Dissertations / Theses: 'College placement services – Evaluation'

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Conrad, Dale W. "A community college evaluation of DISCOVER and Virginia VIEW." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/74784.

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The purpose of this study was to evaluate a computer-assisted career information delivery system (CIDS), Virginia VIEW, with a computer-assisted guidance system (CAGS), DISCOVER, at a Virginia community college using parts of Shealy' s 1982 evaluation model patterned on the National Occupational Information Coordinating Committee's specifications. User impact, user satisfaction, and economic efficiency components were studied. Screened volunteers in this five-week unstructured study were randomly assigned to four treatment groups of 25 students each: (A) Virginia VIEW; (B) Virginia VIEW and DISCOVER; (C) Control, wait for five weeks before using DISCOVER or VIEW; and (D) DISCOVER. Program completers (A=l7), (B=l8), (C=l9), and (D=20) took the Career Development Inventory (CDI) developed by Super and the Career Decision Scale (CDS) developed by Osipow as pre- and post-test instruments. Counseling assistance was available at all times upon request and records were kept on CIDS/CAGS User Logs. Student Planning and Counselor's Observation Logs were also kept. Based on the pre- and post-test results of the CDI and CDS, students did not differ in the affective, behavioral, and cognitive areas of career development and decision making at the end of five weeks (user impact). Students did not differ in their opinions (user satisfaction) of the information development, information delivery, or user service components of the two systems. Results on economic efficiency revealed that Virginia VIEW was less expensive per student user, while DISCOVER was less expensive per student hour of use. There were no clear differences in the three areas evaluated by this study between Virginia VIEW or DISCOVER. It was recommended that Shealy' s model be used again to evaluate the Interactive Virginia VIEW against DISCOVER and SIGI. Further research was also recommended in the use of the weekly Quantitative and Qualitative Student Career Planning Log.
Ed. D.

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Pearl, Kristine H. "What educational outcomes influence placement in college, career, or both?| A school system analysis." Thesis, Frostburg State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10168406.

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All students should leave high school equipped with the academic and technical skills necessary to pursue higher education and/or a career. In a changing world, this now means that workforce readiness now demands the same high level of knowledge and skills needed for those who plan to pursue a post-secondary education. While Career and Technical Education (CTE) plays a critical role in accomplishing this goal, it is not always included in the college and career ready conversation. The purpose of this study was to determine what educational outcomes influence student placement in college, career, or both at 12 and 24 months after graduation and what can be learned by examining patterns of those outcomes that will advance current knowledge relative to placement in college or career.

The research study used ex post facto data in a quantitative non-experimental correlational research design to retrospectively examine placement at 12 and 24 months after high school graduation to determine which educational variables (independent variables) most significantly influenced placement (dependent) in college and career or both. The sample included 6,145 graduates from a Maryland school system. Data analysis included Chi-Square with Cramer’s V and Chi-Square Automatic Interaction Detection (CHAID).

The key finding indicated that participation in Advanced Placement (AP) college level courses while in high school, was the most significant predictor of placement at 12 and 24 months after graduation indicating that continued exposure to college level courses throughout a student’s high school experience can overcome performance on standardized tests intended to determine college and career readiness. The study also confirmed that a significant number of students who selected traditional career pathways also pursued college. This speaks to the importance of preparation for both college and career no matter what industry the student intends to pursue.

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Jonas, Lynn Cindy. "Tourism students' perceptions of their experiential learning experiences based on the place four-component model." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020621.

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The purpose of this study was to determine tourism students’ perceptions of their Experiential Learning (EL) experiences based on the Predicting Learner Advancement through Cooperative Education (PLACE) four-component model. The research objectives were to ascertain Experiential Learning’s impact on the four components namely Personal Development, Career Development, Work-skills Development and Academic Development. This study fits within the pragmatic paradigm and utilised an explanatory mixed methods research design which requires quantitative data to be collected first with follow-up qualitative data. The data collection instrument for the quantitative data was the PLACE model, which was in the form of a survey questionnaire and the data generating strategy for the qualitative data was individual interviews. The findings of the data were heavily skewed toward the positive end of the spectrum with students viewing the impact of EL on the four components as favourable. Interviews were conducted with participants whose results showed deviations from the norm and had particularly negative experiences. Academic Development had extremely low Cronbach Alphas, which points to poor reliability. This phenomenon was also further explored during the interviews with participants making suggestions for factors to be considered. Recommendations were made to the three stakeholders of EL namely students, employers and academic coordinators in order to ensure improved Experiential Learning programmes and maximised student benefit.

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Jones, Eric K. "An investigation of the effectiveness of a linear video in informing Kutztown University students of job-search resources and strategies in a career placement office." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1995. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1995.
Source: Masters Abstracts International, Volume: 45-06, page: 2711. Typescript. Abstract appears on leaves 2-3. Includes bibliographical references (leaves 65-67).

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Qin, Laura D. "Assessing the Relationship between Multiple Measures Placement and Student Academic Success at a Community College." Thesis, Johnson & Wales University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255925.

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Recent studies suggest that using multiple measures can potentially reduce misplacement and improve student success in college (Bracco et al., 2014; Ngo, Kwon, Melguizo, Prather, & Bos, 2013; Scott-Clayton, 2012). Minimal research, however, describes the multiple-measures placement in community colleges, at the institutional level. An embedded mixed-method (quantitatively dominant) study was employed to investigate the relationship between student success and a multiple-measures placement process implemented at a Northeast community college. Four research questions guided the study:

1. To what extent do students enroll in courses recommended by the placement process?

2. To what extent and in what manner can variation in first term academic success be explained by high school GPA and ACCUPLACER® scores?

3. Is there a relationship between students’ ACCUPLACER® scores and first term academic success?

4. How do academic advisors describe their perceptions and expectations of the placement process on student academic success?

The sample included students (N=1,073) enrolled in Mathematics courses and students (N=1,537) enrolled in English courses from Fall 2014 to Spring 2016. Analyses of ex post facto data included: descriptive statistics to describe placement and enrollment patterns, correlation analysis to examine relationship between academic success and high school GPA and ACCUPLACER® scores, and ANOVA to compare academic success among student with different ACCUPLACER® scores. For the qualitative phase, semi-structured interviews were conducted with (N=4) academic advisors to explore their perceptions and expectations of the placement process on student academic success.

Quantitative findings revealed that: 1) a high percentage of students enrolled in courses recommended by the placement process; 2) high school GPA had the highest predictive power for academic success; and 3) ACCUPLACER® scores were predictive for academic success in courses with additional support. Qualitative results generated three themes regarding: 1) perceptions – the good, the bad, and the complicated; 2) expectations – encouraging and worrisome; and 3) needs – human and technological resources. Connected findings identified that resources were needed for continuous assessment and improvement of the placement process. Institutional administrators and policy makers leading multiple-measures efforts might utilize the study’s findings and recommendations to implement and improve their own placement processes.

