EDAD Marketing in Higher Education

ANALYSIS

Chapter 2 LITERATURE REVIEW Introduction Traditional higher education has changed in relationship to graduate students and how the institution markets international students. Much literature exists related to the internationalization of higher education. This concept encompasses not only the framework, rationale, and strategy to attract international students but must include issues related to government policies, foreign and domestic, and alliances. In this case, the concept of international students is complex (Schoorman, 1999). The issue of diversification propelled traditional higher education to solicit international students to meet published guidelines and goals increasing the visibility of the institution. These goals included the creation of Multicultural Student Centers to where a cultural exchange is an integrated part of the curriculum based on a stated goal of inclusion. Santa Fe College in Florida welcomed 2,000 international students in the year 2016 to which many students were first generation (U.S. Department of Education, 2016, p. 43). The concept of marketing international students has become efforts to promote the institution to which there is little or no discussion from key stakeholders, faculty and international students themselves. These perspectives are missing (Chen, 2006b; Harman, 2005). While many institutions have created diversity plans and recognized distance learning as a method to attract students, many institutions do not offer distance learning as an alternative or incentive to increase enrollment. Bucknell University, Lewisburg, Pennsylvania, reports of the 3,678 students currently enrolled, none of them participate in any form of distance or online learning (College Factual, 2020). While Bucknell University projects itself into the 21st century, viewing students in a diverse, globally integrated world, the institution does not actively market international students. The recent pandemic has forced institutions, such as Bucknell, to deviate from their “usual” methods of instruction to engage technology in the form of distance learning (Hughes, 2020, March 25). This study seeks to include input from those individuals, stakeholders, related to their use of technology to market their departments in an effort to attract and retain graduate students. In this study, the intent is to maintain a connection with the stakeholders and Tennessee State University.

Internationalization v. Globalization As stated by Knight (2000), “globalization is not used as a synonym for internationalization; they are seen as two different but related concepts. The internationalization of education is a response to the impact of globalization” (p. 16). Knight continues to propose three rationales for having international students: “to integrate domestic and international students in and out of the classroom, to increase the institution’s profile and contacts in target countries, and third, to generate revenue for the institution” (p. 53). These three rationales by Knight seem reasonable but, perhaps, out of order as institutions, in an effort to confront competition and a dwindling, shrinking demographic pool of the traditional students (Pherwani et al., 2015), are embracing globalization as a method to expand the institution, increasing enrollment, increasing revenues, and attracting students who have not been marketed to. These goals expand the presence of the institution and enhance its marketability to students, faculty, stakeholders, and the society to which they interact. Marketing and Selling Marketing becomes synonymous with the methods the message is delivered. As stated by Marshall McLuhan (1964): \"In a culture like ours, long accustomed to splitting and dividing all things as a means of control, it is sometimes a bit of a shock to be reminded that, in operational and practical fact, the medium is the message. This is merely to say that the personal and social consequences of any medium - that is, of any extension of ourselves - result from the new scale that is introduced into our affairs by each extension of ourselves, or by any new technology.\" (Pg. 7) In the observance of media as a method to deliver a message, the year 1964 was an advent of television as a main means of marketing. Thus, advertisements of ladies with household cleaning materials were viewed as an extension of the marketing theme of a “clean” household. It was not the cleaning materials that were being marketed but “what” they could do to present the societal ideal of a “clean” house. McLuhan's theories about \"The medium is the message\", linked culture and society. to which there appeared to be a conflict between oral culture and print culture. He did not realize, or anticipate, how technology would change everything to which there is now a

