Dissertationen zum Thema „Higher education“
Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Higher education.
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Higher education" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Wilcox, Susan. „Educational development in higher education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.
2
Yung, Man-sing. „Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /“. Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.
3
Simpson, Yvonne. „The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England“. Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.
Annotation:
This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going debate between professional education and strategic education as raised by Cardinal Newman (1852). There was attention on the changing role of the state and the rise of individualism, in HE provision. Underlying this study was the anticipated role of knowledge in the form of professional knowledge and competencies. The methodology undertaken was pragmatic and employed mixed methods of qualitative and quantitative data collection. Future studies (Ratcliffe 2008) had an influence on the data collection methods and a Delphi technique tool was designed to harvest the data, the use of thematic analysis (Brown and Carasso 2013) enabled the construction of themes. Philosophical lens of Bourdieu’s cultural capital (1973) and Bhaskar’s critical realism (1978) were employed to provide a basis from which to explore the findings of the thesis. The themes which arguably arose were uncertainty, inequality, barriers, quality, marketization, conflict and power. The findings indicated a withdrawal of state from funding professional HE programmes, rise of individualism which acknowledges the cultural capital of professionally accredited courses and a study of power within the community of practice (Wenger 1998) of chartered quantity surveyors. Surprisingly, it is the lack of awareness surrounding the role of knowledge in favour of competencies which may indicate the schism between professional and generalist HE provision.
4
Shawa, Lester Brian. „Can higher education policy frameworks engender quality higher education in Malawian universities?“ Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
Annotation:
Thesis (MEd)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.
5
Oktik, Nurgun. „Restructuring Turkish higher education : the 1981 Higher Education Law and its effects“. Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1037/.
6
Mertova, Patricie. „Quality in higher education: stories of English and Czech academics and higher education leaders“. Monash University. Faculty of Law, 2008. http://arrow.monash.edu.au/hdl/1959.1/53585.
Annotation:
The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.
7
Drew, Simon. „Dyscalculia in higher education“. Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.
Annotation:
This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.
8
Magoula, Angeliki-Elen Myers Christopher S. „Cost in higher education“. Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FMagoula%5FMBA.pdf.
Annotation:
"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2007."Advisor(s): Euske, Kenneth ; Gates, Bill. "June 2007." "MBA professional report"--Cover. Description based on title screen as viewed on August 15, 2007. Includes bibliographical references (p. 65-67). Also available in print.
9
Kummer, Christian. „Wikis in higher education“. Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-138370.
Annotation:
For many years universities communicated generic graduate attributes (e.g. global citizenship) their students have acquired after studying. Graduate attributes are skills and competencies that are relevant for both employability and other aspects of life (Barrie, 2004). Over the past years and due to the Bologna Process, the focus on competencies has also found its way into universities' curricula. As a consequence, curricula were adapted in order to convey students both in-depth knowledge of a particular area as well as generic competences (Bologna Working Group on Qualifications Framework, 2005, Appendix 8). For example, students with a Master's degree should be able to “communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously” (p. 196). This shift has been supported by the demand of the labour market for students that have achieved social and personal competencies, in addition to in-depth knowledge (Heidenreich, 2011).
On course level, this placed emphasis on collaborative learning, which had led to “greater autonomy for the learner, but also to greater emphasis on active learning, with creation, communication and participation” (Downes, 2005). The shift to collaborative learning has been supported by existing learning theories and models (Brown et al., 1989; Lave and Wenger, 1991; Vygotsky, 1978), which could explain the educational advantages. For example, collaborative learning has proved to promote critical thinking and communications skills (Johnson and Johnson, 1994; Laal and Ghodsi, 2012). As Haythornthwaite (2006) advocates: “collaborative learning holds the promise of active construction of knowledge, enhanced problem articulation, and benefits exploring and sharing information and knowledge gained from peer-to-peer communication” (p. 10). The term collaboration defies clear definition (Dillenbourg, 1999). In this article, cooperation is seen as the division of labour in tasks, which allows group members to work independently, whereas collaboration needs continuous synchronisation and coordination of labour (Dillenbourg et al., 1996; Haythornthwaite, 2006). Therefore, cooperation allows students to subdivide task assignments, work relatively independent, and to piece the results together to one final product. In contrast, collaboration is seen as a synchronous and coordinated effort of all students to accomplish their task assignment resulting in a final product where “no single hand is visible” (Haythornthwaite, 2006, p. 12).