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Papadima-Sophocleous, Salomi. "Development, implementation, and evaluation of an online English placement test at college level : a case study." Thesis, Middlesex University, 2005. http://eprints.mdx.ac.uk/8009/.

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The primary purpose of the present project was to research the case study of current English placement practices at Intercollege in view of incorporating change, improvement and efficiency, within the framework of current work based learning and applied linguistics (and more particularly English online language testing) research discipline. The review of work based learning and current theories and practices in applied linguistics research discipline helped establish the characteristics of an insider researcher and the research approach and research techniques that would best serve such a project. The review of current theories and practices in second language (L2) teaching and learning in general, and in L2 testing in particular revealed that there is an extensive range of practices: these range from testing discrete points to integrative tasks. Tests are also delivered both in pen-and-paper as well as in electronic form, the latter being either computer based testing (CBT) or computer adaptive testing (CAT). The review of current English placement practices at Intercollege indicated the need for a new English placement test, developed in a scientific way, informed by current theories and practices, based on current test design models and taking advantage of more efficient methods of delivery, and placement. This review also revealed the need for more efficiency in the mode of delivery, administration, marking, reporting and test duration. Finally, this study of the current English placement practices at Intercollege established the need for a placement test that would incorporate a mechanism of continuous testing of reliability and validity as well as improvement. The detailed study of the specific context, setting, particular language programme, resources, test-takers, instructors, etc. informed by current theories and practices in second language (L2) testing online, helped in the development of the New English Placement Test Online (NEPTON) test specifications, and as a consequence, the development of the proposed test itself. The study of test delivery modes and the consideration of the specific work based conditions and requirements. For example administration, delivery, time and money efficiency, urgent need of an improved and more efficient English placement test (EPT) resulted in the selection of computer based testing delivery, with many features of the computer adaptive testing delivery mode incorporated in it such as randomized selection of test items and fewer items. The test item writing and item modération process resulted in the formation of a substantial pool of varied items in different skills, text types, topics, settings, and covering a variety of lexical and grammatical points and communicative, authentic-like situations in ali six levels. The field test which was took place in May 2004 in pen-and-paper form by almost 1200 students in ali three Intercollege campuses helped check the content and the test trial which took place in the period of August-September in its electronic form helped come up with the test cutoff points, and the fine-tuning of the test. The item analysis ensured the appropriateness of ali items. Pre-test questionnaires established test-takers' biographical data and information about test-taker computer familiarity. The test face validity (stakeholders' attitudes and feelings about the NEPTON) was established through the use of pre and post-test questionnaires. Experts in the area Coming, from the three campuses, also studied the test specifications and the test itself (both in its electronic and pen-and-paper format) and completed a questionnaire, thus contributing to the establishment of the test content and construct validity. The test reliability was established through a split half reliability index process and a series of other aspects or processes such as the size of the item bank, the instructions, the moderation process, and the item analysis, which are explained in chapter 5 in more details. The research project consists of two components: (a) The report, which describes the way work based and applied linguistics research approaches were used to investigate the case study of English placement test at college level at Intercollege in Cyprus and to what extent this has broad change, improvement and effìciency to current practices; and (b) The evidence of such a research project, which is the New English Placement Test Online (NEPTON), in other words, the test itself, developed, implemented and evaluated in order to materialize this change, improvement and efficiency aimed at by this project.

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Ricci, Tamra Marie Carleton University Dissertation Psychology. "Evaluation of attendant services in a university milieu." Ottawa, 1992.

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Ulrich, Dennis L. "Broadcast communications sales/marketing degree evaluation and proposal for Lehigh Carbon Community College." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1996. http://www.kutztown.edu/library/services/remote_access.asp.

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Barsalou, Froio Lydia. "Needs assessment and formative evaluation in the development of a college-level English second language placement test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40162.pdf.

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Crenshaw, Michael Ryan. "Services for College Students with Traumatic Brain Injuries." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461276699.

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Corcoran, Kevin J. "Evaluation of the effectiveness of an interactive multimedia program as a supplement to a college lecture/demonstration." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1996. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University, 1996.
Source: Masters Abstracts International, Volume: 45-06, page: 2805. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 44-46).

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Charoensri, Pijarn. "Technology Infusion in Career Services at U.S. Institutions of Higher Education in the Southwest." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278087/.

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The purpose of this study was to examine the use of computer and communications technologies at four-year public/private college and university career centers that are members of the Southwest Association of Colleges and Employers (SWACE). The findings of this study reveal that (a) all career centers are now using computer and telecommunications technologies for at least one office function; (b) small institutions do not use technologies as much as large institutions because they have fewer financial resources, less technical support from institutions, fewer personnel, and they also need time to learn to use technologies effectively; (c) public career centers are more willing to explore new technologies but private career centers mostly adopt and implement proven technologies; (d) career education does not utilize technologies as much as career counseling or job placement functions; (e) lack of financial resources and lack of technical support are major barriers to a technological infusion; and (f) technologies, including electronic student databases, computerized presentations with the network connection, and OCR scanners, will be needed in the near future.

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Quick, Cynthia L. "Measuring Change in University Counseling Center Students: Using Symptom Reduction and Satisfaction with Services to Propose a Model for Effective Outcome Research." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2268/.

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Abstract This study proposes a model for meeting increasingly mandated outcome research objectives in a university counseling center setting. It is proposed that counseling centers utilize their existing intake forms, along with an annual satisfaction survey to determine the effectiveness of counseling services. Effectiveness is defined as improvement and measured by the reduction of the symptoms or presenting concerns with which the client initially presented. It also introduces the Relative-Change Index (R-Chi) as an objective way to quantify intra-individual change occurring as a result of therapy. This new mathematical procedure allows for a more meaningful assessment of the client's degree of improvement, relative to their potential for improvement. By re-administering the problem checklist, routinely included as part of the initial paperwork for each client at intake, again post-therapy, it is possible to quantify improvement by measuring the difference in distressing concerns. Additionally, including a subjective, retrospective survey question asking the client to indicate their perceived rate if improvement at follow-up provides construct validity and allows for correlational comparisons with R-Chi. Results suggest that student/client ratings of the degree to which the services they received satisfactorily addressed their presenting concerns were significantly rated to their R-Chi score. This model suggests that the framework guiding client outcome research should include measures of the client's level of distress, improvement in reducing the distress, and satisfaction with services.

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Crofchick, Frank C. "An evaluation of the effectiveness of social networking sites in assisting housing and residence life organizations in enhancing the resident student experience." Instructions for remote access, 2009. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 2009.
Source: Masters Abstracts International, Volume: 47-05, page: 2453. Adviser: David Kintsfather. Includes bibliographical references (p. 39-40)

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Griffin, Donitha Jones. "Influence of Talent Search Program on College Readiness and Success." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3162.

