Dissertations / Theses on the topic 'Academic experiences'
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Chen, Qiongqiong. "Globalization and transnational academic mobility| The experiences of Chinese academic returnees." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683013.
Full textThe purpose of this study was to examine the way US returned academics negotiate their academic identities and professional practices at China's research universities in the context of higher education internationalization. To be specific, it explored how western doctoral education and work experiences affect returnees, and how these returnees reconstruct what it means to be and become a Chinese professor as they renegotiate the existing university rules, cultures, and practices. Second, it examined the complexity of the internationalization of Chinese universities and the role that returnees play in the process. This study went beyond economic accounts of academic mobility and placed the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the returning scholars around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It shed light on scholarly debates on transnational academic mobility and higher education internationalization in China.
This study utilized qualitative methodology to explore the everyday experiences of the returned Chinese scholars. The sample was comprised of 52 US doctoral recipients from different disciplines at five research universities in both east and west China. In-depth interviews were used as the primary method of data collection. Other methods, such as non-participatory observation, informal conversations, and documentary analysis, were also used to complement the interview data. An inductive analysis approach was employed to generate codes, categories, and themes from the raw data. Data interpretation and reporting followed the Standards for Reporting on Empirical Social Science Research in AERA Publications.
This study finds that 1) the returnees were motivated to return by China's rapid economic and social development, policy initiatives on mobilizing return moves, and better career opportunities that the improved academic system provided. They also returned for cultural and personal reasons, including social attachment, cultural belonging, self-realization, and family considerations. It suggests that the act of returning is a complex process that involves both personal choices and negotiations of various conditions and regions. 2) The integration of returnees into Chinese universities was not always a linear process, but constrained by the existing university structures and power relations. These include the bureaucracies of university administration, local politics and complicated interpersonal relationships, the problematic evaluation and funding system, and a lack of an efficient administrative system that supports high quality of teaching and research. 3) The returnees were not passively adapting to the structure. Instead, they were strategically drawing upon and using part of their transnational gains and advantages to create a new space for their professional careers and China's higher education innovation. They can be regarded as a driving force for change, either by introducing new teaching and research practices at the operational level, or calling for organizational changes by taking up leadership positions at the institutional level.
Barger, Becky Marie. "Faculty Experiences and Satisfaction with Academic Freedom." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279123430.
Full textOikonomou, Sofia. "Academic Teachers' Perceptions and Experiences of Outdoor Education." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79028.
Full textDawson, Diane, Kristin Hoffmann, and Selinda Adelle Berg. "Integrating research into LIS field experiences in academic libraries." Elsevier, 2009. http://hdl.handle.net/10388/311.
Full textSelinda Adelle Berg Clinical Medicine Librarian University of Windsor, Canada sberg@uwindsor.ca; Kristin Hoffmann Research & Instructional Services Librarian The University of Western Ontario, Canada khoffma8@uwo.ca; Diane Dawson Natural Sciences Liaison Librarian The University of Saskatchewan, Canada diane.dawson@usask.ca
Perez, Eduardo. "Exploring student perceptions of academic mentoring and coaching experiences." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580206.
Full textWhile there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community colleges. Alexander Astin's input-environment-output (I-E-O) model and theory of involvement was used alongside an interpretive model to help explain students' understanding of their experiences with coaches and mentors. One-on-one interviews and a focus group were conducted and provided data that led to the emergence of themes related to role models, empowerment, and motivation. In addition, the one-on-one interviews and the focus group also illustrated students' strong desires to pursue advance and professional degrees. In addition the findings highlighted the importance of race and ethnicity in the establishment of rapport and the need to validate individuals as college students with the abilities to peruse advance degrees in higher education. Lastly, the research identified role modeling, cultural connectedness, opportunities for mentoring, and the various institutional agents who may occupy the status of a mentor or coach as important factors in the mentoring and coaching experiences.
Holley, Matthew. "The lived experiences of gay physicians in academic medicine." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129386.
Full textBackground: Despite efforts by academic medical centers to adopt institutional policies and practices to create an inclusive environment for LGBT patients, students, staff, and faculty, the literature on the experiences of LGBT faculty with academic medicine is limited. Thus, this study examined the career experiences of gay physicians in academic medicine to further develop a narrative of the queer faculty experience.
Methods: A qualitative study was conducted with eleven full-time academic physicians from various AAMC accredited medical schools who openly identify as gay. In-depth interviews were conducted with each participant to understand their reasons for becoming a physician, their career progression and current roles, and their experiences with particular elements of faculty life such as promotion and tenure.