Due to the debate about digital natives (Prensky, 2001) and “students' heavy use of technology” in private life (Luo, 2010, p. 32), teachers have started to explore possible applications of modern technology in teaching and learning. Especially wikis have become popular and gained reasonable attention in higher education. Wikis have been used to support collaborative learning (e.g. Cress and Kimmerle, 2008), collaborative writing (e.g. Naismith et al., 2011), and student engagement (e.g. Neumann and Hood, 2009). A wiki is a “freely expandable collection of interlinked Web ‘pages’, a hypertext system for storing and modifying information - a database, where each page is easily editable by any user” (Leuf and Cunningham, 2001, p. 14; italics in original). Thereby, wikis enable the collaborative construction of knowledge (Alexander, 2006).
With the intention to take advantage of the benefits connected with collaborative learning, this doctoral thesis focuses on the facilitation of collaboration in wikis to leverage collaborative learning.
The doctoral thesis was founded on a constructivist understanding of reality. The research is associated with three different research areas: adoption of IT, computer-supported collaborative learning, and learning analytics. After reviewing existing literature, three focal points were identified that correspond to the research gaps in these research areas: factors influencing students' use of wikis, assessment of collaborative learning, and monitoring of collaboration. The aims of this doctoral thesis were (1) to investigate students' intentions to adopt and barriers to use wikis in higher education, (2) to develop and evaluate a method for assessing computer-supported collaborative learning, and (3) to map educational objectives onto learning-related data in order to establish indicators for collaboration. Based on the research aims, four studies were carried out. Each study raised unique research questions that has been addressed by different methods. Thereby, this doctoral thesis presents findings covering the complete process of the use of wikis to support collaboration and thus provides a holistic view on the use of wikis in higher education.
10
Magoula, Angeliki-Elen, und Christopher S. Myers. „Cost in higher education“. Monterey California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/10222.
Annotation:
MBA Professional ReportState and Federal legislature require that standard data on education-related expenditures be provided by universities and colleges in order to standardize methodology and accountability used nationwide by institutions of higher education. The aim is to review existing cost criteria and procedures for determining costs. Accounting structures vary by institution, and by school. This variability across schools makes decision making a difficult task. The objective of this research is to look into the cost structure used presently by two institutions of higher education, namely the Naval Postgraduate School (NPS) and California State University of Monterey Bay (CSUMB). The financial data that determines the consistency of the cost metrics in the decision making process of these institutions is considered. An analysis of the cost information used to make and support decisions is presented. The variety of the cost structures within the researched institutions is analyzed and compared, in order to identify the factors that generate the differences. The research concluded that both institutions should continue to develop the cost structure to have a comparative view across schools for more efficient planning and the tracing and updating of estimates.
11
Gorlatova, O. „Higher education in Germany“. Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16664.
12
Dovhopol, H. „Internationalization of higher education“. Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16677.
13
Dovhopol, H. „Trends in higher education“. Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18525.
14
Smith, Shannon Tucker. „Megatrends in Higher Education“. Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.
Annotation:
Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.
15
Komljenovič, Janja. „Making higher education markets“. Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702882.
16
Smith, Shannon Tucker Fulton-Calkins Patsy. „Megatrends in higher education“. [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9028.
17
Quinn, Lynn. „Teaching in higher education“. Routledge, 2014. http://hdl.handle.net/10962/66557.
Annotation:
publisher versionAs Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
18
Vlasin, A. „Mission education in Romanian Evangelical Higher Education“. Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517588.
19
Soepatini. „Entrepreneurship education in Indonesian higher education institutions“. Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
Annotation:
For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
20
Ragadu, Suzette C., und Suzette C. Minnaar. „Transformation in higher education : receptions of female academics at a distance education institution of higher education“. Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.