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Precollege programs, such as Talent Search (TS), are widely used to increase college readiness skills, particularly among underrepresented students in higher education. The college examined in this study had implemented the TS program, but little empirical evidence existed about the efficacy of the program. The purpose of this ex-post facto quantitative study was to evaluate the effect that the local TS program has had on college readiness and success as measured by incoming freshmen placement exam scores and students' first-year grade point average (FYGPA). The theoretical framework for the study was Conley's 4 dimensions of college readiness designed to help students succeed beyond high school. The research questions explored the differences in the 2010, 2011, and 2012 Computer Adaptive Placement Assessment and Support System (COMPASS) reading and writing placement scores and FYGPA for TS program participants and non-TS participants. The balanced sample included all 120 local college students who had finished their freshman year. Independent sample t tests were conducted and no significant differences were found in FYGPA or COMPASS reading and writing scores based on program participation. To provide guidance to the local site administrators, the extant literature on precollege interventions and holistic approaches provided best practice recommendations for a white paper that included additional services not currently offered by the local TS program. Positive social change is supported through assuring appropriate precollege support that may lead to increased academic success for students, hence increasing the number of college graduates among this group.

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DuVernois, Candice Cline. "Using an importance-performance analysis of summer students in the evaluation of student health services." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1107101-155839/unrestricted/DuVernoisC121001.pdf.

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Park, Meredith. "Customer satisfaction: a comparison of community college and department of employment security operated WIN Job Centers in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03262009-115600.

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Saad, Kenneth Michael. "The personal need systems of college students: An analysis of the poorly adjusted freshman." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618815.

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This study compared the personal need systems of college students who were failing academically, charged with discipline violation, or psychologically troubled with those of a control group with no record of such problems. The Picture Identification (PIT) was mailed to the 1986 and 1987 entering freshmen classes at the College of William and Mary. From the 1986 class, 531 students completed the PIT, and from the 1987 class, 544 students completed the PIT. The subjects were classified by type of problem and gender. The Female Discipline Group was too small for statistical analysis and was omitted from the report. The Academic Groups were comprised of students who had fallen below the accepted criteria for continuance at the college. The Mental Health Groups were comprised of students who attended the Center for Personal Learning and Development for three or more sessions or sought other psychological aid. The Discipline Group was comprised of students found to be in violation of the "Rules of Conduct" established by the college. The Control Group was comprised of students who had never received counseling, fallen below the minimal academic criteria, or transgressed the rules of the college.;Multiple analyses of variance were performed on all sets of PIT variables. A discriminant analysis was then conducted with the most significant ANOVA variables to determine the strongest independent discriminators among groups. Results are discussed in terms of understanding the relationships between aspects of motivation (as measured by the PIT) and adjustment to William and Mary.

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Emmons, Molly K. "An Assessment of the Needs of International Students for Student Services at Southern Oregon State College." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5076.

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International students at our institutions of higher education have educational and personal needs which extend beyond the classroom. These needs are supposedly provided for by student personnel services, but little data has been collected which examines how international students use student services, and if their use differs significantly from use by American students. If their perceptions of students services and use of these resources does differ, what does that signify? This study measures the use and perceptions of student services by international and American students at Southern Oregon State College. Twenty-one philosophical objectives were examined for levels of importance, effectiveness, and resultant need. A list of twenty resources at the College were compiled and respondents were asked to rate the helpfulness of each resource. Demographic data on students included residence, length of time on campus, involvement in extracurricular activities, and other characteristics and was compared to knowledge of student services resources. International students were asked to identify their English language proficiency and this was compared with their need for student services objectives. All three hypotheses that there would be no differences between American and international students; in their perceptions cf the;:, importance, effectiveness, and helpfulness of student services were rejected at the . 05 level of significance. International students found three objectives to be ineffective, and the focus of these objectives suggested that cultural differences may contribute to student problems. A correlation between self-reported English language proficiency and satisfaction of needs for student services objectives was noted, while no relationship between TOEFL score and satisfaction of needs was found. Southern Oregon State College may want to reconsider its orientation procedures in light of the number of "don't know'' responses from students when asked about a variety of student services. Awareness of student services and the effectiveness of those services for both American and international students are issues which this study aims to help the college address.

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Žujović, Alisa Murphy. "Predictive Validity of Florida’s Postsecondary Education Readiness Test." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7253.

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The role of the community college is constantly evolving. At its inception in the early 1900’s, the community college’s broad focus was to provide quality, affordable education to the members of the community the college serves. Today, that focus remains the same, but has also morphed into one that meets the specific needs of its students. One of these needs that is a critical issue for community colleges relates to developmental education. The assessment of developmental education has been a contentious subject among higher education institutions. Defining college readiness, methods describing how to measure it, and instruments with which to measure it, have all been issues that higher education researchers have debated. Using multilevel modeling, this study evaluated a customized developmental education assessment measure in a single community college in Florida, and its ability to correctly place students in appropriate courses. The Postsecondary Education Readiness Test (PERT) was implemented in Florida in 2010 as the primary gauge of student readiness based on competencies identified by Florida’s high school, college and university faculty. PERT assesses these competencies in the areas of mathematics, reading and writing. The courses of interest in this study were four math courses offered in community colleges across Florida: Developmental Math I (MAT 0018), Developmental Math II (MAT 0028), Intermediate Algebra (MAT 1033), and College Algebra (MAC 1105). The sample for Developmental Math I consisted of 727 students in 64 sections; for Developmental Math II, 900 students in 197 sections; for Intermediate Algebra, 713 students in 328 sections; and for College Algebra, 270 students in 204 sections. Five models were formulated to investigate the predictive validity of the PERT with final grades in the aforementioned math courses. These models also analyzed the relationships with student and course level predictors. Student level predictors included whether student had a first time in college status, student race/ethnicity, gender, student enrollment status (part-time or full-time), age, PERT score, and final grade in the math course. Course level variables consisted of employment status of instructor (part-time or full-time), the number of years the instructor had been employed, time of day of the course (day or evening), and the course delivery method (on campus or online). Results of this study indicated that the PERT score was a significant predictor for Developmental Math I, Developmental Math II, and College Algebra showing a positive relationship with final grade in each of these courses. Four of the research questions inquired as to whether interaction effects with the PERT score and race, and PERT score and gender existed. No interaction were significant, which indicated that no differential predictive validity was evident. The remaining two research questions examined the level of variance associated with the student and course level variables. For Developmental Math I, Black students had lower final grades than White students, and older students performed better than younger students. In Developmental Math II, female students had higher final grades than males, and older students had higher grades. For the credit-level courses, in Intermediate Algebra, full-time students had higher final grades than part-time students, and once again, older students exhibited higher grades. In College Algebra, for the final model, only the PERT score was significant. No other student nor course level variables was found to be significant predictors of final grade. These results are only a preliminary view of how PERT test scores relate to final math grades in only one institution in Florida. Statewide standard setting procedures are necessary in order to properly assess whether cut score for the PERT are appropriate, and to determine if this test is properly measuring the construct it intends in order to verify the reliability of the test items, and the validity of the test itself.

