Dissertations / Theses: 'Education, Higher Australia Planning'

1

Hughes, Eleanor Maree. "Entry planning : a key aspect in preparing for school leadership in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/928.

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Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is to inform and influence the system to better support secondary principals in public schools in Western Australia. Therefore, this is a unique study of beginning principal preparation in the public secondary education sector in Western Australia. The specific purpose of the study was to investigate the level of preparation undertaken by new and experienced principals for their role and to explore to what extent entry planning could assist in the preparation for principalship. A comprehensive literature review was undertaken and to date the majority of the literature investigates the challenges facing beginning principals and how well prepared they felt they were to meet those challenges. Clarke, Wildy and Styles (2011) argue that:in educational settings where generations of school principals have taken up their appointments without any prior preparation, who have learned to do the job while on the job, and whose professional development has been driven mainly by their own initiative, it is unlikely that incumbents have an understanding of what might have been different for them in their work had they experienced a formal preparation program prior to appointment. (p. 174) The study sought to ask questions of practitioners that would either validate the global research or support the view of Clarke, Wildy and Styles. The findings were consistent between the literature and the case studies. The participating principals articulated the components of effective principal preparation programs and they have a keen desire to see these implemented in support of public education in Western Australia. The study found that professional learning and preparation for secondary principals in the public sector is adhoc, and often developed, or not, at the personal level. There were three main findings: effective principal preparation can reduce the perceived complexity of the role and therefore minimize the expectations experienced by the beginning school principal; formal implementation of informal learning opportunities such as mentoring, coaching and networking can reduce the drift from the profession; and that entry planning has a significant effect in assisting in preparation for the principalship. Principals from a range experience, from 18 months to 20 years, agree that a systemic, coordinated approach would more adequately prepare secondary principals for the complexity of expectations from local, state and national perspectives, and encourage aspirant school leaders to move into the principalship during a time when a predicted shortage in the teaching profession is making the role even more complex.

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Wang, Carol Chungfeng. "Chinese nursing students at Australian universities: A narrative inquiry into their motivation, learning experience, and future career planning." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1949.

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This study presents a narrative inquiry of Chinese nursing students at Australian universities in order to examine these students’ motivations, learning experiences and future career planning. Australia seeks to attract international nursing students from China to maintain its economic advantage and alleviate its projected nursing shortage. In contrast, China desperately needs its best and brightest citizens who have trained abroad as nurses to return to China in order to cope with its current challenges in the healthcare system and nursing education. Little is known about the underlying factors that motivate Chinese nursing students to study in Australia, these students’ learning experiences at Australian universities, and whether or not these students will return to China after graduation. This study undertook a narrative inquiry using the three-dimensional space narrative structure approach, with an epistemological perspective drawing on constructivist and interpretivist theory. Through interviews, the authentic voices of six participants’ stories were collected to capture the entire emotional, social, intellectual and reflective processes of each student’s motivations, learning experiences and future career plans. The research findings from this study are presented as both narrative and thematic representations. By exploring and representing each theme and narrative that emerged from the field texts, meaning was unpacked to provide insights to the ‘reality’ as seen by the study participants. The findings revealed that the students’ key motivation to study in Australia was related to the possibility of permanent residency post-qualification. The decision to move was dynamic, with the participants describing cultural and social push and pull factors. Encouragement and support from peers and family were strong contributors to the motivation to study nursing and eventually work and live in Australia. Parents played an especially vital role in this decision-making process. In addition, the participants expressed a strong desire to maximise Australia’s opportunities and cultural experiences. The participants’ experience of studying in Australia was characterised by the need to learn a new language, feeling lost in a new education system vastly different to the one at home, the challenge of making new friends and socialising, and eventually successfully completing their study and attaining their goals. The experience of being an international student was not described as easy. It requires taking risks, courage, determination, motivation and persistence to succeed. Through their lived experiences and reflections of their learning journey in Australia, the six participants reconstructed their personal identity and worldviews, which ultimately helped them locate their place in Australia. The conclusion of the participants’ journey highlighted that their learning experiences have particular implications for international education, healthcare development, future educational connections and investment globally. The insight gained from this study can support the development of successful human capital investment strategies for all parties involved. In the field of international student education, nursing education is relatively understudied. This thesis presents insight into the reality of international student migration through the lens of individual actors in the process, the students themselves.

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Boothe, Barbara. "Linking assessment, strategic planning, and budget planning." Lynchburg, Va. : Liberty University, 2002. http://digitalcommons.liberty.edu.

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4

Graham, James F. Hutchinson Sandy. "Enterprise resource planning implementation in higher education." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6179.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Sandy Hutchinson Vita. Includes bibliographical references.

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Rueckert, Caroline M. "Conceptions of care in international higher education in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107901/1/Caroline_Rueckert_Thesis.pdf.

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This thesis analyses conceptions of care within the public discourse about international higher education in Australia from 2002-2013. It examines a series of public texts from the period that specifically addressed questions about the 'care' and 'duty of care' that government and institutions afforded to international students studying in Australia. I trace through the conceptions of care that are articulated within these documents, analyse how they both constitute and are constitutive of wider social practices within the period, and posit a new critical model of care to provide a way forward for how we might practice care more effectively within international higher education, both in Australia and elsewhere.

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6

Hatherill, Jessica L. "Planning for Change| Engaging University Staff in Strategic Planning." Thesis, University of Pittsburgh, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10666709.

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Universities are under pressure from multiple directions with accrediting bodies requiring increased focus on institutional planning efforts. University staff who manage programs, provide student services, and serve in other specialized roles are at the forefront of this changing environment. These employees may have difficulty understanding how their daily work relates to institutional planning efforts and resist change imposed from the top.

While researchers have examined employee engagement during change efforts, staff participation in strategic planning in higher education constitutes an overlooked topic. The aim of the study was to address three questions: 1) How and to what extent have university leaders communicated the strategic plan and the steps in the planning process to staff? 2) How and to what extent have staff responded to the strategic planning process? 3) What are the perceptions of middle managers involved in implementing strategic initiatives?

The study occurred at Mid-Atlantic University (MAU), a public research university located in the Mid-Atlantic region of the United States. MAU began a strategic planning process and instructed schools and administrative units to align their strategic plans with the MAU plan before entering the implementation phase.

Study participants included eight middle managers, individuals who direct programs, supervise other staff, and are in the middle of the institution’s hierarchy. A 45-minute semi-structured interview elicited information on staff reactions to the strategic plan, communication of strategic initiatives at the university and school level, and interactions between supervisors and employees. The researcher collected and analyzed documents from the university’s strategic planning website, the staff governance association, and university publications.