Annotation:
Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.Females in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.
21
Southwell, Deborah Margaret. „Leadership in Australian higher education: lessons from female educational leaders“. Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2551.
Annotation:
There is an increasing number of women leaders in higher education. However, a far higher proportion of males than females still fill senior management roles in Australian higher education. Several recent studies have set out to examine and analyse the leadership styles of women leaders in higher education in order to better understand and inform models for women who aspire to positions of leadership in higher education.Most educational leaders are not prepared for their roles and learn through trial and error in, and by surviving, their leadership and management experiences. The term leadership, itself, is used in a variety of ways and means different things to different people. A variety of different theoretical frameworks for conceptualizing and understanding leadership has arisen from these different conceptions and understandings.This study explores the autobiographical perspectives and responses of five respected female figures in educational leadership (i.e. leadership in teaching and learning) in Australian higher education. The identification of significant factors impacting on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Australian higher education.
22
Chen, Ching-Huei. „Marketing International Higher Education in Taiwan International Higher Education: Reaching the Taiwanese Market“. Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366786.
Annotation:
The Theory of Planned Behaviour (TPB) was used for the first time to examine Taiwanese consumer behaviour regarding the selection of overseas English-language universities for fkther higher education. Taiwanese students intending to study overseas at universities in Australia, the UK and the USA were interviewed to confirm literature reports of the salient factors influencing the decision making process. The 23 salient factors influencing decision-making were organised into four categories: 'Attitudes towards the behaviour of overseas study'; 'Subjective norms', 'Perceived control over study intentions' and the 'Role of information'. These categories formed the basis of a survey questionnaire administered to Taiwanese students (n=518) intending to study at a university in Australia, the UK or the USA. The questions in the survey were structured and organised so as to form global and specific measures fo~ each factor.
The TPB was demonstrated, through factor analysis and multiple regression analyses, to be a reliable model to predict the intention of Taiwanese students to study overseas generally and in the three target countries. Each of the three global measures was significant predictors of the intention to study overseas: 'Attitudes towards the behaviour of overseas study' (Rz0.549, p less than 0.001, P=0.285); 'Subjective norms' (R=0.549, p less than 0.001, fk0.239) and 'Perceived control over study intentions' (R=0.549, p less than 0.001, P=0.185). At the level of specific measures only 'Role of information' (p up to 0.5) was not a significant predictor of intention to study overseas. The specific measure 'Attitudes towards the behaviour of overseas study' was a slightly more important predictor of Taiwanese students' intention to study overseas. Regarding study in individual countries 'ttitudes towards the behaviour of overseas study' was the most important predictor of Taiwanese students' intention to study in Australia (R=0.613, p less than 0.05, P=0.326) and the UK (R = 0.504, p less than 0.05). The most important predictor of intention to study in the USA was 'Subjective norms' (R = 0.538, p less than 0.01).
On the basis of this research suggestions are proposed for marketing practitioners. Suggestions include shaping students cognition about the country through the media in Taiwan; the greater use of campus newspapers published by Taiwanese universities or colleges, and the development of multiple language websites by Western universities.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Faculty of Education
Full Text
23
Greatorex, Jacqueline Teresa Ann. „Educational levels in a higher education and healthcare context“. Thesis, University of Derby, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365047.
24
Bisinoto, Cynthia, Claisy Marinho und Leandro da Silva Almeida. „Educational psychology in higher education: Current scene in Portugal“. Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/101763.
Annotation:
Facing the challenges brought by Higher Education growth, the Higher Education Institutions (HEIs) created the Psychological Support Services. They seek to help the adaptation to the university setting, enhancing the overall students´ development and their integration in the labor market. This qualitative research studies the structure of the Psychological Support Services in HEIs of Portugal and the main activities developed by educational psychologists. Interviews were conducted with eight services and showed that all services are designed for students. Although the most frequent activity is the students' psychological consultation, educational psychologists also develop a variety of interventions: skill development programs, support to students with special needs, and mentoring programs to welcome new students. Traditionally the services were oriented by an individual intervention and in response to the students' problem. Nowadays they are working with other agents and in a preventive way. Actions directed to educational projects and the institutional evaluation could promote a qualitative change in services.Con el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.
