Browsing by Author "Walz, Jerald H."
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- Conference Schedule and Proceedings of the 2021 KAI SymposiumFriedel, Curtis R.; Seibel, Megan M.; Walz, Jerald H. (Virginia Tech, 2021-02-24)
- Conference Schedule and Proceedings of the 2022 KAI SymposiumFriedel, Curtis R.; Seibel, Megan M.; Walz, Jerald H. (Virginia Tech, 2022-02-23)
- Conference Schedule and Proceedings of the 2023 Annual KAI SymposiumFriedel, Curtis R.; Seibel, Megan M.; Walz, Jerald H. (Virginia Tech, 2023-02)A symposium on Kirton’s Adaption-Innovation Inventory (KAI).
- Discovering New Funding ModelsWalz, Jerald H.; Edwards, Jaimie (Virginia Tech, 2016-04-12)During the course of its meetings, the Funding Models Committee prepared a funding vision statement, identified core values essential to Virginia Tech’s identity, and developed Preparestrategies for the future. The funding vision conceives of a future that understands the dynamic nature of higher education while identifying new revenue mechanisms, managing costs, and maintaining the high quality of research and education at Virginia Tech. The core values embrace ideals that are essential to maintaining the university’s identity and frame the future; without them, Virginia Tech ceases to be Virginia Tech. Strategies for the future provide broad options to university leaders for implementing the funding vision while maintaining the university’s core values.
- The Faculty Perceptions of Academic Freedom at Christian Colleges and UniversitiesWalz, Jerald H. (Virginia Tech, 2017-07-27)Academic freedom is a much-discussed topic in the literature. However, little empirical research has been performed that describes the faculty perceptions of academic freedom at Christian colleges and universities, a unique segment of institutions within US higher education. Specifically, little recent research has shown how faculty members at Christian colleges and universities define academic freedom, how they describe experiences where they encountered issues of academic freedom, and how they navigate the interaction between academic freedom and institutional religious doctrines (as found in official statements of faith). The purpose of this study was to describe and analyze how faculty members at Christian colleges and university perceive academic freedom. For this qualitative study, I employed the Critical Incident Technique (Flanagan, 1954) to collect data from full-time faculty members of Christian institutions. I present the findings discovered through this study, discuss their ramifications, offer recommendations, and draw conclusions.
- Lessons of Leadership and Professionalism: A Workshop Series with RotaractEdwards, Stephen; Kaufman, Eric K.; Genson, Jenna; Armbruster, Megan; Kuhn, Meghan; Smith, Jessica; Walz, Jerald H. (Association of Leadership Educators, 2010-06-21)Graduate students developed a leadership training curriculum for a leadership theory course. The group developed a leadership training program with the university’s Rotaract chapter. A series of workshops were implemented with the Rotaract chapter to provide leadership training. The workshops serve as a model for potential leadership development for other service-based organizations.
- The Needs of Virginia Tech Student Athletes During the Transfer ProcessHoman, Ashley G. (Virginia Tech, 2021-09-22)This project described the needs of student-athletes during the transfer process to Virginia Tech and helped provide recommendations for improvement in the University’s process of accepting student athlete transfers. Through literature review, NCAA student athletes, transfer students, transfer portal and process and psychological needs were all researched and discussed. The theoretical framework utilized in the development of the study was Maslow’s Hierarchy of Needs. Study participants included five student athletes, of which were three females and two males; the sports represented included football, men’s basketball, women’s basketball, women’s lacrosse and women’s volleyball. The interviews were semi structured and pertained to personal experiences of the transfer experience to Virginia Tech. Through qualitative interviews, information was gathered and analyzed in unique codes that were grouped into categories revealing six emerging themes for recommendations to Virginia Tech support staff. The results indicated that the Virginia Tech support staff should focus on Establishing Communications, Building Relationships, Facilitating Early Introductions, Increasing Knowledge About Academics, Providing a Smooth Admissions Process and Displaying Authenticity and Transparency. The communication between support staff and transfer student athletes should be transparent, correct and remain constant throughout the transfer process. Relationships should begin early in the transfer process and focus on authenticity. The admissions process should be smooth due to receiving help and knowledge from support staff. This study can be used for other institutions that would like to enhance their process of accepting transfer students.
- Public University Endowments: What Stakeholders Need to KnowWalz, Jerald H. (Virginia Tech, 2015-11)The purpose of this paper is to introduce the topic of endowment management to university stakeholders [and] other interested readers. Scholars and professional endowment managers have outlined these topics in detail. This paper summarizes those topics, explaining what university endowments are, why they exist, and how university trustees and university administrators can best manage them. The paper concludes by suggesting that effectively managed endowments provide a part of the solution to the major financial challenges currently facing higher education.
- Re: Reflections and explorations : Essays on politics, public policy, and governanceStephenson, Max O. Jr.; Kirakosyan, Lyusyena (Virginia Tech Institute for Policy and Governance, 2015)We have organized the essays that follow in this volume into nine themes or broad topical foci based on the subjects our RE: Reflections and Explorations authors selected for their efforts during 2013-2014. A brief overview of our contributors’ organizing issues follows. Part 1 contains six essays that address the role(s) of the academy in society. Part 2 offers six essays that address questions central to the relationships among art, culture and politics. Part 3’s five essays treat issues linked to community building. Part 4 includes five essays that explore the challenges of public leadership at multiple scales and in a variety of contexts. Part 5’s eight essays examine a variety of concerns central to the characteristics and fundamentals of democratic citizenship and ethics. Part 6 consists of six essays that explore different dimensions of international politics. Part 7 of the volume comprises seven essays that directly or indirectly illuminate alternate facets of local and international development dynamics. Part 8 includes six essays that together analyze several manifestations or implications of neoliberalism, the current dominant public imaginary or frame in American and indeed, Western, politics. Part 9’s seven essays each afford readers alternate lenses into the dynamics and vicissitudes of change processes, as conceptualized at alternate analytical levels. The 56 essays together address a variety of concerns central to democratic politics and self-governance. The topics are as varied as our contributor’s substantive interests and perspectives, and that diversity yields a complex array of analytical insights. We hope you enjoy reading this richly textured collection as much as we have enjoyed assembling it.
- Recent Macro-trends in Higher Education FinanceWalz, Jerald H. (Virginia Tech, 2015-09)Several fiscal trends illustrate the environment in which public higher education institutions operate to educate students. While many factors affect the total fiscal environment, the trends that most directly affect institutions and students are presented in this paper. Specifically, this paper examines trends in college pricing (defined as institutional charges for tuition, fees, room, and board), student aid (a combination of grants from all sources and tax credits and deductions), state and local appropriations, and student loans.