digital culture. It can be argued, the digital culture is moving or transforming into a global culture to where higher education plays a major role in how the global culture will interact and keep individuals connected. “Sell the sizzle not the steak” is a sales phrase coined by Elmer Wheeler in the mid- 1920s. The concept urged salespeople to focus on the experience around a product being sold rather than simply on the object itself. The phrase appealed to the sense and emotions of the buyer with a perception this is what motivates most people to purchase (Wheeler, 1952). As stated by Wheeler, “Your first ten words are more important than your next ten thousand”. Elmer Wheeler’s sales tips still resonate in the year 2020 as his books and message is currently sold via the internet in a course for salesmanship \"The Elmer Wheeler Career Course in Tested Salesmanship\" (www.elmerwheeler.net). The message has not changed but the media has. At the time of Elmer Wheeler’s tips, the main media used was magazine ads and radio ads. Television ads were expensive and television series had sponsors; advertising time and rates were fixed. Elmer wheeler used a new technology to advertise and promote his message through the use of home movies. Technology lowered the cost of video cameras and projectors to which this new media “home movies” changed marketing. The use of photography transformed the breakfast cereal industry with the use of a photograph of a new television series Adventures of Superman to which photographs were on the box of Kellogg’s corn flakes. The industry changed as what was in the box “prize” was more important than the product sold. The creation of third-class bulk mailing rate in 1953 (Kielbowicz, 1995), allowed the use of mail order through magazines and flyers to market businesses. The postage rate of pre-printed advertisement dropped dramatically, $0.03 first class mail, making it economically feasible to market using the lower rates. In 1952, non-profit had a separate classification and rate and the United States Postal Service had a new classification of home owner or renter “Dear Occupant”. The United States Postal Service used special machines, created to weigh and bill third-class bulk mailers. Bulk mail had to be arranged by state and city. Zip Codes were not used until the year 1963. As stated in The Untold Story of the Zip Code (2013): “In 1963 the Post Office Department introduced and vigorously promoted the use of the Zone Improvement Plan (ZIP) Code. The code was originally intended to allow mail sorting methods to be automated but ended up creating unimagined socio-economic benefits as an organizing and enabling device. The ZIP Code became a social tool for organizing and displaying demographic information, a support structure for entire industries such as insurance and real

estate, and even a representation of social identities as observed in the television series Beverly Hills, 90210.” The ZIP Code has become a major marketing tool for higher education to market its services and goods to those individuals, based on residence, who have been shown to become current or potential students. Foreign countries have postal codes and a Zip Code mask to which the country of Germany is a postal code of GE with a Zip Code mask of 99999. The use of Zip Codes + 4, provided a further identification of individuals which had an adverse effect on marketing (Gladden, Milne, & McDonald (2015). There was a downside as “advertising mail” became known as “junk mail”. The message has not changed but the media has. There is current legislation pending against so-called Robocalls to which junk messages are made to land lines and cellular telephones (Romm, 2019). Psychology of Selling While the references to Marshall McLuhan and Elmer Wheeler seem out of place in the year 2020 they are still relevant. While much has changed, little has changed. Customers still make purchasing decisions based on emotion. The sizzle still sells the steak and the media is an extension of ourselves; the first ten words of your marketing campaign can hold or lose your intended audience. We can ask the questions: 1. Who would purchase a service or product from an organization that does not have an internet presence? 2. Who makes an informed purchasing decision based on a magazine ad? 3. Who would purchase a college-level class if the class provided no opportunity for advancement? 4. Are you purchasing a college-level class or investing in your future? 5. Will your business profit from educated employees? Yes and no answers become more involved based on the product, goods, or services being marketed. The answers are only relevant if they answer the Tech Marketing Team’s project and research objectives.