25
Wu, Yi. „The equality of educational opportunity in Chinese higher education“. Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4884.
Annotation:
Mestrado em Ensino Superior (Erasmus Mundus)Desde 1998, o governo chinês tem vindo a introduzir reformas no ensino superior: o número de estudantes tem aumentado, assim como o valor das propinas. O objectivo deste estudo é abordar a diferença de igualdade educacional entre as áreas urbanas e rurais desde 1998 até hoje. Esta tese irá debruçar-se sobre se a reforma do ensino superior acentuará a diferença existente entre as áreas urbanas e rurais, zonas desenvolvidas e subdesenvolvidas na China. Primeiramente, esta tese demonstrará as diferentes oportunidades de acesso no sistema educacional chinês no ensino superior. Alguns documentos estatísticos serão abordados para discutir as diferentes oportunidades no ensino superior entre áreas urbanas e rurais na capital Pequim e em toda a China. Seguidamente, este estudo debruçar-se-á sobre as possíveis causas que determinam a diferença de oportunidades no ensino superior chinês. Irá também fornecer visões pessoais acerca da influência da reforma do ensino superior, incidindo sobre a evolução das desigualdades entre áreas urbanas e rurais. Posteriormente, esta tese conclui que a reforma no ensino superior chinês influencia tanto os estudantes de áreas rurais como de urbanas. Apesar de a reforma ter aspectos positivos, esta aumenta a diferença e desigualdade de oportunidades entre as zonas urbanas e rurais no ensino superior.
Since 1998, Chinese government has launched reform on higher education: rapid enrolment expansion and increasing tuition. The purpose of this study is to present the gaps of educational equality between urban and rural areas after 1998. This thesis will discuss if the higher education reform enlarge the existing gap between urban and rural areas, and developed and less-developed areas in China. First of all, this thesis will give the demonstration of entrance opportunity on Chinese higher education. Some statistical description will be used to discuss the difference of higher educational opportunity between urban and rural areas in capital Beijing and whole China. Secondly, the thesis will discuss some reasons from some different facets that cause the opportunity difference in Chinese higher education. And also will give some personal ideas on the influence of higher education reform, especially influence of difference between urban and rural areas. In conclusion, the study finds that Chinese higher education reform influencing both urban students and rural students. Although the reform has some positive factors, it enlarges the gap and inequality of opportunity between urban and rural areas on higher education.
26
Burchett, Bonnie L. „The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.
Annotation:
The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.
27
Moore, Patrick G. „Online education the changing face of higher education /“. [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/pmoore2005.pdf.
28
Kirschner, Paul A. „The inevitable duality of education: cooperative higher education“. Maastricht : Maastricht : Unigraphic ; University Library, Maastricht University [Host], 2000. http://arno.unimaas.nl/show.cgi?fid=13055.
29
Ali, Nimo-ilhan. „The growth of higher education in Somaliland : implications to the higher education-development nexus“. Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23789/.
30
Burkum, Kurt Richard Hendrickson Robert M. „The role of state higher education governance structures in state-level higher education lobbying“. [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.
31
Namgung, Sang Un. „Returning scholars in Korean higher education : a case study of internationalisation of higher education“. Phd thesis, Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/9393.
32
Do, Thi Hoai Thu. „Curriculum planning management in higher education in Vietnam: The perspective of higher education institutions“. Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1769.
Annotation:
This study examined the extent to which the views, beliefs and attitudes of Vietnamese educators in the higher education sector are reflected in the practices associated with the current approach to curriculum planning management. The mixed-methods study, which focused on three universities in Vietnam, obtained data from documents, written questionnaires and semi-structured interviews. Findings from the study indicate a need to improve institutional autonomy and accountability in order to promote the effectiveness of curriculum planning management.
33
Martin, Kevin Joseph. „Educational Development Needs of Higher Education Faculty Working With ELLs“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5098.
