The College of Education, Health and

Human Sciences

Announces the Final Examination of

Jeffery L. Shepherd

for the degree of

Doctor of Education

December 11, 2014 at 1:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Manufacturing Engineering Technology, Murray State University

Master of Science, Operations Management, University of Arkansas

Advisory Committee

Larry McNeal, PhD, Professor Chair, Department of Leadership, Committee Chair

Katrina Meyer, PhD, Associate Professor, Department of Leadership

DeAnna Owens, PhD, Assistant Professor, Department of Instruction and Curriculum Leadership

Reginald Green, EdD, Professor, Department of Leadership

Major Field of Study

Higher and Adult Education

Period of Preparation:  2005 – 2014

Comprehensive Examination Passed: April 2011

Perspectives of Adult Learners in an Executive MBA Program:

A Case Study at a Research University

Abstract

The purpose of the qualitative case study was to understand the experiences of adult learners who have returned to higher education to pursue an Executive MBA degree.  Using narrative inquiry as the methodology, the journeys of the participants were documented.  The narrative of their journey included how they decided to pursue the Executive MBA, their experiences as an adult learner in the Executive MBA program, and their reflections on how their lives have been or will be affected by their participation in the Executive MBA program.  Data were collected from 10 adult learners using individual interviews, non-participant observations, and document reviews.

Using the words of the participants, the six themes that emerged from the study were (1) “I just wanted to take a break for a while”, (2) “Maybe I ought to go back and get my master’s degree”, (3) “I don’t know who they turn away”, (4) “You’re studying in the margins of your life”, (5) “We’re all in the same boat”, and (6) “I can see how it has made me a different type of thinker.”  Following a discussion of these themes, implications for Executive MBA programs and for adult learners who may be considering the pursuit of the Executive MBA degree are shared.  Three recommendations for future research were shared and included the need to have a better understanding of minority engagement in Executive MBA programs, the value of entrance exams from the perspective of the adult learner, and the role of online learning in Executive MBA programs.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Donnalin Constantin

for the degree of

Doctor of Philosophy

December 12, 2014 at 10:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.Sc., Social Work, The University of the West Indies

M.Sc., Counseling, The University of the West Indies

Advisory Committee

Sara K. Bridges, Ph. D., Associate Professor, Counseling, Educational Psychology and Research, Committee chair

Chloe Lancaster, Ph.D., Assistant Professor, Counseling, Educational Psychology and Research

Christian Mueller, Ph.D., Associate Professor, Counseling, Educational Psychology and Research

Elin Ovrebo, Ph.D. Counseling, Assistant Professor, Counseling, Educational Psychology and Research

Major Field of Study

Counseling Psychology

Period of Preparation:  2010-2015

Comprehensive Examination Passed: August, 2012

The Moderating Impact of Giftedness on the Relationship between Existential Anxiety, Authenticity and Depression in College Students.

The present study investigated whether the experience of existential anxiety influenced depression in the presence of authenticity and whether the experience was the same for identified gifted and non-identified gifted college students. The exploratory study sought to examine these relationships in the context of emerging adulthood among a sample of 207 college students between the ages of 18 and 24 years, from a mid-sized urban university in the southern United States. Results indicated that influences of existential anxiety and authenticity on depression were not significantly different for students identified as gifted compared with the non-identified gifted. In addition, constructs associated with giftedness (overexcitability and grades) added to the influences of existential anxiety and authenticity on depression. For this sample, anxiety associated with emptiness/meaninglessness and guilt/condemnation was found to have significant associations with depression. Findings suggest that a more profound understanding of the interaction of giftedness and depression is needed and that clinical services to gifted students may need to be tailored to account for their emotional and cognitive complexities and other psychological hypersensitivities. Also, the role of authenticity as a buffer against depression should be considered in both in therapeutic interventions with students and in general, with interpersonal relationships. Finally, existential anxiety is established as being an integral part of the experience of depression. More empirical research into the relationship between existential anxiety, authenticity and depression is needed.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Brienne M. Allen

for the degree of

Doctor of Philosophy

December 9, 2014 at 12:00 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, The University of Memphis

Master of Science, Community Agency Counseling, The University of Memphis

Advisory Committee

Dr. Sara K. Bridges, PhD, Associate Professor, Counseling, Educational Psychology, & Research, Committee chair

Dr. Nancy Nishimura, EdD, Adjunct Faculty, Counseling, Educational Psychology, & Research

Dr. Douglas Strohmer, PhD, Department Chair, Counseling, Educational Psychology, & Research

Dr. Jade Xu, PhD, Associate Professor, Counseling, Educational Psychology, & Research

Major Field of Study

Counseling Psychology

Period of Preparation:  2013 – 2014

Comprehensive Examination Passed: August 2013

Predictors of Types and Frequencies of Sexual Fantasies: Body Image Self-Consciousness and Gender

Abstract

Having sexual fantasies is a common experience for men and women throughout their lives, typically beginning during the time of puberty.  The existing body of research involving sexual fantasies illustrates that there are positive aspects related to experiencing sexual fantasies as well as negative emotions that may arise as a result, making it important to understand the factors that predict sexual fantasies.  Moreover, societal pressures for thinness and muscularity can lead to body image self-consciousness (BISC) and have an impact on one’s sexual fantasies.  Fantasies can be used to increase arousal, pleasure, and enjoyment even though one’s experience of his or her body may lead to feelings of self-consciousness or negative body image concerns.  The present study explored the relationships among BISC, gender, and the type and frequency of sexual fantasies that individuals experience, while controlling for age and frequency of erotica use.  The study analyzed responses from 96 women and 59 men, and BISC and gender did not significantly predict type or frequency of sexual fantasies above and beyond the control variables.  Limitations are discussed and the implications for how these results may inform and influence researchers and mental health professionals are provided.