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Mitzenmacher, Diane. "A cross cultural survey of study habits and use of campus services by EOPS and non-EOPS community college students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1272.

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The following study surveyed 111 community college students to identify patterns in study habits and use of services to examine whether differences exist between ethnic backgrounds or grade point averages, in the utilization of skills or services.

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Strode, Christopher N. "Supportive Measures: An Analysis of the TRIO Program - Student Support Services at East Tennessee State University from 2001 – 2004." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1235.

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The purpose of this study was to examine the academic performance of the first-time, full-time, traditional-aged students in the Student Support Services program at East Tennessee State University. This was accomplished by comparing their academic performance with the academic performance of first-time, full-time, traditional-aged non-SSS participants, including students in both the SSS eligible and SSS ineligible study groups. Incoming freshman cohorts from 2001, 2002, 2003, and 2004 were used to create the 3 distinct study groups. Demographic and performance outcome variables were used for comparison among the 3 groups. The cumulative college GPA, fall-to-fall retention, and 6-year graduation status of the 3 study groups were of primary interest in this study. Prediction models for these 3 variables were a secondary consideration. Thirteen research questions guided this study and were analyzed using one-way analysis of variance, two-way contingency tables, multivariate linear regressions, and binary logistic regressions. Results indicated that there were significant differences in demographic and performance outcomes among the 3 study groups. SSS participants were found to have a significantly lower cumulative GPA at graduation than their peers, but exceeded them in fall-to-fall retention status and 6-year graduation status. The prediction models showed that the first-year cumulative college GPA was a powerful predictor of fall-to-fall retention status and 6-year graduation status for first-time, full-time traditional-aged freshman students.

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Van, Vuuren Marietta Dorika. "An evaluation of the training of police trainees for the policing of unrest related incidents at the South African police services: Mthatha Police Training College." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1489.

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A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Masters (Criminology) in the Department of Criminal Justice, at the University of Zululand, South Africa, 2014
South Africa is currently a country in crisis. A strike of around 1.3 million public-sector employees, which started on the 18 the August 2011, was and still is causing chaos in the country. Government institutions such as hospitals and schools are closed due to strikes (The Wall Street Journal. 2011). Due to the frustration of the communities because of lack of service deliveries most of these strikes and gatherings becomes violent and destructive. The researcher has identified a major gap with the current curriculum utilized for the basic training of trainees in the South African Police Service. The curriculum mostly consists of theoretical presentations, especially with regard to crowd management. There is no practical training presented on how to manage crowds, and there is no presentation of the equipment that can be utilized and how it can be used to handle crowd management and unrest related incidents. All police officials are ultimately responsible for maintaining law and order and therefore the researcher believes that it is extremely important that trainees should be introduced to crowd management and unrest incidents during basic training. This will enable them to have the necessary skills to handle unrest situation should they be faced with it at station levels. This will enhance service delivery for the whole SAPS, as all police officials will know how to manage crowds.

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Olive, Karl William. "Characteristics of Local Dual Credit Programs That Promote Sustained Enrollment and High School Achievement." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/189.

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The intent of this study was to identify the features of local dual credit programs that promote high achievement and sustained enrollment. Ancillary outcomes of the study were to identify strengths and weaknesses of the programs as well as develop recommendations for the development and implementation of future dual credit programs in the area. The dual credit programs studied were offered by two secondary schools in conjunction with the local community and technical college. Information regarding the programs was collected via interviews from individuals at the secondary and postsecondary level who had substantial knowledge of the programs. Overriding themes that emerged as a result of this study were the need to designate a single dual credit coordinator at both the college and the high schools to improve communication, the desire to increase participation in the existing programs while expanding the program to area schools that do not already participate in dual credit, and the need to maintain the quality and academic rigor of the courses.

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Garcia, Amada Angela. "Fostering the success of learners through support programs| Student perceptions on the role of TRIO Student Support Services from the voices of active and non-active TRIO eligible participants." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702543.

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This study examined the experiences of first-generation, economically disadvantaged, and disabled students’ utilization of TRIO Student Support Services and their perceptions related to factors associated with the services. The populace studied were Mexican-Americans, a subgroup of the Latin@ population as it is the fastest growing racial/ethnic minority group in the United States totaling approximately 12.5% of the nation and expected to almost double to 24% by 2050 (U.S. Census Bureau, 2000). Due to the abundance of Latin@s enrolling at community colleges (Fry, 2002; Tierney, 2005), it is important to do individualized studies on student experiences on their perspective of college interventions as a means to find ways to retain higher numbers of students, leading to higher graduation and transfer rates.

Using a qualitative, multiple case study approach, the researcher explored a border, rural community college. Social capital was used as the theoretical framework. Six, Mexican-American students served as the participants. The data collection methods were through semi-structured interviews over the course of the summer semester of 2013 at a Hispanic-Serving institution. The expected results were that students’ perceptions would validate the necessity for programs such as TRIO Student Support Services to serve as a tool for retention and completion at the two-year college or transferring to a university and completing.

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Washburn, Dava Michelle. "Customer satisfaction perceptions of dislocated workers served by WIN Job Centers in the Mississippi Corridor Consortium." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06252009-213600.

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Story, Virginia. "The Correlation Between the ACT, Inc. EXPLORE Test and Student Success in High School Advanced and Advanced Placement Mathematics Courses." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3584.

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The purpose of this study was to compare the relationship between the mathematics portion of the EXPLORE test with students successes in advanced and Advanced Placement(AP) mathematics courses in high school. The data was collected from a rural Tennessee school system consisting of five years of data among graduated seniors. Analysis was completed to determine the difference between the two county high schools in advanced coursework. The findings of this study concluded a positive correlation between EXPLORE scores and the frequency of students who took advanced mathematics courses. Positive correlation between EXPLORE scores and student successes in advanced courses was also concluded. Two-sample t-test showed the school with the less frequency had a higher mean of successes in advanced mathematics. This school system consistently scored above the national average in the mathematics portion of the EXPLORE test. Ultimately, standardized test results can prove to be a means for guiding students toward challenging mathematics courses.

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McFarlane, Brett Leland. "Academic Advising Structures that Support First-year Student Success and Retention." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594951.