Results: A thematic analysis using interpretative phenomenological analysis techniques revealed that the lived experience of gay physicians can be grouped into two categories based upon the saliency of sexual identity. In the first, the academic physician’s sexual identity is at the forefront, whereas in the second, sexual identity becomes almost invisible. The influence of sexual identity can be clearly seen in the service obligations of gay academic physicians as well as the relationships they create with learners, colleagues, and patients. While gay physicians in academic medicine struggle to find other LGBT mentors, they do often rely on a network of mentors similar to all academic physicians. Lastly, there did not appear to be significant consequences for gay physicians navigating a career in academic medicine nor being successful in the promotion and tenure process.
Conclusions: Findings from this study indicate that the environment for LGBT individuals within academic medicine is rapidly evolving. Yet, the results of this study still suggest opportunities for leaders within academic health centers to implement inclusive policies and benefit programs for LGBT individuals, develop active recruitment and retention programs for LGBT faculty, and infuse LGBT perspectives into institutional programming. By doing so, academic medical centers allow LGBT faculty to be their authentic self and ultimately be thriving clinical educators.
Lewis, Marcia Jackson. "The influence of differential sibling experiences on academic achievement." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056464687.
Full textLuke, Sharon. "Faculty Experiences of Academic Dishonesty in Physician Assistant Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7820.
Full textFreeman, Keri. "Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377655.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
Kelly, Mary. "A phenomenographic study to explore academics' experiences of their research role in one academic nursing department." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658613.
Full textBainbridge, Samantha. "Experiences of hospitalized patients with dementia." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/657.
Full textB.S.N.
Bachelors
Nursing
Nursing
Moody, Jane Elizabeth. "WOMEN'S EXPERIENCES WITH DISTANCE EDUCATION." Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4493.
Full textM.A.
Department of English
Arts and Sciences
English
Havill, Amanda Marie. "Relationships among child abuse experiences, social support, and academic success." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/395.
Full textB.S.
Bachelors
Sciences
Psychology
Reddin, Galen C. "Struggles and achievements: experiences of working-class white male academics who attain tenure." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2970.
Full textHarris, Jodet-Marie Morreau Lanny E. "Relationships between violent experiences and academic performance in public schools." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633394.
Full textTitle from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau (chair), Thomas Caldwell, Eddie Glenn, Nick Maroules, William Tolone, Mark Fleischer. Includes bibliographical references (leaves 114-136) and abstract. Also available in print.
Denison, Donald Brian. "The transition to university, academic experiences in the first semester." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0022/NQ50145.pdf.
Full textDenison, Donald Brian. "The transition to university : academic experiences in the first semester." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35872.
Full textThe results of the study suggest that students are strangers, in a strange land during their first semester at university. As they encounter successive sets of academic challenges throughout the semester, they are "learning the ropes" of functioning in this unfamiliar territory. In so doing, students are acquiring the experiential knowledge base that will allow them to survive in university. The results support the study's conceptualization of the transition to university, but also suggest that figure research in this area requires a more fine-grained and comprehensive model of the academic environment as experienced by students. Towards this end, the basic elements of an ecological perspective on the academic world of university students are presented. Areas of needed research related to the academic transition experiences of first year students are identified, and recommendations are made for improving orientation and academic advising, as well as course design and instructional practices.
Moriarty, Jess. "Autobiographical and researched experiences with academic writing : an analytical autoethnodrama." Thesis, University of Brighton, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589805.
Full textSalaz, Alicia. "International branch campus faculty member experiences of the academic library." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2010812/.
Full textShibani, Fathia El. "Biliteracy and academic success: The experiences of selected Libyan students." University of the Western Cape, 2019. http://hdl.handle.net/11394/6953.
Full textThis study is an investigation into the biliteracy skills (in Arabic and English) employed by Libyan students at the University of the Western Cape to gain their academic success. Nowadays, international students form a significant number in every academic institution. The study attempts to show that there are literacy factors beyond basic editing of written tasks by biliterate students studying outside their country of origin that need to be acknowledged as contributing to their success in completing such tasks. Qualitative research methods - a questionnaire and interviews – were used in order to understand what strategies the participants rely on to first understand, then write their assignments, how they apply their biliteracy skills, and what biliterate resources they draw on in their writing in order to produce a successful assignment. Hornberger’s (1989) Biliteracy Model was adopted as a framework to map students’ responses. This study may serve as a response to the question posed by Hornberger and Link (2012:243): “How should educators engage with students’ linguistic and literacy diversity in order to facilitate successful school experiences and greater academic achievement for students from often minoritized backgrounds?” This study might also be one of a series of research studies exploring, as Creese and Blackledge (2010:113) recommend, “what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually”. The findings of the research show that the Libyan students in this study used particular strategies whenever they faced academic barriers, and to compensate for their limited competence in English and the academic discourse in the foreign context of UWC. The most significant of these strategies were the use of the first language as a bridge to the second, oral discussions preceding written assignments, drawing on prior knowledge, and moving from reading to writing. Moreover, the findings revealed some of the factors behind the students’ growing confidence in their writing and consequently, succeeding in writing their assignments. These were lecturers’ feedback, oral discussions with a writing coach or friends, and drawing on contextualized content.
