsabout students and satisfaction with their profession form a criticalaspect of the conditions under which college students seek to learn.

Metaphysically, this study can give meanings by which human nature isdefined. “The conscious experiences with structural principles provecapable of elaboration, as cultural traditions with correspondingsymbolic expressions” (Kritsonis, 2007, p. 96).

This study will add to the few existing studies that currently exist on theontology of MSIs. This knowledge gained is an effort to raiseconsciousness about critical issues in the goal of education to developintellectual and moral citizens.



Definitions18

Climate is defined as the atmosphere or ambience of an

organization as perceived by its members. An organization's

climate is reflected in its structures, policies, and practices; the

demographics of its membership; the attitudes and values of its

members and leaders; and the quality of personal interactions(Hoy & Miskel, 2005).

Campus or School Climate can de defined as behaviors within a

workplace or learning environment, ranging from subtle tocumulative to dramatic, that can influence whether an individual

feels personally safe, listened to, valued, and treated fairly and

with respect (Campus Climate Network Group, 2002).



Definitions19

Professional cultures are those in which “members share a

culture, are committed to the group, care for colleagues, feel a

sense of belonging, are interdependent, and are in regular contact” (Seyfarth, 2008).

Campus or School Culture can be defined as shared ideas,

assumptions, values, and beliefs that give an organization its

identity and standard for expected behaviors. Campus culture is based on past experience which provides a template for future

action on “how we do things in this organization” (Best Practice

Briefs, 2004).



Definitions20

Postmodernism is “neither a unitary view of the world nor a

coherent doctrine about it. Postmodernity is chiefly identifiable

by what it isn’t and what it rejects” Usher & Edwards study

(1996 as cited in English, 2008, p. 170).

Postmodernism

pans the idea that there is an underlying unity of the world that is divine or

secular, and that any certainty about such matters centers some values, de-

centering others, and marginalizing persons whose identity and views areautomatically dubbed inferior. Historically these have been women and

persons of color, and those whose sexual identifies were cauterized as

abnormal according to pseudoscientific norms established in Victorian times

(English, 2008, pp. 170-178).



Definitions21

According to Bauman (1992), “postmodernism is marked by a view of the human world as irreducibly and irrevocably pluralistic, split into amultitude of sovereign units and sites of authority, with no horizontalor vertical order, either in actually in potency” (Bauman, 1992, p. 35).

Postmodernism is about

the breaking down of barriers, calling into question and disreputethe binaries on which culture and social stratification have been

based that privilege a class, gender, sexual identity, and race-basedsocial/cultural differentiated structure. One of its principal weapons is textual de-construction (English, 2008, pp. 169-170).



Review of Literature22

This research highlights prior research at the University of Wisconsin – Madison, aPredominately White Institutions(PWI) for their students of color. In a 2007interview with Dr. Peter Spear, Provost at the University of Wisconsin – Madison, Dr.Spear stated:

There is little doubt that campus climate means different things to different people. An African-American student may encounter a very different campus

climate than his white counterpart. A faculty member may be exposed to aclimate not encountered by someone on the classified staff. A woman mayexperience a different climate than a man. Climate is the way it feels to be here,the way people interact with each other. It's the working and learningenvironment of the university. It translates to students, faculty and staff beingvalued and respected regardless of race, ethnicity, gender, religion, sexual

orientation, age, job class, ability/disability or any other characteristic that makesus different (Campus Climate, 2002).




Measuring and trying to improve campus climate can be difficult and

sometimes frustrating. There are many different facets, but when the media

reports school leaders in a negative light, the school’s image is affected within the

school and the local community. Educational leaders can listen to what people

are saying. Some people think there isn't a problem and others feel they are not

valued and respected. Cultural proficiency becomes a priority in addressing the

concerns of a diverse student population. This can prompt a review of school

climate (Developing a Positive School Climate, 2009).




Student Achievement

Unwelcoming Climate.

Turner (1997) investigated the call for broadening opportunities forpeople of color who are faced with an unwelcoming climate at majorresearch universities where they are pursuing higher education. Studentsof color (i.e. African American/Black, Hispanic, Indian, or Asian) acrossthe nation are regularly defeated in isolating and negative climate ateducational institutions that are the gatekeepers to positions of influencein society.

Turner found that minorities describe the research university asunwelcoming, lonely, having a general lack of concern, an expectationthat students of color will not make it, inaccessible instructors, aninadequate number of tutors, and a lack of encouragement fromprofessors.




Students’ Persistence to Continue Their 4-year

Academic Program

Barriers to Academic Success.