Several themes emerged in the areas of communication, staff responses, and perceptions of implementation. These themes included: 1) communication of the strategic planning process did not permeate the organization; 2) staff members responded in three main ways: searching for understanding, getting excited, or becoming disillusioned or resigned to the ongoing changes; and 3) a disconnection between the planning process and implementation. This paper adds to the current body of literature and includes implications for practice and recommendations for future research in the area of staff involvement in planned change initiatives in higher education.

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Do, Thi Hoai Thu. "Curriculum planning management in higher education in Vietnam: The perspective of higher education institutions." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1769.

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This study examined the extent to which the views, beliefs and attitudes of Vietnamese educators in the higher education sector are reflected in the practices associated with the current approach to curriculum planning management. The mixed-methods study, which focused on three universities in Vietnam, obtained data from documents, written questionnaires and semi-structured interviews. Findings from the study indicate a need to improve institutional autonomy and accountability in order to promote the effectiveness of curriculum planning management.

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Serumola, Patrick Abednico. "Improving performance in higher education." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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9

Holloway, Tony. "Financial management and planning in higher education institutions." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/411.

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The aim of this dissertation is to examine whether there is a better way in which higher education institutions might approach financial management, including the way in which they choose to allocate resources within their institutions. Why do I ask this? On the basis that higher education institutions exist not only to educate students, but also to contribute to the development and furtherance of knowledge, as well as making a contribution to the national economy in terms of expertise and commercialisation of intellectual property, I considered the way in which my own institution addressed these issues from the perspective of seeking to ensure that the resources available to it were allocated in a manner that may best facilitate the achievement of these objectives. I was not convinced that my own institution’s relatively ‘simple’ model of allocating resources in relation to student numbers, based on the model used by the Higher Education Funding Council for England (HEFCE), was the best way of achieving the objectives set out in the preceding paragraph. A number of questions sprang immediately to mind. How does the model address the issue of quality? How does the model address the achievement of the institution’s strategic objectives? How does the model address the issue of directing resources to areas identified as key to the institution’s academic offering? The list was endless. The dissertation draws on my own experience across a range of sectors, and I chose the National Health Service as a comparator group that exhibits many of the characteristics of higher education institutions. It is a large consumer of public resources, is labour intensive, and needs to prioritise the allocation of resources to deliver strategic and national objectives. In light of this, I believe that it is legitimate to draw on the experience of the review of the National Health Service from 1974, particularly in the 1970s and early 1980s, that review being based on the applicability of two financial management techniques, Rationalism and Incrementalism.

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10

Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.

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11

Cooper, Trudi. "Quality management in Australian higher education : A critical review." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/842.

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Quality management in higher education is a politically contentious issue in Australia. as it is in North America, New Zealand, and many European countries. The Australian government has instituted a quality management system for higher education that it claims will improve university efficiency, accountability and quality. Critics assert that the current quality management system is detrimental to universities and undermines the capability of universities to deliver maximal benefits to individuals and to society. Evaluation of the basis of conflicting claims is necessary to enable decisions about the usefulness of current practices and decisions about whether existing quality management arrangements should be retained, modified and developed, or replaced, or, abolished.

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12

Renner, William 1966. "The open learning initiative : a critical analysis of change in Australian higher education, 1990-1997." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/9353.

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13

Sinclair-Jones, Janet A. "The idea of the university in Australia in the 1990s." Thesis, Curtin University, 1996. http://hdl.handle.net/20.500.11937/1747.

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Over the past ten years Australian higher education has undergone a transformation from a binary structure, marked by a division of 'traditional universities' and colleges of advanced education, to a uniform university structure. This transformation was first proposed in 1987 by the Hon. John Dawkins, Minister for Employment, Education and Training in the Hawke Labor Government. The proposals appeared in the form of a 'Green' policy discussion paper which drew substantial amounts of criticism from the academy, but nonetheless were swiftly transformed into policy as a 'White' paper or policy statement. Since that time, Australian higher education institutions have been subject to a series of changes that have fundamentally changed the patterns of tertiary education provision established over the previous forty years. They have experienced a re-allocation of research funds which has eroded the established advantage of the traditional universities; they have been obliged to accept amalgamations; and, student numbers have expanded at a rate and to a proportion never previously imagined. All of this has been achieved under the banner of improving Australia's place in the highly competitive international economy. The champions of a restructured higher education sector have argued that this competitiveness is greatly dependent upon Australia's ability to improve the scientific and technical base of its human capital: higher education must move towards a more efficient and effective provision of education which will meet the needs of the market.The transformation of higher education has been achieved without the unanimous blessing of the academy. Many of the most strident critics of what have come to be known as the Dawkins Reforms are academics who have expressed dismay at these changes. In particular there has been as strongly argued case that the reforms, with their emphasis on science and technology, mark the end of liberal education in Australia. Australian higher education is now, they declare, the site of mass education based upon a new instrumentalism in which the liberal arts have no significant place.This dissertation takes such criticisms as its focus. In particular it attempts to show that the critique founded upon a defence of the inherent role of liberal education in the Australian university sector has been misguided. Furthermore, the dissertation argues that because so much of the attack on the restructuring policy took this form there was little place for a substantial critical appraisal of the validity of restructuring based upon an imperative of the market.The idea of the university in Australia as one fundamentally defined by liberal education is examined at two levels. First, it is argued that the notion of liberal education used to defend the university against new instrumentalism is an idealised notion which both ignores the historical construction of such an idea at a time when liberalism itself was undergoing transformation, and, wrongly assumes the absence of instrumentalism, within it. Second, the history of the establishment of the university in Australia is reviewed to show that whilst the founders of the universities often had sympathies for the liberal arts, from the outset Australian universities were consistently conditioned by the drive for instrumental education.Higher education policies in the post-WWII era are given particular attention in order to show that mass higher education is no new phenomenon, but the continuation of the drive towards expanded education provision. Just as with the expansion of schooling to mass schooling, a greatly expanded higher education sector has been necessary to fulfil the continued demands of the social democratic consensus. The thesis concludes with the argument that the critique of higher education reforms has been hobbled by the absence of a critical sociology of education which could place the restructuring of Australian higher education in the context of the transformation of social to market democracy.

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14

Malik, Mandeep Singh, and n/a. "Exploring the Need for Higher Education in Sales." University of Canberra. Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20090609.090420.

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15

Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia." Thesis, Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /." Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

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17

Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.

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18

Weeks, Patricia Ann. "Facilitating a reflective, collaborative teaching development project in higher education : relections on experience." Thesis, Queensland University of Technology, 1994.

