This document presents a conceptual framework for a doctoral comprehensive assessment. It includes sections on higher education administration, organizational change, enrollment management focusing on access and success, marginalized student populations with a focus on international students, and a multi-lens theoretical framework. The framework aims to represent the culmination of the author's academic and professional pursuits in higher education.

1. Visual Representation of
Interests, Experiences, and Plans
Comprehensive Portfolio
Please advance slides to see full
progression and description of
conceptual framework

2. In the U.S. Higher Education sector…

3. “…higher education is witnessing a
process of deep institutional change
that
involves
the
deinstitutionalization of its rooted
policy and values frameworks and the
parallel institutionalization of new
ones. These processes entail a more
or less strong resistances, conflicts,
tensions but also efforts to conciliate,
adapt, translate, assemble the new
with the old, the national features of
higher education system with the
new globalizing pressures, the single
institutions structural and cultural
features with the new imperatives
and demands” (Vaira, 2004, p. 485).
Decisions
Higher Education Administration
External
Pressures
ECONOMIC
GLONACAL
Policy
& Practice
Organizational
Change

4. “Geertz defines culture by writing,
"Man is an animal suspended in webs
of significance he himself has spun. I
take culture to be those webs, and
the analysis of it to be therefore not
an experimental science in search of
law, but an interpretive one in search
of meaning….” Thus, an analysis of
organizational culture of a college or
university occurs as if the institution
were an interconnected web that
cannot be understood unless one
looks not only at the structure and
natural laws of that web, but also at
the actors' interpretations of the web
itself. Organizational culture, then, is
the study of particular webs of
significance within an organizational
setting” (Tierney, 1998, p. 4).
Decisions
Higher Education Administration
Policy
& Practice
Organizational
Change

5. The theory and practice of
enrollment
management
has
flourished over the past 40 years.
Though there is significant amount of
literature in the field, there are few
empirical studies to-date. Ethicists
indicate that universities have to
manage the tension between their
expectations and controls (e.g.,
around admissions requirements)
ways that these may “conflict with
the views of… prospective students”
possibly leading to enrollment
declines (Robinson and Moulton,
2005, p. 28). From the reverse
perspective, when institutions are
trying to increase enrollments, I am
interested in how institutions balance
the tensions between setting
admissions standards that provide
access while insuring success.
Internal
Pressures
ACCESS
SUCCESS
External
Pressures
Enrollment Management Funnel
Access
Success
Outcomes
• Recruitment
• Admission
Decisions
Higher Education Administration
Policy
& Practice
Organizational
Change
• Persistence
• Engagement
• Degree
Attainment

6. There is a significant amount of
research and scholarship on the many
existing student populations and how
organizations address first and
second order planned changes as part
of diversity initiatives. I will focus my
attention on international student
populations for three reasons: (1)
given the global environmental
influences impacting organizational
change; (2) global trends in the
higher education sector toward
attracting international enrollments;
and (3) my professional experience
and research-based knowledge of the
issues around international student
success and language proficiency.
International
Marginalized Student Populations
Student
Body
Immigrant/
Minority
Undocumented
Enrollment Management Funnel
Access
Success
Outcomes
• Recruitment
• Admission
Decisions
Higher Education Administration
Policy
& Practice
Organizational
Change
• Persistence
• Engagement
• Degree
Attainment

7. “…the researcher as narrator has to
adopt a more reflexive voice,
exposing the conceptual lenses and
filters used to represent theories,
models and analytical frameworks
(Chia,
1996;
Collins,
2000),
emphasizing that findings are less
stable and clear-cut and are
open to discussion
and (re)interpretation….”
(Buchanan, 2003, p. 19).
International
Marginalized Student Populations
Student
Body
Immigrant/
Minority
Undocumented
Enrollment Management Funnel
Access
Success
Outcomes
• Recruitment
• Admission
Multi-Lens Theoretical Framework
Decisions
Higher Education Administration
Policy
& Practice
Organizational
Change
• Persistence
• Engagement
• Degree
Attainment

8. The intersection of the four elements
presented
in
this
framework
represent the culmination of the last
four years of my academic and
professional pursuits and uniquely
position me to engage in the final
stages of my academic program.
International
Marginalized Student Populations
Student
Body
Immigrant/
Minority
Undocumented
Enrollment Management Funnel
Access
Success
Outcomes
• Recruitment
• Admission
Multi-Lens Theoretical Framework
Decisions
Higher Education Administration
Policy
& Practice
Organizational
Change
• Persistence
• Engagement
• Degree
Attainment

9. CONCEPT MAP
for Doctoral Program
Comprehensive Assessment
International
Marginalized Student Populations
Student
Body
Immigrant/
Minority
Undocumented
Enrollment Management Funnel
Access
Success
Outcomes
• Recruitment
• Admission
• Persistence
• Engagement
Internal
Pressures
Multi-Lens Theoretical Framework
Decisions
Higher Education Administration
Policy
External
Pressures
ECONOMIC
GLONACAL
& Practice
Organizational
Change
• Degree
Attainment
ACCESS
SUCCESS
External
Pressures