Changes in Higher Education Higher education has shifted its focus based on changes in technology. The traditional universities and colleges relied on paper textbooks and in-person lectures from professors. In the 1970s, classes were selected based on a computer card which guaranteed the student a seat in the class. The most coveted classes were those held Monday – Thursday after 12:00 noon. These classes provided the student with ample time to sleep and eat before the class. For those students who lived close to the university, a classless Friday meant they could travel home Thursday night and return to their dorm late Sunday night. In this time period, the student’s campus life revolved around their classes scheduled. The down side of this scenario is older students were unable to attend due to work and family obligations. Night classes were few which left a large segment of potential students out. Students who had graduated could not attend post-graduate classes due to an availability of classes they could take. Higher education recognized the need and created a special degree for working individuals. The Executive Master of Business Administration (EMBA) was designed for working individuals who could attend evening and weekend classes. The investment in time was an estimated two years and the student’s place of employment paid the tuition and on occasion, allowed time off for study. The most significant difference was the age of the student. Most EMBA students were aged 32 to 38 while the average MBA student was aged 24 to 30 (Carrel & Schoenbachler, 2001). In this case, higher education moved to accommodate a large segment of the population and in doing so, provided an increase in an educated workforce. Vanderbilt University graduated its first class of EMBA in the year 1980. In contrast, Tennessee State University initiated its EMBA program in the year 2017 (Johnson, 2018). Tennessee State University offers the EMBA as a combination of face-to-face and online. The EMBA consists of 36 credit hours to be completed in 12 months (http://www.tnstate.edu/mba/e_mba.aspx). In this case, Tennessee State University utilized new technology in the use of online classes to accommodate a specific population, older people who desired advanced degrees for the purpose of expanding their economic options, and a specific need by industry for a more educated workforce. In this case, Vanderbilt University and Tennessee State University competed for students; each marketing their specific skills and opportunities. It can be argued, graduates from both programs are highly skilled. However, Tennessee State University appears to utilize technology in a more positive manner, marketing its ability to utilize

technology as an incentive to select Tennessee State University over Vanderbilt University. Marketing trends in higher education As stated by Davies (1977), the internationalization of higher education will be a major focus of academics and an integrated part of higher education “for the next decade”. Marketing is not limited or expanded to international or global but begins within the institution itself. Persons who pursue an education and degree beyond the state required twelfth grade are considered customers of the education system. Research demonstrates students of higher education are customers of the public system as they meet the basic Business Service Model requirement of a customer as they have choices (Guilbault, 2018; Jongbloed, Enders & Salerno, 2008; Mazzarol, 1998; Peifti, Knigge, Löffler, Hecht, & Kremar, (2017). While these choices are limited to cost and amenities, the requirements for specific degrees are set by the university and the respective Board of Regents. Jongbloed, Enders, and Salerno (2008) establish the use of the term stakeholder in higher education as descriptive of a trend of funding sources as stated: The term stakeholder points to a major shift in the roles assigned to those who participate in higher education institutions' decision-making as representatives of external society, just as it points to an equally major shift in the obligation to render accounts to the general public or agencies acting in its name. The consequences for the higher education establishment of the rise of the Stakeholder Society have been explored indirectly as sub-components of inquiries into diversification of funding sources, as a concomitant to the overhaul of higher education governance and decision-making procedures, as a desirable outcome of contractualisation, or as an aspect of relations between higher education institutions and their region (p. 307). This shift in roles is attributed to the inclusion of the Business Service Model into higher education where students are viewed as customers of the system. This role, student as customer, changes after graduation or withdrawal from the institution into a