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A rapidly changing social, educational, political and economic context has meant that there are calls for teaching processes in universities to change from the traditional didactic, lecture method to a more problem-based, student centered active approach to learning, in order to promote and encourage the development of creative, analytical, flexible, lifelong learning skills in graduates. In Australia in recent times there has been an emphasis placed on improving the quality of teaching in higher education. Recently teaching in higher education has been nominated by the Government as an area of national priority. Many universities have responded by establishing Academic Staff Development Units part of whose brief is to assist with the improvement of university teaching practices. University lecturers are well trained in their own disciplines but it is unusual for them to have received any pre-service formal education in teaching methodology. This study was based in and limited to the Queensland University of Technology (QUT) where teaching is a valued part of the mission, and an Academic Staff Development Unit (ASDU) was established to provide support and assistance to lecturers. Part of the brief of the unit is to provide programs, courses, projects and individual consultation to assist lecturers to make changes and improvements to their teaching practices. This study explored the processes involved in encouraging lecturers to join and sustain their involvement with a voluntary collaborative, cross faculty teaching development project (TRAC) which promoted an alternative method of teaching development. This teaching development project offered academics an opportunity to move out of the traditional forms of teaching development by becoming reflective practitioners (Schon, 1983, 1987). The fact that some lecturers were becoming involved and making improvements to their teaching practice by reflecting on and researching their own teaching suggested a need to focus on the processes required to foster and sustain this involvement. The purpose of this study, therefore, was to examine my process of facilitation in the teaching development project. The study is descriptive and interpretive, it was designed to reveal the processes involved in facilitating the project. Narrative inquiry was used as the mode of research in this study as it was an appropriate means of understanding an experience in which the researcher was an active participant and for capturing the complexity of improving teaching in higher education. As facilitator of the project the researcher kept a journal and data was collected through a series of unstructured conversations with lecturers involved with the TRAC project. Observations were made of group meetings and the documents relating to the reflective, collaborative teaching development project were collected. This study aimed to add to the literature on the role and concerns experienced by the facilitator of a teaching development project in higher education. By engaging in reflective inquiry, the researcher learned more about her role and responsibility as a teaching developer and the potential promise and possible pitfalls of helping others engage in studying their teaching practice in higher education. She came to understand more about engaging in reflective practice. The narrative highlighted the processes involved in facilitating a university-wide collaborative, reflective teaching development project for lecturers in higher education, which was aimed at improving the quality of university teaching. By giving a detailed analysis of the individual experiences of the facilitator the study provided a portrayal of the barriers to change and the discussion extended to the implications for supporting lecturers in their quest to become "reflective practitioners" or "teacher-researchers" of their own lecture rooms, laboratories, tutorial rooms and studios in order to improve their pedagogic practice. This study has not aimed to portray a "perfected" process of facilitation, but rather to explore various processes involved in one particular situation. Inquiry into teaching in higher education increasingly focuses on how students learn. While there are many reports in the school sector of teachers examining their own teaching practice, we read very little information about self-reflection either among lecturers or among teaching developers in higher education. The narrative focused on the exploration of my daily practice. The emerging portrayal was characterised by complexity. In this study, I observed that for lecturers to venture beyond the security of former patterns of teaching, to extend their vision and to engage in the change process to improve their teaching practice, I had to create the opportunities and provide support for lecturers whilst they became involved in questioning their teaching practice. I had to provide a 'safe haven' as they entered into a process of thinking, talking and writing about their experiences as lecturers. I found for many lecturers, telling their stories (either through writing or talking) and sharing their concerns with colleagues produced a remarkably fresh and personalised awareness of the experience of being a lecturer.

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Yung, Po-shu Benjamin. "Needs analysis and planning : a review of the provision of tertiary education, 1978-90 /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13014250.

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20

Barnes, Sheri K. "Evidence of heterarchial planning within higher education institutions : learning garden planning and development at Rowan University /." Full text available online, 2007. http://www.lib.rowan.edu/find/theses.

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21

Smithson, Alan. "Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.

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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)

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22

Marterer, Aaron Charles. "Enterprise Resource Planning in Higher Education: A Comparative Case Study." UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/360.

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Case study research on enterprise systems in higher education organizations has shown that the challenges associated with implementing enterprise systems in higher education occur when unique organizational characteristics found in universities do not align with the standard characteristics built into the software programs. Based on such findings, the purpose of this study was to further explore the interaction between higher education organizations and enterprise systems during Enterprise Resource Planning (ERP) implementations in order to gain insight into the effects of ERP implementations in higher education. Through the theoretical lens of actor-network theory, the purposes of this comparative case study at three universities were to identify (a) how higher education organizations re-structured to the standards of the enterprise software, (b) how ERP software was customized in order to adapt to the characteristics of higher education organizations, and (c) how the enterprise software and higher education organizations interacted and translated into a unique identity as a result of ERP implementation. The data for the study were collected through semi-structured interviews and institutional artifacts at three universities which were commonly bound by similar institutional characteristics and the same enterprise software. Further, the study was limited to the examination of the interaction between individuals associated with the registrars' offices at the three institutions and the student module found in each instance of the software. The data revealed that, while the institutions did not organizationally restructure or make policy changes in order to adapt their institutions with the infrastructure of the software, the registrars' offices made many reactionary changes in their business processes, procedures, and nature of work as a result of the enterprise system implementation. The data also revealed that the software customizations, developed to account for unique statutory requirements, caused overwhelming implementation challenges during the enterprise software implementation and post-implementation phases.

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Sinclair-Jones, Janet A. "The idea of the university in Australia in the 1990s." Curtin University of Technology, School of Social Sciences and Asian Languages, 1996. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11499.