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Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students at a four-year public, high research activity university located on the west coast and the students' satisfaction with advising, advising learning outcomes, and retention. In the study, responses of 628 first-year students to a survey which asked them about their attitudes toward and experiences with academic advising were examined. Results indicated statistically significant relationships between student satisfaction ratings and advising learning outcomes and how advising is delivered, specifically, who advises students, where students are advised, how frequently students are required to see an advisor, how frequently students choose to see an advisor, and how "mandatory" advising is implemented. Furthermore results showed that student retention was related to who advises students and how "mandatory" advising is implemented with peer-led advising processes showing higher student attrition rates than other processes. The overall advising delivery variable effect size was small. Implications for practice and suggestions for future research are discussed.

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Al, Sheik Salem Omar F. A. "Critical Analysis and Evaluation of Interactive and Customised Applications on Mobile Television. Interactive and Customised Mobile Television Applications are Evaluated Using the Views of Consumers, Advertisers, and Telecommunications Operators with Regard to Services and Also Assessing the Usability of Mobile Devices." Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5403.

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The shift of media from traditional forms to new digital ones has raised the possibility of new kinds of media services, including mobile television. In today¿s communications market, mobile phones are of increasing importance to users and, since mobile devices are connected most of the time, they have a high degree of location independence. The availability of 3G technology and the mobile devices needed to implement mobile television are now established and available. Mobile television is expected to be an important new service that could penetrate the market place and provide new applications, as well as create a market for new players and new investments, if the appropriate price, content and philosophy for content design are found. This research explores the many potential application areas for mobile TV, with a particular focus on advertising. Various organisations that seek success in this market can utilise the potential for advertising on mobile TV. Ultimately, mobile device users are able to use mobile TV for entertainment and information sourcing. However, a number of challenging issues remain to be addressed. The features that appealed to the consumers were studied in this research. Surveys were conducted to obtain an understanding of consumers¿ opinions and needs regarding the mobile TV experience. Many users clearly do like to interact with video content on mobile devices. Interactive mobile TV advertising can benefit users who will be able to use an essentially ¿free¿ mobile TV service, funded by an advertising model. This research proposes an environment for interactive advertising on mobile TV and discussion of an implementation of the proposed designs.

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Adams, Rukshana. "Experiences and perceptions of clients attending a South African university sexual health clinic." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97032.

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Thesis (MCur)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: he sexual health clinic at Stellenbosch University is attended by staff members and students. Yet, limited evidence exists regarding the views and expectations of the clients on service delivery at the sexual health clinic. The aim of the study was to explore the experiences and perceptions of clients attending the sexual health services offered at the campus health clinic. The following objectives were set:  To explore the experiences and perceptions of the clients attending the sexual health service on service delivery.  To identify the needs of the clients attending the sexual health service A descriptive qualitative approach was applied utilizing in-depth interviews. A sample of n=15 was drawn through purposive sampling and data saturation was achieved with the sample. Since the researcher is employed as a registered professional nurse at the clinic, data collection was completed by a researcher not affiliated to the university. Data was analyzed utilizing an interpretive approach. All applicable ethical principles such as anonymity, confidentiality and privacy were taken into consideration. The validity of the findings was enhanced through efforts to attain credibility, transferability, dependability and conformability. The findings of the study revealed that accessibility of the clinic is influenced by the geographical location of the clinic and that marketing and awareness of services requires attention. Other themes that emerged were operational hours, waiting period, building relationships, consultations and financial implications.
AFRIKAANSE OPSOMMING: Die seksuele gesondheidskliniek by Universiteit Stellenbosch word deur personeel en studente besoek. Daar is egter min bewyse oor die sieninge en verwagtinge van die kliente aangaande dienslewering by die seksuele gesondheidskliniek. Die doel van die studie was om die ervaringe en sieninge van kliente wat die seksuele gesondheidsdienste bywoon, aangebied deur die seksuele gesondheidskliniek, te ondersoek. Die volgende doelwitte was gestel:  Om die ervaringe en sieninge van kliente aangaande dienslewering by die seksuele gesondheidskliniek te ondersoek.  Om die behoeftes van die kliente wat die seksuele gesondheidsdienste bywoon, te identifiseer. ŉ Beskrywende kwalitatiewe benadering was toegepas deur van in-diepte onderhoude gebruik te maak. ŉ Steekproef van n=15 was deur doelgerigte steekproefneming verkry en data-versadiging was met die steekproef bereik. Siende die navorser as ŉ geregistreerde professionele verpleegster by die kliniek in-diens is, was data-versameling deur ŉ navorser wat nie aan die universiteit verbonde is nie, voltooi. Data was deur ŉ interpreterende benadering geanaliseer. Alle verwante etiese beginsels soos anonimiteit, vertroulikheid en privaatheid was in berekening geneem. Die geldigheid van die bevindinge was versterk deur pogings om geloofwaardigheid, oordraagbaarheid, betroubaarheid en bevestigbaarheid te verkry. Die bevindinge van die studie het getoon dat die toeganklikheid van die kliniek beïnvloed word deur die geografiese ligging van die kliniek en dat bemarking en die bewusmaking van dienste aandag benodig. Ander temas wat na vore gekom het, is operasionele tye, wagperiodes, verhoudinge, konsultasies en finansiële implikasies.

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31

Al, Sheik Salem Omar fuad abed al whab. "Critical analysis and evaluation of interactive and customised applications on mobile television : interactive and customised mobile television applications are evaluated using the views of consumers, advertisers, and telecommunications operators with regard to services and also assessing the usability of mobile devices." Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5403.

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The shift of media from traditional forms to new digital ones has raised the possibility of new kinds of media services, including mobile television. In today's communications market, mobile phones are of increasing importance to users and, since mobile devices are connected most of the time, they have a high degree of location independence. The availability of 3G technology and the mobile devices needed to implement mobile television are now established and available. Mobile television is expected to be an important new service that could penetrate the market place and provide new applications, as well as create a market for new players and new investments, if the appropriate price, content and philosophy for content design are found. This research explores the many potential application areas for mobile TV, with a particular focus on advertising. Various organisations that seek success in this market can utilise the potential for advertising on mobile TV. Ultimately, mobile device users are able to use mobile TV for entertainment and information sourcing. However, a number of challenging issues remain to be addressed. The features that appealed to the consumers were studied in this research. Surveys were conducted to obtain an understanding of consumers' opinions and needs regarding the mobile TV experience. Many users clearly do like to interact with video content on mobile devices. Interactive mobile TV advertising can benefit users who will be able to use an essentially 'free' mobile TV service, funded by an advertising model. This research proposes an environment for interactive advertising on mobile TV and discussion of an implementation of the proposed designs.

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32

Wise, Steven Ray. "SEX AND GENDER IDENTITY: A NEW PERSPECTIVE FOR COLLEGE STUDENT DEVELOPMENT." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/26.