stakeholder or donor class, alumni. Former students are actively pursued for annual donations to the institute. Morgan (2014) emphasizes the factors which lead alumni to donate and continue to donate to their graduating institution. Astin's (1984) involvement theory centers on activities of the student as an undergraduate. Jongbloed, Enders, and Salerno, (2008) conclude the term stakeholder is a major shift in roles assigned to those individuals who participate in higher education institutions. Participation is a necessity for decision making and a shift to account for the general public. They further define the role as a new stakeholder society (p. 307) which public policy place revenue generation in an entrepreneurial dynamic of formal structures. The term stakeholder is further divided into internal and external to which students are viewed as a separate stakeholder category (Rothschild & White, 1995; Janmaat, McCowan & Rao, 2016; Guilbault, 2018). While higher education has been determined to be a service (Mazzarol, 1998), the use of marketing has become extreme related to external funding. The marketing departments of facilities of higher education exceed the funding of the admissions and records department. It is the continuing donations of past, present, and future students which provide expansion of sports and academics. In the year 2015, the University of Tennessee at Knoxville claimed $23,297,298 in media rights fees (Boucher, 2015). In this case, alumni become major players in the marketing of the institution. In addition to being stakeholders, alumni contribute much needed dollars and those, most successful, endowments. Marketing becomes a function of the institutions to attract and maintain students. Marketing has been defined from varying perspectives of industry, organization and place. Marketing has been addressed from the traditional 4 Ps (product, Price, promotion, and place) the marketing mix as presented by McCarthy (1960). It has been proposed to increase the number of Ps in the marketing mix (MM) from 4 to 8 – people, physical evidence, process and philosophy of social marketing. Išoraitė (2016) proposes the 4 Ps are objectives which depend on the company and its activities. The objectives are influenced by competition and time. These objectives as proposed by Palmer (2004) are not scientific theory but a conceptual framework that identifies principal decisions. Palmer’s concept of this marketing model as a conceptual framework, is still debated (Thabit & Cihan, 2018). It can be argued, this study’s use of the marketing models of Relationship and Visual Content are not only marketing models but present the theoretical framework of the study and its implications toward the globalization of the National SMART Center. However, while both models are necessary, in combination, to achieve the goals of the study, the Relationship Marketing Model incorporates existing and emerging technology. Marketing in higher education as a relationship

Traditional marketing models (4 Ps, Best of Breed, CRM and CRS) revolved around a product or service dependent on a one-time purchase. The use of magazine ads and newspaper ads once dominated marketing but they were geared toward a one-time purchase. The one concept, traditional marketing did not take into account, that affected marketing, was technology. Technology rapidly changed as shown in the entertainment industry. Radio shows began to include sound effects. As technology allowed voice to be included in motion pictures, gone were the words on the screen and a person playing a piano by the stage. When television shows moved from a live audience to film, the laugh track was invented. The most important aspect is, as technology changed the public changed with the technology. At first, very few people owned a color television. For many years, many people did not own a cellular telephone or a computer. In this day and time, a computer and cellular telephone have very little value without access to the internet. While much has changed, very little has changed. What has not changed is the reasons why people purchase. A producer or distributor must define their market. Higher education’s market is not necessarily students as the institutions serves a greater good in its educational offerings. The institution does not market a single class or group of classes but a degree. Higher education is dependent on a relationship with its students, faculty and stakeholders to market its product. As stated in relationship marketing, the Relationship Marketing Model is a strategy designed to cultivate customer loyalty, interaction, and long-term engagement. It is designed to develop strong connections with customers by providing them with information directly suited to their needs, interests, and by promoting open communication. How to measure marketing success or failure Marketing became a science as customer sales and customer reactions were recorded and documented using Neilson ratings where the numbers in a Nielsen rating act as a percentage. A Nielsen rating estimates a total audience for a certain span of time. The current use of technology has made it more difficult to track viewer statistics as technology has changed through the use of the cloud and DVRs (Damratoski, Field, Mizell & Budden, 2011). People assume that the cable companies and streaming services know what we watch and for how long. In a digital age, it is an assumption it is a simple matter to develop statistics on viewers and their preferences.

In this study, statistics or vitals on the website for Tennessee State University provided an average of 00:05:44 per visit with a total of 2,226 visitors (Tech Marketing Team, 2020). In higher education, traditional marketing success was measured by “how many butts were in the chair” and whether there were enough students enrolled in a class for that class to meet. Digital Distance Learning is measured by a student’s online presence. Tennessee State University’s current Learning Management System (LMS) is Desire2Learn (D2L) / Brightspace or more commonly known as eLearn. eLearn includes statistics to which the program records user access dates and times. eLearn is only accessible through an internet connection. In this way, through the technology of Internet Packet (IP) address, it can be determined where the student is or was. The new use of applications (apps) allows the student or instructor to access from any location to which there is a connection via the use of a cellular telephone, iPhone or Android, iPad, Surface Pro, or Chrome Book. The operating system of a device is no longer a restriction on access.