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Over the past ten years Australian higher education has undergone a transformation from a binary structure, marked by a division of 'traditional universities' and colleges of advanced education, to a uniform university structure. This transformation was first proposed in 1987 by the Hon. John Dawkins, Minister for Employment, Education and Training in the Hawke Labor Government. The proposals appeared in the form of a 'Green' policy discussion paper which drew substantial amounts of criticism from the academy, but nonetheless were swiftly transformed into policy as a 'White' paper or policy statement. Since that time, Australian higher education institutions have been subject to a series of changes that have fundamentally changed the patterns of tertiary education provision established over the previous forty years. They have experienced a re-allocation of research funds which has eroded the established advantage of the traditional universities; they have been obliged to accept amalgamations; and, student numbers have expanded at a rate and to a proportion never previously imagined. All of this has been achieved under the banner of improving Australia's place in the highly competitive international economy. The champions of a restructured higher education sector have argued that this competitiveness is greatly dependent upon Australia's ability to improve the scientific and technical base of its human capital: higher education must move towards a more efficient and effective provision of education which will meet the needs of the market.The transformation of higher education has been achieved without the unanimous blessing of the academy. Many of the most strident critics of what have come to be known as the Dawkins Reforms are academics who have expressed dismay at these changes. In particular there has been as strongly argued case that the reforms, with their ++
emphasis on science and technology, mark the end of liberal education in Australia. Australian higher education is now, they declare, the site of mass education based upon a new instrumentalism in which the liberal arts have no significant place.This dissertation takes such criticisms as its focus. In particular it attempts to show that the critique founded upon a defence of the inherent role of liberal education in the Australian university sector has been misguided. Furthermore, the dissertation argues that because so much of the attack on the restructuring policy took this form there was little place for a substantial critical appraisal of the validity of restructuring based upon an imperative of the market.The idea of the university in Australia as one fundamentally defined by liberal education is examined at two levels. First, it is argued that the notion of liberal education used to defend the university against new instrumentalism is an idealised notion which both ignores the historical construction of such an idea at a time when liberalism itself was undergoing transformation, and, wrongly assumes the absence of instrumentalism, within it. Second, the history of the establishment of the university in Australia is reviewed to show that whilst the founders of the universities often had sympathies for the liberal arts, from the outset Australian universities were consistently conditioned by the drive for instrumental education.Higher education policies in the post-WWII era are given particular attention in order to show that mass higher education is no new phenomenon, but the continuation of the drive towards expanded education provision. Just as with the expansion of schooling to mass schooling, a greatly expanded higher education sector has been necessary to fulfil the continued demands of the social democratic consensus. The thesis concludes with the argument ++
that the critique of higher education reforms has been hobbled by the absence of a critical sociology of education which could place the restructuring of Australian higher education in the context of the transformation of social to market democracy.

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24

Deweese, David L. "Instructional Planning and Teaching: Perceptions of Practice and Department Expectations of Principal Preparation Program Faculties." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2667.

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This study of principal preparation programs composing the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was conducted to identify and compare the perceptions of program faculty and program coordinators of their respective instructional planning and teaching practices, and their like perceptions of department expectations of faculty regarding these same roles. Variables were constructed using a pilot survey with selected faculty who were members of the Southern Region Council for Education Administration. There were three major findings. Faculty and program coordinators ranked their perceptions of their own practice highly. Faculty and program coordinators ranked their perceptions of their own instructional planning and teaching higher than they ranked their perceptions of department expectations of faculty regarding their teaching. Faculty and program coordinators ranked their perceptions of their own practice higher than they ranked their self-reported use of various instructional planning and teaching strategies, and methods and resources. Several recommendations resulted from this study. Among the most notable were the following: faculty and program coordinators in DPPSP programs need to conduct research which focuses on graduate perceptions of the quality of instructional planning and teaching they experienced while in the preparation program: similar research which focuses on other principal preparation program faculty teaching practices needs to be conducted, possibly using a qualitative approach: in light of the disparity between faculty and program coordinator perceptions of their instructional planning and teaching practices, and their self-reported utilization of various instructional planning and teaching methods and resources, it was recommended that DPPSP faculties and coordinators engage in critical assessment of the assumptions under which they plan for and enact teaching and learning activities.

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Addison, Patricia A. "Receptivity to a proposed change in accounting education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1196.

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This cross-sectional correlation study is concerned with accounting practitioners' receptivity to a propose change in accounting education; specifically, that the existing three year degree course be extended to four years. This change is proposed by the Accounting Profession in Australia. A model of accounting practitioners' receptivity towards the proposed change, at the adoption stage, was revised and adapted from a general model of teacher receptivity to any system-wide change. The revised model has one dependent variable, receptivity, which is measured in three aspects; overall feelings, attitudes, and general behaviour intentions towards the proposed change in accounting education. It has eight Independent variables, and a number of situation variables. These independent variables are; attitudes towards the structure and content of the proposed change, general beliefs about the change based on the expanding scope of accounting practice, overall feelings about the strengths and weaknesses of accounting graduates, overall feelings about alleviating fears and uncertainties of the proposed change, overall feelings about the practicality of the proposed change in the lecture room and tutorial room in two aspects, general behaviour intentions about expectations and achievements for the proposed change, and general behaviour intentions to support instructors and the accounting profession. The relationships between the dependent variables and the independent variables are examined in the context of a number of situation variables.

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Philpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.

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The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.

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Penduka, Mamthembu Mamachele. "Differentiation in higher education : a case study of Lesotho." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20628.

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Differentiation has become a crucial policy driver in higher education systems that attempts to respond to global pressures for a highly skilled labour force, employ new technologies and adapt to unpredictable or volatile global product markets and rapid technological change. In order to be globally competitive, nations have to place knowledge production, accumulation, transfer and application at the centre of their national development strategies. This study investigates the case of Lesotho, a relatively small African country with a colonial past that has left a lasting imprint, both enabling and constraining, on many aspects of its education system. The aim of this explanatory case study was to identify differentiating trends within Lesotho's higher education system, focusing on two institutional types: the polytechnic and the university. These institutions were investigated at both institutional and programme level. The research question was "How differentiated is the polytechnic-university binary division in the public sector higher education system in Lesotho?" The sample for the study comprised two schools and two faculties at the polytechnic and the university respectively. One programme under each school or faculty was investigated.

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Jaggers, Charles R. "A strategic planning model for small, private institutions in higher education." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/450778.

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Purpose: The purpose of the study was to develop a strategic planning model for specific application in small, private liberal arts colleges. A preliminary review of literature indicated both a lack of and a need for such a model.Procedure: The study was conducted in four stages. The first stage was to review selected literature on strategic planning and models of planning in educational and business settings. The intent of stage one was to develop a theoretical framework for the strategic planning model.The second stage of the study was to design and develop an initial model entitled, Small College Strategic Planning Model (SCSPM). In developing the model, concepts and theories from the literature were blended with subjective insights gained from thirteen years experience as an administrator in a small, private liberal arts college.In the third stage, the model was tested for validity by a panel of experts in the field of planning and higher education. The intent of the procedure in stage three was to utilize the wisdom of recognized expert practitioners for refinement of the theoretical model. Such a perspective was included in order to improve the workability of the model and to assure appropriate application to small colleges. Input was received from six experts in private interviews.The fourth stage consisted of revising the initial model based on findings from interviews with planning experts. The revised model incorporated suggestions and ideas which were common to members of the panel as well as unique ideas judged as valid improvements for strengthening the model.Model: The model was based on the theories and concepts of strategic planning and consisted of five major phases: Phase I Pre-Planning; Phase II Foundations for Strategic Planning; Phase III Situation Analysis; Phase IV Strategic Decision-Making; and Phase V Strategic Implementation and Actions. In Phase I the issues of organizing and preparing for planning were addressed. In Phase II a procedure for identifying educational values and existing institutional goals was presented. Phase III included a structure for analyzing the external and internal environments of an institution. Phase IV incorporated several tasks which enable a college to gain closure in identifying key strategic variables. Phase V prescribed a method for transferring strategic plans to annual operational plans. Proper implementation of each phase in sequence is intended to provide a small college with a workable strategic plan, supported and implemented by major constituents of the college.