Annotation:
This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to their institutions and demographics. With N = 66, statistically significant results were found for the faculty's self-perceived responsibility to teach academic skills to their ELLs based upon teaching experience; and language skills based upon ethnicity. Significant results were observed for self-perceived needs related to addressing the academic needs of their ELLs based upon ethnicity; and language skills for gender, home language, where they grew up, and experience living abroad. The institutional context yielded significant results for the self-perceived responsibilities to teach academic skills based upon their ELL students' full-time study status; however, nonsignificant results were found for the impact of existing ED on the needs and feelings of responsibility for addressing the academic and language skills of their ELLs. This study contributes to positive social change by adding evidence-based information on the needs and feelings of responsibility of HE faculty working with ELLs. The results may have broader implications for improving and expanding ED for HE faculty by providing insights into their curriculum, instruction, and assessment needs.
34
Gkofa, Panagiota. „Greek Roma in higher education : a qualitative investigation of educational success“. Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/greek-roma-in-higher-education(b46662e1-ad70-4453-9a28-d19801c69b32).html.
Annotation:
Much of the research that deals with Roma education in Greece concentrates on the high dropout rates and low attainment of this community, contributing towards a negative view of Roma’s educational achievement. In contrast, this study investigates the trajectories of twenty Roma who can be regarded as educationally ‘successful’ as they have all entered higher education. In this qualitative study, in-depth interviews were undertaken with these participants to elicit their experiences and accounts of what contributed to their educational success, their perceptions of success and their suggestions on how to improve educational provision for the Roma in Greece. The sample reflects Roma heterogeneity in Greece in terms of socio-economic status, locality and gender in particular. Two theoretical contributions frame this study. Bourdieusian concepts of habitus, capital and field are deployed as key analytical tools to illuminate the participants’ family backgrounds, their pre-university educational experiences and the forms of support that facilitated their access to higher education. This study also draws on Fraser’s economic, cultural and associational dimensions of social justice to explore the participants’ perceptions and experiences of success and understand what the participants propose for developing suitable policies for Roma’s future education in Greece. The findings are organised into three main clusters. The first set of findings deals with the factors that contributed towards the participants’ uptake of higher education. Supportive parenting and teacher mentoring made a significant difference to the participants’ educational success, according to their accounts. For those participants from a more privileged background, accessing higher education was experienced as being more the norm. The second set of findings suggests that individual experiences and beliefs underpin the participants’ constructions of success and educational success. There is a focus on the female participants’ views and experiences as they sometimes face additional difficulties in accessing education because of intersections of sex/gender and Roma culture. Male and female participants highlighted the role that aspects of traditional culture still play in shaping educational success, mainly with reference to a longstanding pattern of early marriages in the community. However, the gender gap inside the Roma community is being mitigated, according to the participants. The final set of findings relates to the participants’ recommendations about how best to support Roma pupils in Greece. Some interventions addressing the Roma were suggested but only on a short-term basis, in order to benefit the Roma without adding to their further marginalisation. Tackling poverty related issues for the whole student population was prioritised over offering any targeted provision to the Roma as a separate group. The study concludes by discussing key research limitations, identifying research areas for further development, raising implications for policy and practice and by calling for more attempts to enhance Greek Roma’s educational progression.
35
Wang, Qinghua. „Higher education reform in post-Mao China : market forces vs. political control /“. view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421623411&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Annotation:
Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 270-291). Also available for download via the World Wide Web; free to University of Oregon users.
36
Pike, Tiffani L. „Leadership and Higher Education Administration“. Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1536053893669972.
37
Marchand-Stenhoff, Sandra Marie. „Academic incivility in higher education“. [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386703.
Annotation:
Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration, 2009.Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4595. Adviser: John P. Bean.
38
Peach, Sam. „Understanding curriculum in higher education“. Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439139.
39
Karkoulian, Silva. „Performance appraisal in higher education“. Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31001.