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One of the goals of college student development professionals is to help undergraduate students develop a meaningful sense of personal identity. Early in the history of the profession, practitioners borrowed freely from related fields such as sociology and psychology to guide their practice, but beginning around the 1960s, scholars began in earnest to develop their own unique body of literature. In this work I examine the development of that scholarly work as it relates to identity development—specifically the evolution of understanding around the issues of sex and gender identity development. Beginning with William Perry, whose work has impacted so many theories that followed his, I review the work of Nancy Chodorow, who was among the first to note that student development theory based on male samples disadvantaged women, Marcia Baxter-Magolda, Carol Gilligan, Ruthellen Josselson, Mary Field Belenkey, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule…and…. I discovered that each of these scholars approached sex and gender from a binary, essentialist, deterministic position which served to limit the understanding of sex and gender issues in the field of college student development. During the same period, work in the fields of anthropology, gender studies, psychology, sociology, and women’s studies were greatly expanding their understanding of sex and gender as components of identity. In this work I identify the deficiencies and limitations in the research in the field of college student development related to sex and gender identity development; note the challenges to our work with college students because of those deficiencies and limitations, and make practical recommendations to three groups of professionals who operate in the field of college student development—theorists and scholars, practitioners, and educators and provide a model for efficiently effecting change in the field.

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33

Ferreira, Stephanus Lourens. "The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner.

The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.

student counselling services
academic development and learning support
occupationald evelopmenat nd careerg uidance
life skills education and health education, and
college institutional development

Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET.

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34

Wernersbach, Brenna M. "The Impact of Study Skills Courses on Academic Self-Eficacy." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/909.

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Colleges across the nation are increasingly interested in improving retention of students. Many universities have begun offering workshops and courses targeted at improving study skills in academically underprepared students with the goal of helping students succeed in higher education and continue enrollment. The impact of such courses on study skills themselves has been supported, but prior research has not examined the courses impact on students' beliefs about their ability to succeed in college - that is, their levels of academic self-efficacy. This study examined pre- and post-test levels of academic self-efficacy in college students enrolled in a study skills course in comparison to students not enrolled in such a course. Results indicated that students identified as academically underprepared did indeed have lower levels of skill and academic-self efficacy than students not enrolled in study skills courses, and students enrolled in study skills courses had greater increases in academic self-efficacy than comparison students.

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35

Garland, Azurdee M. "Assessing the Relationship between Student Involvement and Academic Performance in Higher Education." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/212.

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The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained through a survey using TOPNET. Pearson product-moment correlations revealed statistically significant relationships between GPA and the number of student organizations in which they participated, officer status within student organizations, and the length of time of participation in student organization(s). The relationships were considered too weak to be of any practical significance. A statistically significant relationship was also found between number of credit hours enrolled and GPA.

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36

Perry, Laura Melissa. "A Case Study Market Analysis of Acceleration Mechanisms in Florida: Dual Enrollment Positioning." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/9.

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This applied dissertation explored dual enrollment viability when compared to other acceleration mechanisms: (a) advanced placement, (b) advanced international certificate of education, (c) international baccalaureate, and (d) college-level examination program. This multicase, qualitative study explored the competitiveness of dual enrollment versus other acceleration mechanism using Porter’s model and the strengthsweaknessesopportunities- threats analysis as the theoretical frameworks. The study used one-on-one interviews to gather primary comparative information. Five groups were interviewed: (a) the vendors of the acceleration mechanisms, (b) state education officials, (c) district personnel, (d) high school representatives, and (e) higher education representatives. The acceleration mechanisms’ educational objectives, their positioning, and any acceleration mechanisms’ benefits to the various stakeholders were examined. Dual enrollment was compared to the other acceleration mechanisms to develop recommendations for improving the competitive positioning and viability of dual enrollment in Florida. The study found that acceleration-mechanism options were complex and dynamic programs that were highly influenced by government policies and funding. Educational entities viewed the value of acceleration mechanisms differently, especially dual enrollment. All groups agreed that acceleration mechanisms provided rigorous curriculum for high school students to prepare for college. However, educational entities first wanted to protect their own interests and funding. In terms of dual enrollment, financial considerations remained a substantial motivation for the program. The study showed that all acceleration mechanisms offered benefits to participating students. However, the multifaceted and ever-changing nature of acceleration mechanisms provided no clear advantages or benefits for dual enrollment versus other acceleration mechanisms. Several recommendations are made that addressed concerns about the longterm value of dual enrollment for Florida institutions and students.

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37

Miller, Linda. "Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/693.

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The purpose of this study was to investigate the relationship between mobility and the standardized testing environment. The project focused on nine students who had a pronounced need for movement while learning and/or being tested. The study was conducted to determine whether the achievement scores of these nine students would be influenced by the denial or availability of movement while they were administered a standardized reading test. Twenty-one second grade students were the subjects. Two forms of Level B of the Gates-MacGinitie Reading Test were used. All subjects were tested in a traditional environment with no movement allowed. The same subjects were then tested at a later time in a mobile environment with movement and change of location permitted. The Wilcoxon Matched-Pairs Signed-Rank Test was used as the statistical base. Results showed a .05 significance. Of the nine mobile students, six scored equally as well or better when placed in a mobile testing environment.

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38

Fuqua, McMath Blanche Floannell. "A Curriculum Design Using Mnemonic-Type Techniques to Aid Recall in Low/Average Achievers in the Fifth Grade." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/694.

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Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.

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39

Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.

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40

Pereira, Clarence Alfred. "A mathematics competency test for the placement of students at a technical college." Thesis, 2014. http://hdl.handle.net/10210/10708.

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41

Froio, Lydia Barsalou. "Needs assessment and formative evaluation in the development of a college level English second language placement test." Thesis, 1997. http://spectrum.library.concordia.ca/297/1/MQ40162.pdf.

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Instructional design and test development models converged in the development of a valid placement test for college level students in English second language courses in Quebec. The realities of instructional design within the context of budget cuts and time constraints often result in the curtailment of the needs assessment and formative evaluation phases of design. The development of the placement test relied heavily on these two essential phases of instructional design despite constraints. The needs assessment and formative evaluation phases provided the necessary insights for the production of a test that corresponds to the learning objectives of the curriculum and the expectations of the test users. Adhering to these models provided the framework for the test design and ensured that the test items produced for the large scale field testing were functioning well in terms of their level of difficulty and their ability to discriminate. This thesis deals with the needs assessment that led to the development of items for a placement test and the formative evaluation of both the individual items and the test itself. n = 299 and n = 118, respectively.

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42

Pritts, Barry R. "The need for placement assistance for returning United States educated Japanese graduates as perceived by American and Japanese companies doing business in both the United States and Japan." 1996. http://catalog.hathitrust.org/api/volumes/oclc/36846908.html.