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Lee, Suk-yee Teresa, and 李淑儀. "An analysis of planning in higher education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965313.

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Lee, Suk-yee Teresa. "An analysis of planning in higher education policy in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1871609X.

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Arthur, Elizabeth A. "Successful Enterprise Resource Planning System Implementation: A Higher Education Managerial Perspective." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3016.

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The overall success rate of implementing enterprise resource planning systems is about 30%. Guided by systems theory, the purpose of this qualitative single case study was to explore the strategies used to ensure a successful implementation by information technology managers working in higher education settings. The data were derived from semistructured interviews of 6 managers and documentation from a higher education institution in the northeastern United States that successfully implemented an ERP system. Data analysis consisted of reviewing interview transcripts, from which themes and patterns were identified and coded. Three recurring factors arose throughout the analysis involved commitment, communication, and change management. The main themes included pre-implementation strategy activities, implementation strategies, post-implementation strategy activities, and continuous improvement. Managers engaged in enterprise resource planning systems implementations should frame the strategic approach with a strong commitment, effective communication, and a comprehensive change management plan throughout the process. The implications for positive social change include the potential to improve the institution's business processes, cultivate a more knowledgeable workforce, increase student academic experience, and improve the institution's performance overall.

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Brown, Michael Anothony. "An exploration of historically black colleges and universities' initiative to develop and implement comprehensive emergency management planning." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3603810.

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Historically, Black colleges and universities (HBCUs) need a systematic planning process for coping with, responding to, preparing for, mitigating, and recovering from disasters. The increase in disasters makes the need for comprehensive emergency management at HBCUs paramount. The problem is that there is no evidence that a systematic planning process is being engaged by HBCUs in an effort to address disasters. The purpose of this case study was to explore the planning process used to develop and implement comprehensive emergency management, which provides a systematic process for dealing with disasters. Information that was collected revealed 7 themes relevant to this case study. Four of the 7 themes were predetermined--(a) get organized, (b) identify hazards, (c) develop a plan, and (d) implement the plan--and three additional themes emerged during in-depth analysis: (e) leadership commitment, (f) skill and knowledge, and (g) cooperation and collaboration. Recommendations for action, further studies, and future research concerns were provided from the results of this study that will be important to policy makers, practitioners, and the sustainability of HBCUs in the future.

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Horton, Kimberley. "A hospitality management student career planning guidebook." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600054.

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The purpose of this project is to create a career planning guidebook for undergraduate hospitality management students. This guidebook will allow students to determine what their interests are in various hospitality careers. Students’ interests will be determined by performing a self assessment via the web based O*Net Interest Profiler™ instrument. The Interest Profiler report will identify students’ interests based on the six personality types adapted from John Holland’s typology of personality types and work environments.

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Jones, Susan Hicks. "Creating a tradition: Early campus planning at Hampton Institute, 1868-1893." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618513.

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The goal of this study was to explore the beginnings of higher education for freed slaves after the Civil War as reflected in the development of the built environment of one of the earliest and most prominent of the historically Black colleges, Hampton Institute. The main purpose was to study the way in which campus planning was implemented at Hampton, its intentions and effects. The study had three hypotheses: (1) a master plan for the development of the campus of Hampton Institute was created by its founder, (2) this master plan was followed by the administration and builders during the early stages of the school's development and (3) the founder of Hampton Institute was aware of the symbolism of the architecture and used it intentionally to create a sense of specialness and to inspire strong attachment among the students of the school.;The study of numerous original documents available in the Hampton University Archives revealed answers to these questions. First, there is ample evidence that a master plan did exist for the development of Hampton's campus and that it was, to a large degree followed. The architectural intentions of Hampton's principal revealed a great deal about the beginnings of Negro education and the controversy which existed concerning the type of education which was best suited to the needs of Blacks. They also reflect the unique mission of the early Black schools. Hampton was the model for many schools which espoused one view of the type of education which would best prepare Blacks to take their place in post war society and, therefore, was an appropriate subject for this study.;The study also revealed certain common characteristics which, when present, produce coherent, consistent campus planning. This information is important for present day administrators trying to promote effective decision making regarding campus growth.;The extension of this study to include other prominent Black schools would provide valuable insights into the evolution of higher education for Blacks. These schools were shaped by their unique mission which was in turn shaped by the unique educational needs of the group they were founded to serve.

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Meulenberg, Paul Martin Charles, and pmeulenberg@swin edu au. "An investigation into the effectiveness of implementing video conferencing over IP." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051025.144820.

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Nobody really knows with certainty what education using digital video communication technology will be like in the next ten years. The only thing that seems certain is that it will not be like the present. While no one can see into the future, we can research present realities and current rates of change as bases for projecting ahead. Video conference systems that operate over IP (Internet Protocol) are being implemented in educational organisations, businesses and homes around the globe. Video conference manufacturers inform us that the implementation of such systems and their use is relatively straightforward. This may or may not be the case. This research argues that there is significantly more to implementing video conferencing over IP than simply installing the equipment, training staff and commencing classes. This study reports on an investigation into the effectiveness of implementing digital video conferencing over IP in educational institutions. It specifically looks at this in respect of the desktop and small group user. Research in desktop videoconferencing in education exists but is not abundant, for example, Thompson (1996), Kies et al., (1997), Bogen et al., (1997), Daunt (1999), Davis and Kelly (2002), Davis et al., (2004). With the considerable progress made in IP technologies, more educational providers are moving to use desktop and small group videoconference systems to link to classes and/or students over the Internet. This is a trend that is growing rapidly world-wide. The implementation and application of IP video conferencing in education is under-researched. This study examines three separate case studies to collect the required data. It looks at the processes required to set up effective communications with students and teachers using digital media. It identifies the specific difficulties that need to be overcome, both technically as well as the human factors that are involved. It addresses these issues chiefly as related to desktop users and small groups of participants in particular. In conclusion it also focuses on the design aspects of the video conference equipment and venues used in educational environments. The aim of the research, therefore, is to understand current and future trends of implementing and using video conferencing over IP, in a technical, human and design sense. The research has practical significance for educational institutions, as it provides useful information for students, tutors, technicians and designers involved in digital video conferencing technologies now, and in the years to come.