REFERENCES HISTORICAL PERSPECTIVE 1. Nashville, Tennessee population – accessed 2/27/2020 http://worldpopulationreview.com/us-cities/nashville-population/ 2. Tennessee state history – accessed 2/27/2020 http://www.tn4me.org/major_cat.cfm/era_id/3/major_id/26 3. Tennessee State University History – accessed 2/27/2020 http://www.tnstate.edu/about_tsu/history.aspx 4. Historically Black Colleges and Universities (HBCUs) accessed 2/27/2020 http://www.thehundred-seven.org/hbculist.html Knoxville College – accessed 2/27/2020 http://www.knoxvillecollege.edu/ 5. Tennessee State University accolades – accessed 2/27/2020 https://www.onlineu.org/most-affordable-colleges https://theundefeated.com/features/two-new-bands-top-the-hbcu-band-rankings- tennessee-state-and-elizabeth-city-state/ https://www.bestvalueschools.com/rankings/hbcu/ https://hbcu-colleges.com/dental 6. National Center for SMART Technology – accessed 2/27/2020 http://www.tnstate.edu/hbcuc2/

PROJECT 7. Tennessee State University Graduate Degrees – accessed 2/27/2020 http://www.tnstate.edu/graduate/degrees.aspx PROBLEM STATEMENT Gonzales, J. (2019, July 22). Tennessee State University, Apple team up to increase diversity in coding. The Tennessean. https://www.tennessean.com/story/news/education/2019/07/22/tennessee-state- university-apple-team-up-increase-diversity-coding/1776579001/ Harasim, L., Hiltz, S., Teles, L. & Turoff, M. 1995, Learning Networks, MIT Press, Cambridge, USA. Lango, D. (2019, September 12). Apple, Inc. partners with TSU to give communities greater access to Coding. USBE Information Technology. https://www.blackengineer.com/article/apple-inc-partners-with-tsu-to-give- communities-greater-access-to-coding/ Makada, H. N., Kwadwo, E. & Sun, H. (2019, March 29). Trends in the Information Technology sector. Center for Technology Innovation, Brookings Institute. https://www.brookings.edu/research/trends-in-the-information-technology-sector/ MARKETING MODELS RELATIONSHIP MARKETING MODEL 4 Ps MARKETING MODEL

INTEGRATED AGENCY OF RECORD 3 DIMENSIONAL MARKETING MODEL Białoń, Lidia. (2015). Creating marketing strategies for higher education institutions. Marketing of Scientific and Research Organizations. 18. 10.14611/minib.18.04.2015.13. CRM and CMS MARKETING MODEL Blaszkiewicz, S., 2019, CRM vs. CMS: Which does your business need? Retrieved From: https://www.getapp.com/resources/crm-vs-cms/ Davis, S. 2017, The pros and cons of using a CMS to build your website. Retrieved from: https://flickerleap.com/pros-cons-using-cms-build-website/ Deshpande, I., 2020, What Is a Content Management System (CMS)? Definition, Key functions, Best Practices with Examples. Retrieved From: https://www.martechadvisor.com/articles/digital-asset-management/what-is- content-management-system-cms-definition-functions-best-practices/ Gaillie, B., 2015, 12 Pros and Cons of Customer Relationship Management. Retrieved From: https://brandongaille.com/12-pros-and-cons-of-customer-relationship- management/ VALUE OF VISUAL CONTENT MARKETING MODEL https://contently.com/visual-content-report/ https://quoracreative.com/article/visual-content-marketing https://www.bigbrandsystem.com/what-is-visual-content-marketing/

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Wheeler, E. (1952). Don’t sell the steak, sell the sizzle. https://www.youtube.com/watch?v=UW6HmQ1QVMw