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43

Jacpasad, Neervani. "The evaluation of integrated management of childhood illnesses training for learner nurses in KwaZulu-Natal College of Nursing." Thesis, 2014. http://hdl.handle.net/10321/1068.

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Submitted in fulfilment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2013.
South Africa is one of 12 countries where the under-five child mortality rate has increased. In response to this challenge, the WHO and UNICEF in the 1990s developed Integrated Management of Childhood Illness (IMCI), a strategy to reduce child mortality and morbidity. IMCI training was launched in South Africa in 1998. Health care workers trained in IMCI face many challenges when applying the new integrated case management approach. Training settings tend to differ from the actual work environment. Simulation is practiced in an enclosed environment and certain assessments are not possible for example chest in drawing, level of consciousness, oedema amongst others. In South Africa, there has been limited research on IMCI in-service and pre-service training and no research has been conducted regarding the training of student nurses on IMCI and follow up of these learners in the clinical field. Purpose of the study The purpose of this study was to evaluate the IMCI training of learners in the use of IMCI Guidelines in the KwaZulu-Natal College of Nursing (KZNCN). Methodology This study followed a descriptive quantitative approach and evaluates the training of the learners and the facilitation and training of lecturers with regards to IMCI in the KZNCN campuses. Data was collected using questionnaires for facilitators and learners on the three campuses. Results The findings of this study revealed that teaching and learning approaches used to facilitate IMCI were adequate except for clinical practice and theory which was reported to be insufficient.

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44

Maupa, Beatrice. "An evaluation of the effectiveness of guidance and counselling services offered in Zimbabwean universities." Thesis, 2020. http://hdl.handle.net/10500/27297.

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This study sought to evaluate the effectiveness of guidance and counselling services offered in Zimbabwean universities. A mixed-methods design consisting of quantitative and qualitative approaches was adopted for the study and data were collected through questionnaires and unstructured interviews. The population for this study comprised all the 18 universities in Zimbabwe with approximately 75 000 students and 200 counsellors. The participants in the study comprised eighty (80) students (40 males and 40 females) in their second year of study and upwards and nineteen (19) guidance counsellors (11 females and 8 males). The Statistical Package for the Social Sciences Version 20 was used to analyse quantitative data derived from closed-ended questionnaire items. Frequencies and percentages were then derived from the quantitative data. Thematic analysis was used to analyse qualitative data from open-ended questionnaire items and interviews. The study revealed that although both students and guidance counsellors expressed positive perceptions of guidance and counselling services offered in their universities, in terms of their potential benefits to students, the majority of students regarded personal-social, career, placement, consultation, assessment, referral and evaluation services ineffective. The majority of guidance counsellors also regarded assessment, follow-up and evaluation services offered in their universities ineffective. The study also showed that the majority of guidance counsellors (63.2%) were not professionally trained. It also emerged from the study that internal evaluation of guidance and counselling services offered in the universities was never taken seriously. The study also showed that Zimbabwean universities were not adequately resourced in terms of guidance and counselling personnel and materials. The study revealed that generally guidance and counselling services offered in Zimbabwean universities were not effective. The study recommended that if Zimbabwean universities and their stakeholders collaborated and instituted a clear guidance and counselling policy which, among other important things, stipulates how guidance and counselling programmes would be run in universities, the effectiveness of guidance and counselling services offered in universities would most likely be enhanced. It was also recommended that if universities employed adequate fulltime professionally qualified guidance counsellors; periodically run training and in-service training workshops for the guidance counsellors and peer guidance counsellors; build proper infrastructure for all guidance and counselling activities; and secure proper assessment tests, the quality of guidance and counselling services offered in universities may be enhanced. The study also recommended that if guidance and counselling personnel were supervised regularly, and guidance and counselling services offered to students evaluated periodically and objectively, the guidance and counselling services offered in universities would be enhanced. This study may be significant to university counsellors, students, stakeholders and researchers in that it shares knowledge about the importance of effective guidance and counselling services offered to students and what constitutes effective guidance and counselling services.
Psychology of Education
Ph. D. (Psychology of Education)

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45

Brown, Lyn Stephen. "Development, implementation, and evaluation of an information literacy program for the undergraduate school at Philadelphia College of Bible." 1996. http://books.google.com/books?id=WxzhAAAAMAAJ.

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46

Ngibe, Musawenkosi. "Staff and student perceptions of research structures and services provided by the faculty research offices at a university of technology in South Africa." Thesis, 2015. http://hdl.handle.net/10321/1285.

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Submitted in fulfillment of 1he requirements of the Master of Technology degree in Commercial Administration, Department of lnformation and Corporate and Management, Durban University of Technology, Durban, South Africa, 2015.
The higher education landscape in South Africa has undergone significant change and transformation in recent decades, obliging all higher education institutions to be more competitive and provide services of quality to attract and retain students. Since their emergence as universities in the years of 2003-2004 Universities of Technology (UoTs) have been required to engage in research and to improve research output and throughput rapidly despite having their roots in a former colonial and apartheid era in which they were required to play a purely technical role. Importantly, the government funding formula for universities in South Africa is now the same for all public universities (based on publications and throughput) even though traditional universities were always research-oriented. This makes it likely that UoTs will continue to lag behind traditional universities if drastic measures to increase research capacity are not put in place. In order to service the provision of this sustainable research output different measures and research structures have therefore been designed by UoTs to support the increasing pressure to produce M and DTech graduates and upgrade the qualifications of teaching staff. The purpose of this study was therefore to investigate the administrative support of research services and structures at faculty level at a selected UoT; to provide insights in terms of staff and student perceptions of postgraduate support and to make recommendations as to how to enhance existing research services and improve research structures to support research functions. The study was a case study of a selected UoT. It used mixed method research to enable the researcher to collect both qualitative and quantitative data from academics and M and DTech students and Faculty Research Office staff members. Questionnaires and interviews were used as data collection instruments. Supported by the Gap Model of service quality and delivery and an adapted SERVQUAL instrument, the study sought to determine staff and postgraduate students' perceptions and expectations of research structures and service quality across four dimensions, namely reliability, responsiveness, assurance and empathy. Analysis of the data revealed that Faculty Research Offices across each of the six faculties were lacking in certain respects in providing research support and development in each of the four identified service dimensions. They were particularly lacking in terms of communicating the nature and details of the research support services they offer. The study concluded that with improved research structures and more skilled personnel all research activities could be incorporated and be facilitated by Faculty Research Offices, taking these functions away from departmental research committees where these exist. It also concluded that by communicating these research services through faculty orientations, workshop sessions, and online forums, academics and students' awareness would be enhanced. This could also have a positive impact on handling research matters and processes, improving the reliability of the research office services and allowing students to associate with the research office on a more regular basis. This study therefore recommended that the identified quality gaps should be attended to in order to improve research services. Further, issues of research capacity development and support and service quality need to be urgently considered by the institution in order in the longer term to be in a position to improve enrolment and graduation rates, increase scholarly publications and contribute to the knowledge society. Inviting research experts and drawing on the greater experience and expertise of their Australian counterparts in the ATN network (with whom SA UoTs have a formal MoU) could lead to further research and development in the area investigated. This should go a long way in ensuring progress and growth in research output within the faculties of the institution investigated and could be of interest to other UoTs facing similar challenges.