Vogel, Holt, Sligar & Leake (2008) investigated a growing concern andinquiry regarding barriers to academic success that create a chilly classroom climate for students with disabilities in higher education.Students with disabilities perceived negative attitudes of faculty intimidated them and they were reluctant to disclose their disability and

request for accommodations, which was a barrier to their academicsuccess.




Students Feeling Socially Connected to the University

Vineet Madan, of McGraw-Hill Education, believed that sincestatistics show only half of college students will earn a degree in six years,

the workforce was in a state of woe. "Lack of engagement is one of the biggest problems in getting more students through college and university systems and if the problem of engagement was not tackled, more peopleare not going through the system" (Carter, 2010, p. 1). The use of a socialnetwork may help students stay connected to the university (Carter,

2010).




Graduation and Retention Rates

Demographic trends suggested that external environments of schoolsare characterized by growing uncertainty and importance" (Hoy & Miskel,2005). According to the U.S. Department of Education, the findings on

college enrollment and graduation rates revealed less than one-fourth of students seeking a degree or certification at a community college wouldobtain it in three years (Weingarten, 2010).

Weingarten (2010) found forty percent or two in five students at four-

year institutions would have graduated in six years, but too many students are leaving college without a degree or certificate. Also, over thepast twenty years, women outnumber men in college enrollment andgraduation rates.




Strategic Thinking

Strategic Thinking is the way people think about, assess, view andcreate the future for themselves and others (Pisapia, 2009). Horwarth(2009) in his book Deep Dive, The Proven Method for Building

Strategy, Focusing Your Resources and Taking Smart Action, statesthat strategic thinking is the ability to generate insights about one’sexperiences, through ongoing personal reflection and evaluation to planfor the future.

A change in thinking brought new insight in living by pre-planning, discussion, and keeping site of the vision (Kotter &Rathgeber, 2006).




Strategic Thinking

Strategic leaders look at situations critically. They work from amental model of the complete system. Theories, interdependencies,patterns, and actions can evolve by looking at situations critically andholistically. Pisapia (2009) stated that strategic thinking includedthree types of cognitive skills: Reflecting, reframing, and systemsthinking.

When information was processed, new knowledge was createdand the information was applied to practice in real situations this skill was termed reflecting. The skill used to collect, organize andreorganize information to define situational possibilities wasreframing. The skill used to collect and think through and beyondinformation through an understanding of systems dynamics whileproviding options for action was systems thinking.




Extension of Prior Research

This study proposes to validate prior research at the University of

Wisconsin – Madison on the Campus Climate project at that school.

The project addressed improving campus climate for students of color.

The project findings of improving campus climate entails a 5-step

process that will be applied to a Minority Serving Institution (MSI) that

is also a Historically Black College & University (HBCU) member

university.





Improving student behavior and academic performance

generally requires changing school climate and school culture

(Tableman & Herron, 2004). Five key activities were identifiedfrom the University of Wisconsin–Madison to improve campusclimate. The five-step process for improving campus climate was: 1) listen and assess progress, 2) take leadership, 3) providetraining and development opportunities, 4) develop concrete

programs and efforts, and provide information and 5)communicate information (The University of Wisconsin-Madison, 2003).





In a 2007 interview with Dr. Peter Spear, Provost at the University of Wisconsin – Madison, Dr. Spear stated:

There is little doubt that campus climate means different things to different

people. An African-American student may encounter a very different campus

climate than his white counterpart. A faculty member may be exposed to a

climate not encountered by someone on the classified staff. A woman may

experience a different climate than a man. Climate is the way it feels to be here,

the way people interact with each other. It's the working and learning

environment of the university. It translates to students, faculty and staff being

valued and respected regardless of race, ethnicity, gender, religion, sexual

orientation, age, job class, ability/disability or any other characteristic that makes

us different (Campus Climate, 2007).




Strategies for Implementing Postmodernism (Prairie View A&M University Compact with The Texas A&M University System, 2007)

embrace diversity - a new approach - culturally proficiency

Culturally proficiency is the policies and practices of a school or the values

and behaviors of an individual that enable the person or school to interact

effectively in a culturally diverse environment.

Attract Hispanics, white, non-Hispanic; and others who can

benefit from attending the University.

Postmodern view: Everything is relative to history and culture



Theoretical Framework 34

Improving student behavior and academic performance generally

requires changing school climate and school culture (Tableman & Herron,

2004). There are two frameworks that will guide this study.