Chapter 3 TECH MARKETING TEAM MEMBER’S BIOGRAPHY Anita McGaha Anita McGaha received her Bachelor of Human Relations and Management degree from Trevecca Nazarene University and her Master of Business Administration from Tennessee State University. Anita is currently pursuing her Ed.D. degree with a concentration in Higher Education Leadership at Tennessee State University (TSU). Anita is a trained Rule 31 mediator and a public notary for the state of Tennessee. She is also trained as a Court Appointed Special Advocate (CASA) for Tennessee. Anita is a member of the Association on Higher Education and Disability (AHEAD) and is a member of the Women in Higher Education in Tennessee (WHET). Anita serve on several committees at TSU, some which includes the University Behavior Intervention Team, Judicial Affairs – Student Conduct, Office of Equity and Inclusion SART team and the Administrative Counsel Committee. With over twenty years of experience in administration, you will find that Anita is an innate leader that builds alliances and maintains civility in all business relations. She is flexible and knows how to remain calm under pressure. Anita possesses exceptional work ethics and enjoys taking on new challenges. She is a result driven, servant leader with the ability to manage every client’s expectations by being diplomatic and cognizant, while always looking out for new ideas and solutions. Anita also is known for her work with students with disabilities. As the Director of Disability Services, she is responsible for managing and developing programs to ensure compliance. Anita facilitate Disability Awareness sessions for the faculty and has serve as an adjunct faculty for Tennessee State University. The ability to utilize her skills, knowledge, passion, and positive attitude in order to make a positive impact in the workplace, is her desire. Anita’s research area is Universal Design for Learning and its impact at a HBCU as it relates to retention, persistence, and graduation. Arlene Nicholas-Phillips

Corrine Vaughn Edward Arnold Edward Arnold received his B.S. in Psychology and his M.A. in Sociology from Middle Tennessee State University. He was adjunct faculty at Nashville State Technical Institute for fourteen years and he taught adult literacy for Metropolitan Nashville Public Schools for six years. Retired from the State of Tennessee as an Information Resource Support Specialist 4 (IRSS4) for twenty-three years, Edward is an aspirant for the Ed. D. in the College of Education Curriculum and Instruction at Tennessee State University. His goal is to teach college based statistics. Kenneth Sessions Kenneth Sessions received his Executive MBA (EMBA) degree with a concentration in Information Technology (IT) Management and his BS degree in Business from Christian Brothers University. He received his Master of Public Administration (MPA) degree with an emphasis in IT Management in the Public Sector from Tennessee State University. He received his Associates (AA) degree in Computer Systems Design from Horry Georgetown Technical College. Kenny has several IT and IT training certifications including as a Microsoft Certified Systems Engineer/ A+ Certified Technician, Microsoft Certified Instructor, Cisco Certified Instructor, Certified Internet Webmaster, and as a Certified Facilitator in Dialogue Smart. Kenny is currently pursuing an EdD degree in Educational Leadership with an emphasis in Higher Education Leadership from Tennessee State University. Prior to joining Fisk University, Kenny held numerous senior IT management and supervisory positions with WKNO Public Broadcasting, International Paper and the Federal Express Corporation, Morris College. With a passion for solving problems through creative technology solutions, Kenny believes in the power of building teams, mentoring and positioning organizations for success. As a technology geek with a heart for people, Kenny regularly consults with small nonprofits, faith-based organizations and companies, as well as hosts IT trainings for the public through Duality Business Technology and Consulting to help bridge the digital divide, particularly in rural and underserved