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Salter, Robert Lawrence. "Two Case Studies of the University Strategic Planning Process." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645324.

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This is a study of how the quality of a university strategic plan can be assessed on the basis of content validated rubrics. It further explores of the dynamics of how the choice of a planning process, i.e. inclusive or non-inclusive, can be affected by strategic intent, change capacity and leadership style of the organization's President.

As the definition of a quality strategic plan document is established by the study, the next problem the study addresses is the gap in higher education literature about the import of clear strategic intent, i.e. the focus on what the organization is trying to achieve. Therefore, two research questions evolve and are addressed in the study: (1) What are the factors that drive the choice of a strategic planning process? (2) Does the process choice affect the quality of the final plan document?

The first phase of research surveyed 16 presidents of prestigious universities. These participants content validated a Comprehensive Quality Matrix. In the second sampling process, faculty and staff from one Midwestern urban college (Site A) and another university in the same city (Site B) were engaged for focus groups and interviews as the beta sites. This second phase explores the assumption that faculty and staff are more inclined to accept and support change if they are viewed as beneficiaries of and collaborators in that change.

Conclusively, the research was a mixed study in that Phase I was quantitative in nature whereas Phase II was qualitative. A review of findings from the research reveals that criteria for a high-quality strategic plan document can indeed be defined. The researcher developed a Comprehensive Quality Matrix, whose content was validated by experts using a statistically significant standard method. The researcher also identified certain factors that affect the choice of a planning process (inclusive or exclusive). The major elements were strategic intent and culture management, while the minor elements were organizational capacity and organizational learning. Leader style and orientation were found to further impact process choice. Task-oriented leaders tend to be more exclusive in their planning processes, whereas relational leaders tend to be more inclusive.

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Johnson, James N. "Budget planning at three schools within an urban university with decentralized budgeting." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3209578.

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Thesis (Ed.D.)--Indiana University, Dept. of Higher Education, 2005.
Title from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0861. Adviser: Edward P. St. John.

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Shadow, Cyndie. "An Exploration of Knowledge Transfer and Career College Executive Succession Planning." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975343.

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The career college sector of the post secondary education industry contributes more than $20 billion to the U.S. economy annually, but turnover in executive leader roles at career colleges is extremely high. Usually, such turnover occurs without succession planning or knowledge transfer for the new executive. The purpose of this exploratory case study was to explore the need for knowledge transfer when executive turnover occurs in career colleges. This single case study was framed on theories of knowledge addressing concepts such as knowledge stickiness, transfers, and gaps. The overarching research question concerned how lack of knowledge transfer during executive leadership succession at a career college influences stakeholder engagement, where stakeholders are executives, administrators, and faculty. The conceptual framework for this study was Szulanski’s sticky knowledge concept, which pertains to how knowledge transfer from one executive leader to the next may be blocked. Knowledge attrition can be the basis for declining performance and outcomes in an institution such as a career college. In this bounded, exploratory case study using semistructured interviews with stakeholders, the aim was to understand how to improve knowledge transfer in these colleges so that they may remain available for the students they serve, who usually represent the first generation in their families to obtain any postsecondary certification. This aim is socially significant because completion of career education can be a factor leading individuals into the middle class. Social change for a portion of the underserved population can certainly emanate from educational opportunities that lead to career placement, which is why understanding executive succession in career colleges has significance in American society.

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Freeman, Catherine Elaine. "Missouri and Oklahoma a comparative study of political culture and state higher education planning and policy making /." Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9111523.

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Yung, Po-shu Benjamin, and 容寶樹. "Needs analysis and planning: a review of the provision of tertiary education, 1978-90." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31963973.

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Chun, Hans H. "Crisis planning at private residential institutions of higher education in Northern California." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2371.

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The purpose of this study was to analyze critical elements for crisis planning at seven private four-year residential colleges and universities in Northern California. The researcher reviewed each campus's written crisis plans and interviewed campus officials in charge of leading their respective institution's crisis planning efforts. The data revealed that the threat of natural disasters was a common impetus for formal crisis planning. Institutions borrowed information from other campuses and public and private organizations to develop institutional crisis plans. Outside agencies both contributed to and gained from collaboration with these institutions, although all institutions sought a degree of self-sufficiency for food and water supplies. Emergency Operations Centers were designed to focus staffing and resources in a single, in some cases moveable, location in the event of a crisis. Campuses in this study invested considerable resources in systems of communication with students, faculty, and staff, including sirens, digital displays, and Connect-ED, but individual subscription remained a barrier to the smooth functioning of Connect-ED. Multi-layered communication systems enhance a campus's ability to communicate with all stakeholders. Philosophies varied on specificity versus flexibility as the framework for crisis planning. Campuses used threat assessment teams as proactive intervention to identify students who pose a threat to themselves or others. The State of California Standardized Emergency Management System (SEMS), which became a template for the Federal National Incident Management System (NIMS), has become the unifying factor for crisis planning among these institutions. SEMS/NIMS, while not a mandate, emerged as a driving force for planning, because compliance with SEMS/NIMS is a requirement for receiving federal disaster emergency reimbursement for property damage. Practicing the plan, through tabletop and functional simulation exercises, allowed campus officials and civic safety agencies to develop a shared vocabulary and procedures. Crisis planning is a means to help a campus prepare for and respond to an incident in an effective manner, thus reducing harm to people and property damage. Although crisis planning cannot completely prevent incidents from occurring, appropriate and advanced planning and preparation can allow campus leaders to contain both the duration of and the damage caused by major crises.

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Ahmer, Zeshan. "Usage of Enterprise Resource Planning Systems in Higher Education Institutions in Pakistan." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19625.