Yumba, Wyclliiffe. "The Experiences of the Swedish Female Academics and their Struggles to Succeed." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81901.
Full textScott, Shelleyann. "Professional development : a study of secondary teachers' experiences and perspectives /." Full text available, 2000. http://adt.curtin.edu.au/theses/available/adt-WCU20030312.145827.
Full textRolandsson, Victoria. "Designing Experiences in the Context of Academic Ceremonies : A Unified Approach." Thesis, Umeå universitet, Institutionen för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-89953.
Full textMackenzie, Helen Elizabeth. "Students' experiences of academic play within transitional space in higher education." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13449/.
Full textKirk-Ainsworth, Carolyn. "The academic and social experiences of disabled pupils : a case study." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/6055/.
Full textWatson, Jo. "Educational experiences of occupational therapy students from non-traditional academic backgrounds." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/174985/.
Full textSmith, Beatrice L. "A Qualitative Study of Veteran Students' Perspectives of their Academic Experiences." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6760.
Full textGonzalez, Rosemary. "Reconciling academic and ethnc [sic] identity : Mexican American adolescents' encounter experiences /." May be available electronically:, 2003. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Full textBlume, Amabda K. "Diversity-Related Experiences and Academic Performance Among Ethnic Minority College Students." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5089.
Full textRussell, Roger Chesley. "Expatriate managers' immersion in another culture : a phenomenological study of lived experiences /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070205.153552.
Full textEdmonds, Poff Allison Ruth. "Exploring women's life course experiences with weight using story theory." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4885.
Full textID: 030423138; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references.
Ph.D.
Doctorate
Nursing
Kadel, Fallon. "Experiences with social services among homeless LGBTQ young adults." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/571.
Full textB.A.
Bachelors
Sciences
Sociology
Newton, Mandi Boblin Sheryl. "Exploring the experiences of romantic relationships and intimacy for women with anorexia nervosa /." [Hamilton, Ont.] : McMaster University, 2004.
Find full textAquino-Russell, Catherine Elma. "Understanding the lived experiences of persons who have a different sense of hearing /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20040219.113721.
Full textDastmozd, Rassoul. "African American students' experiences at "urban community college"." Fort Collins, CO. : The author, 2007. http://www.clark.edu/Library/InstitutionalRepository/Rassoul%20Dastmozd%20Dissertation.pdf.
Full textWalters, Sue. "Bangladeshi pupils : experiences, identity and achievement." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:7036edf0-2278-4951-b85b-8b147e0a7840.
Full textMuntean, Brooke. "Academic and Social Experiences of Spanish Native Speakers in an Immersion Program." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1333.
Full textMuminovic, Fahret. "Perception versus Reality: Assessing the Academic Experiences of the UNO Immigrant Community." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/honors_theses/18.
Full textSimpson, Miya T. "Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29992.
Full textPh. D.
Workman, Jamie L. "Undecided First Year College Students' Experiences with Academic Advising at Miami University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369836009.
Full textComfort, Juanita Rodgers. "Negotiating Identity in Academic Writing : Experiences of African American Women Doctoral Students." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287415909.
Full textSaha, Neete. "INTERNATIONAL STUDENTS’ EXPERIENCES WITH ACADEMIC ADVISING AT A MID-WESTERNPUBLIC RESEARCH UNIVERSITY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523394293374372.
Full textTyldesley, Alison. "A socio-cultural approach to higher education students' experiences with academic literacies." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/7628/.
Full textLafortune, Joshua Bryan. "A Look into the Lived Experiences of College Students with Asperger's Disorder." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370614000.
Full textBubriski, Anne. "Interracial Lesbian and Gay Couples: Navigating Private and Public Experiences." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5775.
Full textPh.D.
Doctorate
Sociology
Sciences
Sociology
Morrow, Patricia. "Neurophenomenological Methods: Experiences of Earth and Space in Simulation." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5990.
Full textPh.D.
Doctorate
Psychology
Sciences
Modeling and Simulation
Day, Deborah A. "Factors in the Undergraduate Experience that Influence Young Alumni Giving." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82966.
Full textPh. D.
Abou-El-Kheir, Amir. "A phenomenological study of Qatari student experiences of identities, languages and academic achievement." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/a-phenomenological-study-of-qatari-student-experiences-of-identities-languages-and-academic-achievement(d2b6723c-15f8-4260-8d02-eaabe6a54183).html.
Full textHarris-Williams, Cassandra. "African American College Students' Perceptions of Valuable College Experiences Relative to Academic Performance." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1304473859.
Full textRadtke, Michelle. "Career and technical education real-world experiences strenghten the understanding of academic standards." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008radtkem.pdf.
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