1. The first framework is Michael Fullan’s Eight Lessons of Change and Improvement.

2. The second framework is The University of Wisconsin's FiveStep Process for Improving Campus Climate.




Michael Fullan’s 8 lessons on change and improvement areused as a theoretical framework to understand the process of meaningfuleducational change and improvement. Everyone involved in theeducational change acts as a change agent. This has resulted in aparadigm shift to a holographic vision of what school means (Fullan,

2005).

Fullan, in The New Meaning of Educational Change (2007) reportedthat change at the local level includes the teacher, the principal, thestudent, the parent, the community, and the district administrator.Change at the regional and national levels includes the state and federal

government. Meaningful change occurs in building coalitions with otherchange agents. Successful change includes stakeholders who initiate,implement, continue, and achieve a successful outcome in the changeprocess (Fullan 1982, 1991).




Lesson 1) You can'tmandate what matters.The more complex thechange the less you can

force it.

Lesson 2) Change is a journey not a blueprint.

Change is non-linear,loaded with uncertainty

and excitement andsometimes perverse.

Lesson 3) Problems areour friends. Problemsare inevitable and you

can't learn without them.

Lesson 6) Neithercentralization nor

decentralization works.Both top-down and

bottom-up strategies arenecessary.

Lesson 5) Individualismand collectivism must

have equal power. Thereare no one-sided

solutions to isolation andgroup-think.

Lesson 4) Vision andstrategic planning comelater. Premature visions

and planning blind.

Lesson 7) Connection with the widerenvironment is criticalfor success. The bestorganizations learnexternally as well as

internally.

Lesson 8) Every personis a change agent.

Change is too importantto leave to the experts.Personal mind set and

mastery are the ultimateprotection.

(Fullan, 1993)




This framework that can be used by practitioners - for designing,

planning and implementation of school improvement.

Researchers can use this framework for further research in the fieldof effective school improvement;

and policy makers can use this framework as it helps to clarify

which factors must be taken into consideration in the planning of

improvement processes in schools.




Improving student behavior and academic performance generally

required changing school climate and school culture (Tableman &

Herron, 2004). Five key activities were identified to improve campus

climate (see Figure 1). This five-step process for improving campus

climate will validate prior research at the University of Wisconsin –

Madison on the Campus Climate project at that institution.

This five-step process was inclusive of a work group leader in eachof the five steps. The five key activities were:




Five key activities were identified for improving campus climate:

1. Listen and Assess Progress

2. Take Leadership

3. Provide Training and Development Opportunities

4. Develop Concrete Programs and Effort

5. Provide Information/Communicate

Recommendation to appoint a work group point leader at each of the 5areas (The University of Wisconsin-Madison, 2003).



40

1. Listen and AssessProgress

2. TakeLeadership

3. ProvideTraining andDevelopmentOpportunities

4. DevelopConcrete

Programs andEffort

5. Provide andCommunicateInformation

Recommendation to appoint a work group leader at each step. (The University of Wisconsin-Madison, 2003)



Methodology 41

This study is a mixed-methods study comprised of both quantitative andqualitative research. The quantitative portion of the study uses bothdescriptive and correlation statistics. The qualitative portion of the study isnarrative and will be based on student interview responses to open endedquestions on student perceptions and attitudes on campus climate.

A qualitative narrative of analysis on campus climate will be conductedin the Spring 2012 semester at a Minority Serving Institution (MSI) in Texas,also known as a member of the Historically Black Colleges & Universities(HBCUs).

The purpose of this study is to develop a postmodern process forimproving campus climate through strategic thinking at a Minority ServingInstitution. The results will be summarized and presented in chapter 4 of thefinal dissertation study.



Methodology 42

Dependent Variables

The dependent variables are student’s academic achievement, students feeling

socially connected to the university, student’s persistence to continue their

four-year academic program, and graduation rates of students at the university.

I ndependent Variables

The independent variables are student perceptions and attitudes on campus

climate.



Methodology 43

Participants

Quantitative Participants: A random selection of 600 hundred maleand female students from the general population of 8,781 students

will be selected to voluntarily participate in the quantitative study.The students will be undergraduate and graduate students and thesurvey will be coded for anonymity.

The participant institution of higher education is a Minority Serving

University (MSI) in the Texas, Prairie A&M University. Six hundredrandomly selected students will complete a survey questionnaire todetermine student perceptions and attitudes toward a process forcampus improvement.



Methodology 44

Participants

Qualitative Participants:

For the purpose of the qualitative study, a random selection of 30

students will be randomly selected to participate in the qualitativenarrative analysis using broad open ended interview questions onperceptions and attitudes on campus climate.