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The purpose of this empirical study is to examine the usage of Enterprise Resource Planning Systems (ERPS) in Higher Education Institutes (HEIs). Recently, rapid growth in information technology services compels developing countries to emerge as an information-based society. This emergence corresponds with the calls of researchers to address ERPS (Abbas, 2011). However, there is a scarcity of efforts by researchers to identify the factors contributing to the usage of ERPS at the organisational, departmental and end-user layer in HEIs. To fill this gap, this research develops a Multi-Layer Usage Model (MLUM) to determine the factors of ERPS usage across the organisational, departmental and individual levels of HEIs. The theoretical foundation of this study is adapted from unified theory of acceptance and use of technology developed by Venkatesh et al (2003). The study is unique in many respects. Firstly, it offers a newly developed multi-level conceptual model that is tested empirically using three distinct questionnaires; one for each layer. A large primary dataset, 1317 responses, is collected through three questionnaire from 18 higher education institutions in Pakistan; 86 responses from the organisational layer, 143 from the departmental layer and 1088 from the end-user layer. Structural equation modelling is used to analyse the effect of factors at three layers contributing to the usage of ERPS. Furthermore, the models are refined by applying extensions of structural equation modelling. Results suggest that at the organisational layer human resource availability, tolerance for risks and conflicts, collegial support and collaboration and decision making and control are significant and contributed towards ERPS usage while at the end-user layer behavioural intentions and motivation were insignificant and were therefore, removed from the model. This study contributes to theory development regarding usage of innovations in the under-researched context of HEIs. It also provides indigenous manifestations of ERPS usage that may be used by policy-makers.

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Al-Zarouni, Ahmed Abdullah. "Strategic budget planning for higher education institutions in the United Arab Emirates." Thesis, University of South Wales, 2003. https://pure.southwales.ac.uk/en/studentthesis/strategic-budget-planning-for-higher-education-institutions-in-the-united-arab-emirates(4911f39d-3905-460a-8ba3-487e19c2b195).html.

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This thesis represents the first empirical investigation of the impact of strategic planning on budgetary and resources allocation processes within higher educational institutions (HEI) in the United Arab Emirates (UAE). It has been shown in the accounting literature that, there is a need for studies to assess the links between university strategies and the budgeting and budgetary control processes of those institutions. Such studies of the strategy-budget connection have been called for by a number of accounting scholars in order to learn more about how HEI can better manage and meet their learning and teaching objectives. In addition achieving these plans and programmes has become more complex in what worldwide is an increasingly resource constrained environment. This thesis develops these issues by adding to the literature in a country not previously studied in this context. The study has constructed a theoretical model, which develops certain significant connections between personal and organisational characteristics, university strategies, the budgeting and control processes, and finally the centralisation of financial and administrative decisions within HEI in the UAE. The research model has several further connections particularly between the strategic planning and budgetary processes. In examining the model the researcher has developed new measures derived from the relevant literature for factors in the strategic planning process, the budgeting and budgetary control process and the centralised nature of management decision making in the institutions being investigated. The reliability and validity of these measures were examined by using several statistical techniques through both pilot and comprehensive field studies. In addition, the study approached five universities and two technical colleges within UAE. The sample included a hundred and fifteen subjects represent senior academic, managerial, and financial staff within UAE institutions. Finally, senior members of Ministries of Finance and the HEI themselves were interviewed in order to objectively assess the impact of these issues on the challenges facing these universities and colleges in meeting their objectives. The present study has found significant linkages between strategic planning and the budgetary and control processes that support the model of this thesis and highlight the actual problems created by any missing link in the strategy-budget connection. This is in addition to discovering other problems associated with the whole planning and budgetary processes within UAE HEI. The thesis found more limited support to the interrelationships between personal and organisational characteristics and, the budgeting and control processes. This is due to the structural and institutional nature of the phenomenon under investigation. Finally this thesis has drawn certain conclusions and recommendations thought necessary to improve the situation discovered.

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Burnett, Sally-Ann. "The impact of globalisation on higher education institutions in Ontario." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492253.

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There exists only sparse empirical data that is concerned with universities’ responses to globalisation. This study explores how and why higher education institutions in Ontario, Canada have responded to aspects of globalisation. It examines the policy context and the processes and priorities in institutional responses. First, the varying meanings and interpretations of the concept of globalisation are examined, alongside its relationship to terms such as glonacalisation, internationalisation, cross-border and borderless education. One particular element of globalisation: the recruitment of non-domestic students, is determined as the anchor point for the empirical research. Using a predominantly qualitative, mixed-methods approach, documentary research provides a foundation and framework of understanding from which detailed, empirical research is used to explore globalisation at each university studied. In the empirical study, the policy context for higher education in Ontario and Canada is first determined before aspects of each case study university are quantified. Thirdly, and most importantly, a qualitative, multiple case study approach is used to achieve a depth of understanding to establish each university’s institutional strategies and practices in response to globalisation. This allows for issues to be probed and conclusions to be drawn in a way that would not have been possible using a purely quantitative approach. Several similarities and many differences are revealed in the institutional responses that are explained in terms of policy context, institutional culture, strategic planning, institutional characteristics and settings. From these are derived some suggested adjustments to institutional strategies for each of the case study universities. More general recommendations follow, aimed at policy makers and institutional leaders, which if acted upon would improve the impact of universities’ responses to globalisation across Ontario. Suggestions for further research are given before the thesis concludes with a summary of the author’s professional and personal development during the course of the DBA.

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Quann-Youlden, Cathy, and n/a. "Commonwealth Higher Education Policies: Their Impacts on Autonomy and Research in Australian Universities." University of Canberra. Business & Government, 2008. http://erl.canberra.edu.au./public/adt-AUC20081202.151704.

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In recent years, the Australian Government's (Commonwealth) relationship to universities has become one of greater involvement as political circles recognise the escalation in the significance of higher education as a key determinant in Australia's economic, social, cultural, and intellectual development. The increasing role of the Commonwealth in Australian universities is largely a consequence of this recognition, but it is also due in part to changes in the way governments approach the public sector and publicly funded institutions. Both the literature and extensive Commonwealth reports provide an array of details in relation to: what the Commonwealth wants from its universities; why it wants it; what it is doing to ensure that it gets what it wants; and the results of its actions-at least from the perspective of the Commonwealth. But what is missing is how universities themselves perceive the impact of the Commonwealth's increasing involvement in universities. Although academics and managers in Australian universities have much to say about how current and proposed Commonwealth policies affect their working environment they are not given much of a venue to opine. As such there is a lack of literature on how universities perceive the impact of this increasing involvement. This dissertation aims to fill the gap by providing a forum that addresses universities' perceptions of how Commonwealth policies affect their universities. Specifically, this dissertation sets out to discover if and how Commonwealth policies change universities and focuses on how policies influence autonomy and research in Australian universities through the responses of those who work in the offices of the deputy vice chancellors of research in twelve Australian universities. One of the most significant findings of the thesis is that the Commonwealth's increasing involvement in universities is viewed by respondents as a consequence of the Commonwealth's mistrust of Australian universities. Furthermore, the Commonwealth is seen as lacking expertise in areas relating to universities-their needs, history, purpose, mission, and how they best relate to and contribute to society-and their need for autonomy. This dissertation offers some insights into perspectives whereby policies built on the Commonwealth's mistrust and lack of expertise in university matters negatively influence autonomy and research productivity in Australian universities. The results indicate decreased productivity which leads to further mistrust that appears to decrease productivity even morea cycle that respondents fear might be a self-propelling downward spiral. Eight hypotheses and one overarching proposition emerge from the findings. In addition, nine areas are identified as adding to the overall understanding of the affect that Commonwealth policies have on university autonomy and research productivity in Australian universities.