Annotation:
The proper implementation of an appraisal system in an educational institution could enhance the growth and development of its faculty members, which will positively reflect on the whole institution. This study aims at laying the ground for a better appraisal practice at the Lebanese American University (LAU). The study also attempts to identify trends and areas for further development, and to provide consolidated practical advice for universities in Lebanon. 80 faculty members filled semi-structured questionnaires at the Lebanese American University. Furthermore, 40 faculty members were interviewed using purposive sampling. The response rate was low (36.86%), for 80 out of the 217 responded to the distributed questionnaire. The interviews with faculty members acknowledged the importance of mentoring and professional development at LAU. The results showed that no formal appraisal scheme was implemented at LAU. The majority of the respondents acknowledged that 360-degree appraisal is the most comprehensive appraisal practice. Based on the literature review and the suggestions of interviewed faculty members, a communication model for the performance appraisal scheme was developed to be further tested and adopted by the university, if it yielded satisfactory results. The researcher finally recommended the formal adoption of a performance appraisal process at LAU.
40
Briks, Hilda. „Global citizenship and higher education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.
41
Liu, Huacong. „Internationalizing Chinese higher education institutions“. Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39968.
Annotation:
In this qualitative case study, I explored how internationalization is interpreted at a higher education institution in Shanghai, China. By using a theoretical framework containing Knight’s (2004) model, Marginson and Rhoades’ (2002) concept of ‘Glo-na-cal’, and Tierney’s (1998) academic culture, I attempted to answer three main research questions: How is internationalization interpreted at the national level, in terms of strategies, approaches, and rationales? How is internationalization interpreted at the institutional level, in terms of activities and rationales? At the core of the internationalization of higher education in China lies potential academic cultural clashes. How is this clash manifested, and how is this clash addressed at the institutional level?
This study took place at School of Economics, Pacific University in China. Data collection took place from late March through mid-April 2011 using a strategic sample of participants including domestically trained scholars, returnee scholars, and senior administrators in the school. Data collection consisted of semi-structured interviews and document collection. Interviews were conducted in Mandarin and were digitally recorded and subsequently transcribed, coded, and analyzed thematically.
The findings of this study suggest that internationalization of higher education has taken a narrow and pragmatic approach in China’s national policy level: internationalization is treated as a means to achieve national goals in technology innovation and creativity, and economic competitiveness through building world-class universities. However, there is a lack of well-articulated strategies of how to achieve the world-class university status. The absence of concrete strategies imposed from the national level does make room for suitable strategies and activities at the institutional level internationalization process. The case study institution has developed a set of strategies for internationalization, including overseas recruiting and strengthening academic environment, curriculum reform and strengthening teaching quality, emphasis on research and intensifying academic exchange. Nevertheless, true internationalization does not come easily. A lack of collegial academic culture is shown at the case study institution between the domestically trained faculty and returnee scholars. From a macro perspective, this study also indicates a frequent interaction among the local, national, and global levels during the process of internationalizing a Chinese higher education institution.
42
Daukšienė, Estela. „Virtual Mobility in Higher Education“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131220_085909-84407.
Annotation:
Higher education institutions are not fully prepared for virtual mobility (further VM) implementation – there is no common framework, methodology of preparation, and the set of competences to possess in order to implement VM efficiently, and to be acquired during VM. With the aim to conceptualize the virtual mobility phenomenon in higher education, analyzing its main components and revealing their relationships, the following research questions were raised: how is virtual mobility in higher education defined? Why is it necessary to implement VM in HE? How can teachers and institutions prepare for and implement VM? The first part of the dissertation focuses on the VM concept analysis, differences between VM and similar concepts, and the key VM components. The second part reveals the empirical research methodology by connecting the research questions with the chosen research methods. The third part discusses empirical research findings, which verify the complexity of the phenomenon, the interrelationships of the components, and the VM dimensions permeating VM implementation in HE.Aukštojo mokslo institucijos dar nėra pilnai pasirengę virtualaus mobilumo (toliau VM) įgyvendinimui - nėra priimti visuotinai suderinti sprendimai kaip institucija, studentai ir dėstytojai turėtų pasiruošti VM, neaišku, kokių kompetencijų reikia dėstytojams, siekiant efektyviai organizuoti VM bei kokias galima įgyti studijuojant VM būdu. Siekiant konceptualizuoti VM fenomeną aukštajame moksle, išanalizuojant pagrindinius jo komponentus ir atskleidžiant jų tarpusavio sąsajas, darbe keliami šie pagrindiniai tyrimo klausimai - kaip virtualus mobilumas apibrėžiamas aukštajame moksle? Ar reikalingas VM aukštojo mokslo institucijoms ir kodėl? Kaip dėstytojai ir institucijos gali pasirengti ir įgyvendinti VM aukštojo mokslo institucijose? Pirmojoje disertacinio darbo dalyje nagrinėjama VM sąvoka, aptariami VM ir panašių terminų skirtumai, atskleidžiami pagrindiniai VM fenomeno aukštajame moksle komponentai. Antrojoje dalyje detalizuojama empirinio tyrimo metodologiją. Trečiojoje - aptariami empirinių tyrimų rezultatai, patvirtinantys fenomeno kompleksiškumą, VM komponentų tarpusavio priklausomybę bei VM dimensijas, pagrindžiančias VM įgyvendinimą aukštajame moksle.
