Decline Of Male Enrollment In Higher Education, Oscar Valenzuela

Theses and Dissertations

The study examined the decline in male enrollment and completion in higher education, aiming to identify the reasons for the decline and to propose possible solutions. Using a qualitative phenomenological design, the study employed semi-structured interviews to collect data from males aged 18 to 40. The findings indicate that numerous factors contribute to why males are not enrolling in or completing higher education, and reveal key thematic groups, including Early Work Life, Home Life, Support Systems, Challenges, and Choices and Decisions. These results suggest that cultural background, socioeconomic status, and gender norms affect the decisions males make concerning higher education. …

The Un-Bridged Pipeline: Leading And Preparing Women Of Color To Senior-Level Higher Education Administration, Jacqueline D. Slater

UNF Graduate Theses and Dissertations

Despite increased educational attainment among Black women, representation in senior‑level leadership positions within higher education remains limited. This qualitative study examines the experiences of Black women who serve or have served in senior‑level academic administrative roles and explores how those experiences inform guidance, preparation, and decision‑making for future Black women leaders. The study focuses on practical barriers, workplace realities, and strategies that shape leadership entry, advancement, and retention.

Using a descriptive case study design, five Black women with professional experience as presidents, provosts, vice provosts, and academic deans participated in semi‑structured interviews lasting 45 to 75 minutes. Purposeful sampling ensured …

Human Centered Learning Management System Design Inspired By Social Networking Platforms, Giseung Lee

World Languages and Cultures Faculty Publications

The rapid integration of generative artificial intelligence (GenAI) into higher education is reshaping interaction within digital learning environments. As AI-enabled tools such as conversational agents and automated feedback systems become embedded in Learning Management Systems (LMSs), questions arise regarding how these systems can support social presence, dialogue, and human-centered pedagogy without reproducing the attention-driven logics of commercial social media. This paper presents a conceptual, design-oriented framework for human-centered LMS design inspired by selected interactional affordances of Social Network Sites (SNSs). Drawing on social presence theory, post-process pedagogy, and hyperpedagogy, the framework articulates four interrelated design dimensions—Familiar Interaction, Dialogic Feedback, Community …