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Harris, Shirlene W. (Shirlene Wynell). "Strategic Planning in Higher Education: A Study of Application in Texas Senior Colleges and Universities." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331122/.

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The problem with which the four-phase descriptive study was concerned is the extent of application of strategic planning by senior colleges and universities in Texas. The purpose was to analyze and describe the status of the planning based on the perceptions of the respondents and a specific set of characteristics validated by twenty experts.

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Shippey, Theodore Clive. "A critical analysis of transfer, articulation and master planning in tertiary education in California (1960-1988) and a resultant model for the RSA." Thesis, Cape Technikon, 1990. http://hdl.handle.net/20.500.11838/1915.

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Thesis (Masters Diploma (Post -School Education)) -- Cape Technikon, Cape Town, 1990
The main hypothesis underlining this study is the belief that the great emphasis on "transfer" and "articulation" in tertiary education in California contains lessons for the tertiary sector in the RSA. Such lessons can fruitfully be examined with a view to intelligent, selective adaptation. In California an extremely flexible pattern of mobility exists between the four systems of tertiary education, namely the University of California (UC) (9 campuses), the California State University (CSU) (19 campuses), the Community Colleges (CCs) (106 campuses), and the Private/Independent sector (377 campuses). This pattern contrasts strikingly with the relatively inflexible approach in the RSA where transfer and articulation between the universities, technikons and colleges of education are not generally encouraged and do not occur too frequently. The creation of a model in the RSA which incorporates the most constructive elements of the systems in California is one of the primary objectives of this study. In the creation of this model cognisance has been taken of the many similarities and also the considerable differences in the economic, social, historical and physical conditions which exist in the RSA and in California. Every attempt has been made to avoid errors of "transplantation" which could easily take place. The key word in this study is "adaptation" and not the direct "transfer" of ideas since an eclectic approach, if applied too literally, can easily lead to an imposition of alien concepts. This study is therefore aimed primarily at focusing attention on the need for greater ''mobility'' among the tertiary education sectors in the RSA and in stimulating constructive moves in this direction. A secondary hypothesis underlying this study is the assumption that the 1960 Master Plan for Higher Education in California has proved successful and worthy of emulation in certain respects. This assumption has led to an examination of the California Plan with a view to the possible adaptation of some of its successful principles - other than "transfer" and "articulation" - in order to formulate the basis for a much needed Master Plan for Tertiary Education in the RSA. Implicit in this secondary hypothesis is a brief analysis of those aspects of the California Master Plan such as budgeting, funding, examining, control of standards, and so on, which have contributed to the success which has been achieved in California during the last three decades. This analysis is inevitably followed by a consideration of these points in the South African context in order that any constructive ideas may be incorporated or adapted to the conditions prevailing in the RSA. The universality of certain educational principles emerges clearly from this study as do the undeniable virtues of careful, logical studies of other educational systems in order that one may be in a stronger position to assess and improve one's own system.

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48

Garza, E. L. de la. "Planning, development and evaluation issues in the expansion of university provision in Mexico." Thesis, University of East Anglia, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235212.

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49

Alyahmadi, Hamad H. "The development and expansion of higher education in Oman : planning for the future." Thesis, University of Sheffield, 2007. http://etheses.whiterose.ac.uk/14666/.

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In common with many other developing countries, particularly in the Gulf region, Oman has been experienced on educational renaissance over the last 35 years. This renaissance put substantial pressure on HE, and created considerable disquiet within Omani society, as the majority of young secondary school graduates are unable to be accommodated in the one state university and other colleges. Consequently, the country's mission to 'Omanise' its workforce (and thereby rely less on expatriates and migrant workers) is far from being achieved, particularly in the private sector agencies. Questions naturally follow regarding the adequacy of state planning for HE and the implementation of the vision whereby Oman's younger generations can fully contribute towards Omani life in all respects - economically, socially, and culturally. This study takes the HE context in Oman as its focus, considering issues relating to its development and expansion, and concentrating specifically on the provision for, and progression of, Secondary School Graduates (SSGs) to HE. In this regard, the study aims also to investigate different demands for HE, socially and economically, and to identify the vision, aims, policies, and implementation plans of HE as currently articulated in the country's published Development Plans, with particular reference to the Vision of Oman Economy 'Oman 2020', and the 5th and 6th FYDPs. It explores the funding, administration and management of HEIs, and considers in detail, the contribution made to the country's HE sector by private institutions. Using two research techniques of documentary analysis and an exclusive interview with fifty key figures, senior and influential personnel and stakeholders in Omani HE, HRD organisations, industry and society at large, the study reveals the challenges currently facing HE system. It demonstrates the limitations of HE provision and the serious mismatch between the nature and level of the system's outputs, and the country's development requirements. It proceeds to offer suggestions regarding the need to enhance the future vision and plans of HE, the state role in the administration and financing of HE and the benefits that might accrue from public-private partnership and cost-sharing measures. It considers, in particular, re-structuring the sector in order to make more effective use of resources, remedy the current various difficulties and to promote the future plans and provisions this extremely vital aspect of the nation's development.

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edu, aruddy@indiana, and Annie Ruddy. "Internationalisation: Case studies of two Australian and United States universities." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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Higher education has undergone significant change as universities have sought to respond to government reforms in a period of globalisation. One major reform that globalisation has introduced is the reduction in state funding for higher education. Universities have turned to other resources to provide funding and one of these is the recruitment of international students. The focus of this thesis is on contrasting the internationalisation policies of two nations, Australia and the United States, by analysing published policies, statistics and carrying out interviews on two campuses. Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement these policies. Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students. Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. Faculty members and domestic and international students expressed dissatisfaction about cultural insensitivity, lack of adequate services that offered housing and emotional/social support, and language barriers. At the same time, each university was achieving some of its internationalisation goals. In conclusion, strategies are suggested that might improve the implementation of internationalisation at both universities.

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Dissertations / Theses on the topic 'Education, Higher Australia Planning'

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