The participant institution of higher education is a Minority Serving

University (MSI) in the Texas. Ten students from each grade level will be randomly selected to participate in this study: 5 freshmen, 5sophomores, 5 juniors, 5 seniors, 5 graduate, and 5 alumni.



Methodology 45

I nstrumentation Reponses will be coded for anonymity.

Quantitative Instrumentation.

An objective survey will be administered to students and participation is voluntary. The content questions on campus climate include perceptions of

the quality of instructional support services, adequacy of facilities, and

tolerance and acceptance of differences by students and staff. The survey will

include 53 specific statements to which respondents will indicate their level of agreement and their assessment of the statement’s importance. The Gavilan

College Campus Diversity Climate Survey (2002) will be modified to include

demographics.



Methodology 46

I nstrumentation

Quantitative Instrumentation.

The 53 item, non-random survey questionnaire will be administered on a 4-point Likert scale 1

to 4; with 1 = strongly agree and 4 = strongly disagree. Special instructions will be included on the

survey questionnaire where the participant will circle the number (1 to 4) of the response that most

represents her. The importance scale will give information on how important the issue addressed in

the question was to the student.

Differences in gender and ethnicity responses can be obtained from using the importance

scale. The survey will take approximately 30 minutes to complete. All of the questions will apply to

the participant’s university the participant. The participant will indicate his or her response to the

general situation.



Methodology 47

I nstrumentation

Qualitative Instrumentation.

The qualitative instrument includes a definition of campus climate and four open ended

interview questions.

Campus or School Climate can be defined as “behaviors within a workplace or

learning environment, ranging from subtle to cumulative to dramatic, that caninfluence whether an individual feels personally safe, listened to, valued,treated fairly and with respect” (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 your educationalgoals? If yes, then how? If no, then why not?



Methodology 48

I nstrumentation

Item validity and sampling validity are expected to be high because the survey has

already been used in a previous study. Data from the previous study include Cronback's

Alpha = 0.923 on agreement items (270 valid responses) and Cronback's Alpha = 0.947

on importance items (234 valid responses). The item validity is expected to be relevant to

the intended topic and the survey is expected to adequately sample the full content of

improving campus climate, which is sampling validity. The instrument has face validity.

[see Appendix D].



Methodology 49

Sampling Procedures

Stratified random sampling will be used where various strata aredesignated to ensure that the respondents would be represented. They would then be random selected from each stratum. The various strata

are gender, ethnicity, age, class location, the class the student isenrolled in and day versus evening students.

Summary of Quali tative Research Procedures

Responses to the qualitative narrative of analysis will be hand recorded by the researcher. The materials will be kept in researcher’s office,Room 338 in the Engineering Technology building, in a secure location.



Methodology 50

Summary of Quanti tative Research Procedures

Six hundred students will be randomly selected from a population of

approximately 8,781. Informed consent will be obtained and the participants will be

made aware that their responses are strictly confidential. The researcher will obtain

permission to use the university’s banner database to retrieve a list of graduate and

undergraduate students.

The researcher will obtain approval from the university’s Institutional Research

Board (IRB) to do the research. The IRB overseas human research and provides ethical

guidelines that protect human subjects from harm. The student will also get permission

to use the Gavilan College Campus Diversity Climate Survey (2002) from its author.



Methodology 51

Summary of Quantitative Research Procedures

The survey will be administered during the Spring 2012 semester with

full term course of at least 3 credit hours and an enrollment of at least 15

students. The researcher will hand deliver a package to the identified

classrooms that includes 1) a survey questionnaire to determine student

perceptions and attitudes toward a process for campus improvement; 2)

instructions on returning the survey, 3) the researcher’s name, phone number

and 4) a return envelope addressed to the researcher.



Methodology 52

Summary of Quantitative Research Procedures

Instructions to the instructor include placing the completed survey in the

envelope, seal it and call the researcher for pick-up. The researcher’s telephone

number will be listed in the instructions. All of the questions will apply to the

institution the participant is enrolled in. If the statement is relevant to

participant’s institution, the participant will indicate his or her response to the

general situation. The results will be summarized and presented in chapter 4 of

the final dissertation study.



Methodology 53

Summary of Qualitative Research Procedures

Qualitative sampling procedures include interviewing students using open

ended questions on students’ perceptions and attitudes about campus climate. The

responses to the qualitative narrative of analysis will be written notes that will be

hand recorded by the researcher. The interviews will also be taped. The taped

responses will be downloaded to a CD.

The materials (CD and hand written notes) will be kept in Room 338 in the

Engineering Technology building in a secure location. The results will be

summarized and presented in chapter 4 of the final dissertation study.