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Shikulo, Lukas. "Evaluation of student support services at the Namibia University of Science and Technology Centre for Open and Lifelong Learning." Thesis, 2018. http://hdl.handle.net/10500/25026.

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Quality and effective student support service (SSS) is a critical demand in the ever-changing landscape of distance education. It is common knowledge that distance education students need continuous support during their studies in order to cope with academic demands while attending to other key activities. This study set out to evaluate the implementation of SSS at the Namibia University of Science and Technology Centre for Open and Lifelong Learning (NUST COLL) at different regional centres across Namibia. The objectives of the study were to: identify problems and challenges experienced with the current implementation of SSS, determine the needs of the distance students and propose recommendations for the improvement of SSS at the regional centres. In an attempt to realise the objectives of the study, the study incorporated both quantitative and qualitative research design to collect data, by making use of questionnaires, open-ended questions and interviews. The participants included 8 regional coordinators (RC) who were purposively selected and 109 distance students who were selected through stratified and convenience sampling techniques from seven COLL regional centres. It was evident from the findings that most students opted for distance education as it allows them to work and study. Furthermore, many students have been studying for many years without getting any qualification. While NUST was providing different SSS, the findings brought to light some challenges such as the shortage of technological tools, understaffed regional centres, and unavailability of support services on weekends and public holidays and lack of collaboration between marker-tutors, lecturers and regional face-to-face tutors. It is proposed that the current model of SSS should be redesigned to respond to challenges facing distance education students at the regional centres. A model for implementation of SSS was developed to pave the way for effective implementation geared towards reducing the dropout rates and increase success rates. Key terms: Implementation of student support services, technological tools, model for implementation, regional coordinators, academic demands, increase success rates, regional centres, distance education, regional centres, and dropout rates.
Educational Leadership and Management
D. Ed. (Education Management)

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48

Van, Heerden Martha Maria. "Evaluering van die rol van interpersoonlike kommunikasie in die funksionering van die Unisa biblioteek se algemene inligtingsdiens." Diss., 1995. http://hdl.handle.net/10500/16308.

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Text in Afrikaans
In hierdie studie word die rol van interpersoonlike komrnunikasie in die funksionering van die algemene inligtingsdiens van die Unisa Biblioteek aan die Universiteit van Suid-Afrika ondersoek. 'n Kwantitatiewe meetinstrument word ontwikkel om gebruikertevredenheid met die hoofkomponente van die algemene inligtingsdiens, naamlik die inligtingsassistent, die inligting wat deur die klient ontvang word en die fisiese omgewing waarin die diens gelewer word, te evalueer. Daar word bevind dat 'n beduidende assosiasie bestaan tussen gebruikertevredenheid met die inligtingsassistent en gebruikertevredenheid met die inligting wat ontvang word. 'n Verkorte vrae lys word ontwerp en aanbevee 1 as 'n meetinstrument waarmee die bestuur gebruikertevredenheid met die algemene inligtingsdiens op 'n gereelde grondslag kan meet.
This study investigates the role of interpersonal communication in the functioning of the general information service provided by the Unisa Library at the University of South Africa. A quantitative measuring instrument is developed to evaluate user satisfaction with the main components of the general information service, that is the information assistant, the information received by the client and the physical surroundings in which the service is provided. It is found that a significant association exists between user satisfaction with the information assistant and user satisfaction with the information received. A shortened questionnaire is designed and recommended as a measuring instrument with which management can on a regular basis measure user satisfaction with the general information service.
Communication Science
M.A. (Communication)

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Totikidis, Vicky. "Community centred health promotion and prevention in an Australian context." Thesis, 2013. https://vuir.vu.edu.au/24386/.

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Chronic diseases have increased dramatically in Australia and around the world over the past decade, causing pain, suffering, disability, psychosocial problems, early mortality and economic and public health crisis. However, many chronic diseases and conditions could be prevented with better evidence based and community based health promotion strategies. Guided by a philosophy of idealism, the aim of this thesis was to develop a community centred health promotion strategy to assist the improvement of health and the prevention of chronic disease in an Australian context. More specifically, the research was concerned with exploring the potentiality of statistical or epidemiological evidence and community collaboration as pathways to chronic disease prevention and improvement of health at an individual, community and system level. The research utilised a praxis paradigm and action research design over three stages. Stage One included in depth quantitative analysis of health and epidemiological data and addressed the question: What is the current evidence/knowledge about health status, determinants and inequalities in Victorian communities and the broader Victorian and Australian context? Stage Two involved qualitative participatory action research methods to engage a small group of community members from the Brimbank region of Melbourne (Victoria, Australia) in the community governance of health promotion and disease prevention. The questions addressed were: What are the benefits of community based health promotion and prevention? What ideas for health promotion action does the community have to offer? Stage Three involved a minor evaluation of the strategy as a whole and addressed the question: In what ways, can health evidence and community involvement in health promotion contribute to better health outcomes? Stage One identified various determinants that impact on health status and result in inequalities. Stage Two revealed six major benefits for community based health promotion and prevention and generated a number of useful ideas for health promotion action in the community. Stage Three showed positive evaluations by the participants and identified numerous indicators of success of the health promotion strategy as a whole.

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Morse, Andrew Quentin. "Corporate, Political, and Academic Perspectives on Tennessee Higher Education Accountability Policy." 2011. http://trace.tennessee.edu/utk_gradthes/900.

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The purposes of the research are (1) to identify the similarities and differences among corporate, political, and academic leaders in Tennessee on postsecondary education accountability policy and (2) to investigate ways for improving accountability policy as evidenced by the various stakeholders. The two following research questions will be adapted from the larger, ongoing study by Bogue et al. (2009) on accountability: · What differences and similarities exist among corporate, political, and academic stakeholders on the issues of collegiate mission and issues of accountability definition and evidence? · What are the most important steps that institutions of higher education can take to improve performance accountability and what factors impede effective accountability? The study employed a quantitative survey design where academic, corporate, and political leaders from Tennessee were investigated to identify differences and similarities on the purpose and function of accountability policy within the state. The findings suggest that while there are numerous points of difference among the stakeholders, it isreasonable to conclude that the numerous similarities that exist can help guide the successful development of meaningful accountability policy.

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Dissertations / Theses on the topic 'College placement services – Evaluation'

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