43
Cook, Bradley James. „Egyptian higher education : inconsistent cognitions“. Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310074.
44
Graham-Matheson, Lynne. „Mature students in higher education“. Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322841.
45
Moogan, Yvonne Joyce. „Buyer behaviour in higher education“. Thesis, Manchester Metropolitan University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392834.
46
Gallacher, J. „Business models and higher education“. Thesis, Nottingham Trent University, 2010. http://irep.ntu.ac.uk/id/eprint/318/.
Annotation:
The researcher believes that the wide ranging use of the term business model in academic and practitioner arenas suggests that the clarification of its use rhetorically, strategically or managerially or lack of use would be of interest to both academics and management practitioners. Universities face increasingly challenging economic conditions and the identification of the use within higher education of business models using interview data, cross-referenced to institutional success, measured by a variety of metrics, may allow inferences to be drawn about the relationship of the relative success of institutions and the role, if any, of business models which may then inform future decision making. The researcher suggests that a business model approach, whilst not introducing new concepts is a useful descriptive and analytical tool for both practitioners and academics. In a discursive sense the term can act as a useful short hand whilst as a framework for value propositions it can aid the identification and development of the underlying economic reality of business activity. Furthermore, business models when viewed in the context of competing value propositions and business model innovation provide a link to and an aid in, the development of strategy. The researcher found that the term business model was frequently described in interview as inappropriate and no evidence of significant explicit usage of the term business model was found in university strategic plans. Further evidence from interview and the analysis of strategic plan documentation highlights the use of business-like language and practices suggesting that implicit, rather than explicit, business model approaches are being adopted in universities for decision making purposes. No evidence of a correlation between the use of business models, business like terms or reference to Hefce strategic aims and financial or league table success was noted. Whilst relative institutional income levels remained largely static over the period 1994-95 – 2006-07, the income patterns of institutions interviewed indicated that as the level of success as measured by researcher increased, as a proportion of total income grant and fee income reduced and research and other income increased. In addition the top twenty-five universities measured by average surplus over the period 1994-5 to 2003-04 tended to have a higher than average proportion of their total income represented by research and other income. To aid the realisation of potential benefits to be gained by universities from the adoption of a more explicit business model approach the research findings suggest the consideration of three factors. Firstly the clarification of the location of business models in relation to the more traditional management tools of strategy development and resource planning. Secondly, the lack of appetite for the explicit adoption of a business model approach, in at least some parts of the sector, suggests that the language of business models needs adapting to a higher education context. The researcher suggests the language of social enterprise which would explicitly recognise the societal dimension of university activity. Finally, but related to the second point is that the constrained economy of higher education needs to be recognised in the development of a business model approach with complex stakeholder relations recognised in value propositions and outcomes and financial sustainability as a necessary facilitator rather than primary driver.
47
Kugai, Kseniia. „European higher education development trends“. Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10564.
48
Borolis, Inna. „Student mobility in higher education“. Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10572.
49
Burlaka, Iryna. „Higher education system of Poland“. Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10574.
50
Getman, Victoria. „Global challenges in higher education“. Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16637.