communities. He has presented his work at both regional and national conferences. Committed to excellence in IT development, training and service, Kenny’s areas of applied research interest and practice include technology use in Higher Education, networking, information systems security, database, web development and project management in corporate and academic settings. Michael C. Davis, Jr. Michael C. Davis, Jr. is from Milwaukee, Wisconsin and is a Husband of one wife, father of seven children, Pastor, and educator. His humble Insert a high quality, professional digital photo beginnings in life has always kept him grounded to see that “People are People, no matter what their status is.” However, Michael began his undergraduate education at Fisk University in 1994, majoring in Biology and Psychology, in which he earned a Bachelor of Arts Degree in 2000. After his undergraduate experience, Michael accepted a position to teach in the Milwaukee Public School district as a science instructor. He taught chemistry, physics, and physical science. In addition to his teaching, he worked as a laboratory technician for a local Milwaukee Hospital system, and instructor in University of Wisconsin-Milwaukee Upward Bound Program from 2002 to 2002. Upon this transition in 2002, Michael met and later married the love of his life, Keyosha Jaynes of Chicago, Illinois. Michael relocated to Cedar Rapids, Iowa to further his science career as a Microbiologist Technician and Chemist for companies such as Cargill, Silliker, Red Star Yeast, and Integrated DNA Technologies. In 2006, Michael relocated back to Nashville and worked at a number of companies until he earned his spot back in education field with Metropolitan Nashville Public Schools in 2010 as a science instructor. In 2015, Michael earned a Master of Education degree, majoring Curriculum & Instruction, Secondary Education, from Tennessee State University. Currently, he is earning a Doctor of Education degree, majoring in Higher Education Leadership, at Tennessee State University, which will be completed in 2022. Michael is an Apple Certified Teacher, and has other certifications, ambitions, and future aspirations.

Phyllis Danner Phyllis Danner received her Bachelor of Business Administration degree in Business from Middle Tennessee University and her Master of Business Administration from Tennessee State University. Phyllis is currently pursuing Insert a high quality, professional digital photo her EdD degree in Educational Leadership with an emphasis in Higher Education Leadership at Tennessee State University. She is certified by the Research Administrators Certification Council as a Certified Research Administrator. Phyllis has memberships with the National Council of University Research Administrators (NCURA), National Sponsored Programs Administrators Alliance (NSPAA), Society of Research Administrators (SRA) and Women in Higher Education in Tennessee (WHET). She has served as a fellow in Tennessee State University Presidential Fellowship Program and the Tennessee Board of Regents Geier Fellowship Program. Also a member of the Tennessee State University’s Martin Luther King (MLK) Advisory Board. During her tenure at the Tennessee State University, Phyllis has held several positions. She has worked in the Central and Departmental Research Offices on campus as well as the Grants Administration Office in Business and Finance. Currently as the Director of Research and Sponsored Programs she oversees the management of $50 million dollars of external funds, research grants, contracts, cooperative agreements and other awards. She coordinates the submission of over $100 million dollars of proposal submissions to the federal and state agencies, and local government. She interfaces with researchers, funding agencies, and other external entities as one of the official delegates of Research and Sponsored Programs. She facilitates and manages university-wide interdisciplinary research initiatives and training with faculty, department heads and deans. She provides compliance oversight of budgets, negotiated awards and contracts. Her research area is investigating research administration issues in Higher Education related to Historical Black Colleges and Universities Porsha Perkins Porsha Perkins received her Baccalaureate degree in Elementary Education with a concentration in Social Work from Tennessee State University. She received her Master’s in Public Insert a high quality, professional digital photo Administration from Cumberland University. Porsha is currently pursuing her EdD in Educational Leadership in Higher Education from Tennessee State University, while working at Tennessee State University as a Testing Administrator.