Methodology 54

Design and Data Analysis

The statistical design for this study is correlation statistics (linear regressionanalysis) because I am looking for a relationship between a dependent variableand an independent variable. Correlation statistics looks at how well one variable predicts the other variable. A correlation coefficient will be

determined called the Pearson r. Correlation research is important because ina regression analysis, two important objectives are:

(1) to determine the degree of relationship between a customarily continuous criterion measure (dependent variable) and in apredictor (independent) variable and

(2) to predict the standing of individuals in a sample on thecriterion variable from scores earned in a weightedlinear of predictor variable along with an indication of an expected margin of error (Isaac and Michael, 1997).



Methodology 55


Fraenkel and Wallen define correlation research as "...research done to

determine relationships among two or more variables, and to explore their

implications for cause and effect" (2003, p. 12). The design of this study is a

qualitative-quantitative model also known as exploratory mixed-methods.

Permission to use the Gavilan College Campus Diversity Climate Survey

(2002) will be requested from its author. Reliability and Validity will also be

requested from the author. When the reliability and validity coefficients are

received, a pilot study will not be needed. A modified version of the Gavilan College

Campus Diversity Survey (Willett, 2002) is the design of the quantitative study.



Methodology 56


Descriptive and correlation statistics will be used to analyze thedata of the quantitative study to provide the appropriate answers toresearch questions #1 through #4. Correlation statistics will determine whether and to what degree a relationship exists between two or morequantifiable variables. A correlation co-efficient decimal number between -1.00 and +1.00 will indicate the degree to which two variablesare related.

Descriptive statistics provide simple summaries about the sample

and the measures of central tendency and measures of spread. In other words, descriptive statistics describe the data (Isaac and Michael,1997).



Methodology 57


The qualitative study is a narrative analysis of student

perceptions and attitudes on campus climate. Interviews of student

responses to open ended interview questions will be used for the

qualitative study.

Permission to use the Gavilan College Campus Diversity Climate

Survey was requested from its author. Reliabilities were also requested.

A pilot test is not needed.



Methodology 58


The researcher will obtain permission from the Institutional

Research Board (IRB) to use the university’s banner database to

retrieve a list of undergraduate and graduate students.

Also, the researcher will obtain approval from the IRB to do the

pilot study. The IRB overseas human research and provides ethical

guidelines that protect subjects from harm. The researcher will

conduct a pilot study to obtain validity and reliability numbers.



Methodology 59


Validity and Reliability.

Validity is the amount of systematic or built-in error in measurement

(Norland, 1990). Reliability refers to random error in measurement.

Validity has already been established because the survey had been used and

validity was established. The validity coefficient will be requested from the

author of the survey. A pilot test will not be administered.



Methodology 60

Design and Data Analysis Validity and Reliability.

Reliability indicates the accuracy or precision of the measuring instrument

(Norland, 1990). Does the exam consistently measure whatever it is supposed to

measure? The reliability of the test has already been examined because the survey

has been used and has already been tested for reliability in Willett (2002). The

results include Cronback's Alpha = 0.923 on agreement items (270 valid responses)

and Cronback's Alpha = 0.947 on importance items (234 valid responses).



Conclusion61

In conclusion, campus leaders at all levels need to be held accountable for encouraging a more positive climate. The purpose of this study is to develop a

postmodern approach to improving campus climate through strategic thinking at a

Minority Serving Institution located in Texas.

All leaders must set the tone by refusing to ignore any disrespectful

behavior that goes on in their units. In exhibiting axiology, truth will emerge.

Even if all faculty and staff cannot go to diversity workshops, leaders can be

encouraged in departments, schools and colleges, and administrative and service

units to participate.

The campus can expect a variety of listening sessions, forums and

additional professional development opportunities. 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).



Conclusion62

Measuring and trying to improve campus climate can be difficult and

sometimes frustrating because it is so intangible (Hoy & Miskel, 2005).

Educational leaders can listen to what people are saying. Some people think there

isn't a problem and other feel they are not valued and respected. These reasonsare why cultural proficiency is a priority.

In order for PVAMU 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 (Prairie View A&M University Compact with The Texas

A&M University System, 2007). There is no one cure for all (English, 2003).



Conclusion63

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

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

down to whether PVAMU administrators and leaders want to improve how

people feel, work, learn and live in this campus community.

References



64

Boland, 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. (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.tamus.edu/strategicplan/docs/Compact%20FY08FY09%20Individual%20Compacts/PVAMU.pdf

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



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