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1
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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2
Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
Full textAbstract:
In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
3
Kumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.
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This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.<br>thesis (PhDEducation)--University of South Australia, 2004.
4
Ruddy, Anne-Maree. "Internationalisation : case studies of two Australian and United States universities /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.
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Fiocco, Maria. "'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs." Thesis, Fiocco, Maria (2005) 'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/50/.
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Through a critique of Ball's (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment ('the policy') and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball's framework is extended to include Marginson and Rhoades' (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of 'the policy'. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of 'the policy' cycle.
The study examines the key 'players' or individuals who contributed to 'the policy's' creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of 'the policy', and in influencing key 'players'. It was also recognized that it was not always possible to definitively describe the role of these 'players' or 'actors' according to a hierarchical structure and separate contexts, confirming Ball's (1990) theory that influence on policy is often ad hoc and trajectory in nature.
Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities' close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that 'the policy' created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships.
The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.
6
Fiocco, Maria. "'Glonacal' contexts : internationalisation policy in the Australian higher education sector and the development of pathway programs /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.
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Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.
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This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.
8
Snider, Paul D. "Exploring the relationships between individualism and collectivism and attitudes towards counselling among ethnic Chinese, Australian, and American university students /." Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040430.140708.
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9
Rivers, Gary James. "University selection in Singapore : a case study of students' past and intended decision-making." University of Western Australia. Graduate School of Management, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0072.
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This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.
10
Chen, Chia-Hung. "Word-of-mouth information gathering : an exploratory study of Asian international students searching for Australian higher education services." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16275/.
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Word-of-mouth communication (WOMC) has been recognized as a powerful marketing communication medium that many consider beyond marketers' control and yet is a reliable, creditable, trustworthy information-gathering tool, especially in credence-based services (CBS). To date, the various types of WOMC messages have not yet been adequately studied in the context of CBS. Using the individual face-toface convergence interview (CI) technique as the primary data collection method of exploratory research, this study attempts to fill this gap by describing the types, the characteristics, and the significance of WOMC messages involved in a CBS information gathering process (e.g. selection of an Australian higher education service). Marketers in the higher education sector feel WOMC advertising is unfamiliar and less manageable, but powerful in practice, especially in recruiting overseas Asian students. This study took the strengths of computer-assisted qualitative data analysis software (CAQDAS), N*Vivo 2, to manage qualitative transcriptions and enhance the data analysis process in organizing, linking, coding categorizing, organizing, summarizing behaviour patterns in order to explore the insightful findings and answer research questions. The study summarizes participants' motivation items and the specific information gathering steps as the foundation to discover the three types of WOMC messages (service information gathering, subjective personal experience, and personal advice) the characteristics of WOMC messages and the significance of WOMC messages in the CBS information gathering process. In theoretical terms, the findings on the role of types of WOMC messages have extended Beltramini model in the information gathering stage. In terms of the management implications, this research advances the current understanding of the types of WOMC messages, insightful WOMC characteristics and significances in behaviour patterns in the CBS information gathering process. As a result, university marketers are able to effectively cultivate various types of WOMC messages in promotion campaigns.
11
Chen, Chia-Hung. "Word-of-mouth information gathering : an exploratory study of Asian international students searching for Australian higher education services." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16275/1/Chia-Hung_Chen_Thesis.pdf.
Full textAbstract:
Word-of-mouth communication (WOMC) has been recognized as a powerful marketing communication medium that many consider beyond marketers' control and yet is a reliable, creditable, trustworthy information-gathering tool, especially in credence-based services (CBS). To date, the various types of WOMC messages have not yet been adequately studied in the context of CBS. Using the individual face-toface convergence interview (CI) technique as the primary data collection method of exploratory research, this study attempts to fill this gap by describing the types, the characteristics, and the significance of WOMC messages involved in a CBS information gathering process (e.g. selection of an Australian higher education service). Marketers in the higher education sector feel WOMC advertising is unfamiliar and less manageable, but powerful in practice, especially in recruiting overseas Asian students.
This study took the strengths of computer-assisted qualitative data analysis software (CAQDAS), N*Vivo 2, to manage qualitative transcriptions and enhance the data analysis process in organizing, linking, coding categorizing, organizing, summarizing behaviour patterns in order to explore the insightful findings and answer research questions. The study summarizes participants' motivation items and the specific information gathering steps as the foundation to discover the three types of WOMC messages (service information gathering, subjective personal experience, and personal advice) the characteristics of WOMC messages and the significance of WOMC messages in the CBS information gathering process. In theoretical terms, the findings on the role of types of WOMC messages have extended Beltramini model in the information gathering stage. In terms of the management implications, this research advances the current understanding of the types of WOMC messages, insightful WOMC characteristics and significances in behaviour patterns in the CBS information gathering process. As a result, university marketers are able to effectively cultivate various types of WOMC messages in promotion campaigns.