Prior to being employed with Tennessee State University, She worked for Metro Action Commission as well as worked to encourage, motivate and assist individual families in their effort to improve their quality of life; Served as a liaison between the Head Start family and the Head Start Center; Assist families in enrollment, carrying out health referrals, other social service recommendation and parental involvement in the Head Start program; Provided visionary and strategic leadership for enrollment services for the agency. Striving for excellence in Educational Leadership, training and service Porsha’s examples of being a pillar of her community include various philanthropic contributions across the Metro Davidson County area. Sandra Bogard Sandra Bogard received her Master of Science degree in Health Service Administration from Austin Peay State University and her BS degree in Medical Technology from Christian Brothers University. Sandra is currently pursuing her EdD degree in Higher Education Leadership at Tennessee State University. She is certified by the American Society for Clinical Pathology in Medical Laboratory Science (MLS) and Quality Laboratory Compliance (QLC) along with being State licensed as a General Supervisor Medical Technologist. Sandra is a certified Facilitator through the State of Tennessee, certified LEAN Facilitator, Apple Teacher and a graduate of the Tennessee Department of Health Leadership Academy. She was recently honored with the Department of Health VIP Awards in Excellence and Integrity. Sandra is a member of the American Educational Research Association (AERA), Association for the Study of Higher Education (ASHE), Clinical Laboratory Management Association (CLMA), and Golden Key International Honour Society. During her tenure at the State of Tennessee, Sandra was the Director for the Tennessee Medical Laboratory Board, CLIA (Clinical Laboratory Improvement Amendments) Manager along with experience as a laboratory inspector. She acted as a technical consultant to allied health professionals in over 6000 laboratory settings across the State of Tennessee. Prior to joining the State of Tennessee, Sandra obtained clinical laboratory experience within a hospital laboratory in the areas of Stat Lab, Emergency Room Lab, Hematology, Blood Bank, and Chemistry. Her professional interests focus on the disparity of women in the STEM fields and she is planning on continuing her research on this topic. She is also passionate about mentoring students to reach their full potential.



Chapter 4 ACADEMIC INSTRUCTORS / ADVISORS Robbie Melton, Ph. D. Dr. Robbie Melton. B.S., 1972, Wayne State University; M.Ed., 1974, Wayne State University; Ed.S.,1976, Wayne State University; Ph.D., 1979, University of Michigan.Tenured professor at Tennessee State University (TSU) in the College of Education and serving as the Associate Vice President for the SMART Global Technology Innovation Center and the Dean for the Graduate School and Professional Studies. Currently the Chief Administrator and Principal Investigator for the Tennessee State University – Apple HBCU C2 Partnership promoting ‘Everyone Can Code and Create’, and the Open Education Resources (OER) Initiatives on behalf of the national consortium of Historically Black Colleges and Universities (HBCUs). Formally served as the Associate Vice Chancellor for the Tennessee Board of Regents (TBR) overseeing the system-wide Regents Online Degree Programs collaboration of forty-seven institutions considering of technical colleges, community colleges, and universities. Author, innovator, designer, professor, trainer, and international presenter. Known as the 1St Appologist for the curation of mobile apps, devices, and SMART Technology – A.I. and Mixed Reality. Recent tributes include: 2019 USLDA Life Long Achievement Award in Distance Education, 2016 OLC Leadership, WCET Life Time Achievement, 2014 Top 30 Technologists, 2013 Apple Distinguished Educator, 2012 Top Fifty Technology Innovator; and 2012 WOW EdTechnology Awards. Eric Vogel, Ph. D. Dr. Eric Vogel. B.A., 1971, Louisiana State University at New Orleans; M.Ed., 1974, University of New Orleans; Ph.D., 1983, Florida State University. Bill Johnson, Ph. D. Dr. Bill Johnson is a Tenured Full Professor in the Department of Human Performance and Sport Sciences at Tennessee State University. His primary expertise is in Sport Administration and Analytics. Dr. Johnson currently serves as the Assistant Dean and Chief Analytics Officer for the College of Health Sciences. Additionally, Dr. Johnson is the director of the TSU/HCA Scholars program which provides full pay scholarships to highly qualified students pursuing careers in health care. Dr. Johnson is the author of two academic textbooks;

Concepts of Human Movement, and Wellness For Life. Dr. Johnson is the recipient of over $2,000,000 in grants and special projects, the author of 59 professional publications, and is a frequently requested speaker and corporate consultant