12
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.
13
Akopian, T. V., and T. V. Anpilohova. "Pedagogical innovation of teaching foreign languages in higher education." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18492.
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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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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.
16
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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Gavrilko, Tatiana Alexandrovna, and Andrey Sergeevich Kushnir. "Endomement funds in higher education institutions: foreign and domestic experience." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/53769.
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1. Economic Strategy of Ukraine 2030. Ukrainian Institute for the Future. URL: https://strategy.uifuture.org/ (accessed 01 October 2021).
2. Development Fund of the Institute of International Relations. URL: http://iirfund.org/about/history/ (accessed 04 October 2021).
3. Endowment. University of Banking. URL: https://ubs.edu.ua/spilnota-ubs/fundraising/endaument/ (accessed 05 October 2021).<br>The essence of endowment funds, their place in the practice of functioning of foreign and domestic higher education institutions was considered. Problems of endowment development in Ukraine and conditions for their solution were identified.<br>Розглянута сутність ендаумент-фондів, їх місце в практиці функціонування зарубіжних та вітчизняних закладів вищої освіти. Визначені проблеми розвитку ендаументу в Україні та умови їх вирішення.
18
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.
Full textAbstract:
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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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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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/.
Full textAbstract:
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.
21
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/.
Full textAbstract:
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.
22
Weeks, Patricia Ann. "Facilitating a reflective, collaborative teaching development project in higher education : relections on experience." Thesis, Queensland University of Technology, 1994.
Find full textAbstract:
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.
23
Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.
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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.
Full textAbstract:
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 ++<br>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 ++<br>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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Kagwesage, Anne Marie. "Coping with Learning through a Foreign Language in Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90165.
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The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging.<br>Det övergripande syftet för denna avhandling är att undersöka hur studenter inom högre utbildning i Rwanda erfar att lära på ett främmande språk, i huvudsak engelska, och vilka strategier de använder sig av för att lyckas genomföra sina universitetsstudier i en tid av förändring av både undervisningsspråk och undervisningen i sig. Avhandlingen tar sin utgångspunkt i ett sociokulturellt perspektiv och en kvalitativ forskningsdesign. Intervjuer genomfördes för att få fördjupad förståelse för hur studenterna reflekterar över och hanterar problemet med att lära på ett främmande språk. Video- och audioinspelade interaktioner av studenternas formella och informella gruppdiskussioner användes för att fånga och analysera språkliga och kommunikativa detaljer som förekommer men ofta förbises eller tas för givna. Fyra empiriska studier visar att studenterna möter olika utmaningar när de måste använda ett nyligen introducerat främmande språk i undervisningen och i olika lärandesituationer. De är emellertid medvetna om att globalisering och upplösning av nationella gränser kan skapa nya möjligheter och är därför villiga att förbättra sin engelska för att kunna klara av den nya undervisningssituationen. Analyserna visar också att aktiv användning av en mångfald av språk, även om det är tidsödande, har stor potential att underlätta lärande och på så sätt betonas den komplementerande snarare än den exkluderande synen på språkanvändning i Rwanda. Dessutom visar det sig att diskussioner i grupp initierade av både lärare och studenter har en potential att stödja konstruktionen av kunskap inom akademiska ämnen eftersom studenterna skapar en tillitsfull miljö där de är trygga att delta. Studierna visar också att trots att modersmålet inte är officiellt erkänt som undervisningsspråk spelar det en medierande roll i framförhandlandet av innehållet inom olika ämnesområden genom olika former av gränsöverskridande språkande där alla språk som studenterna har tillgång till används.
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Li, Xuzhuang. "Reform and development of Chinese higher education : with reference to foreign models." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294481.
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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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Bonilla, Nancy L. "Fostering students' oral proficiency during study abroad| A mixed-methods investigation of one program's response." Thesis, Regent University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3733445.
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<p> Although it is assumed that students who study abroad will return with improved oral proficiency, a review of research findings revealed that oral gains are not guaranteed for all. The literature review addressed the need to investigate the quality of study abroad (SA) programs as it relates to fostering students’ oral proficiency. This study investigated the ways in which an SA program in Ecuador fostered undergraduate students’ oral proficiency through interviews and documentary research. Data analysis of interviews with the program’s staff and documents revealed that the program facilitated oral proficiency through Spanish classes, the Oral Proficiency Interview (OPI)-preparation class, native speaker interaction, intentionality, and outings. A survey capturing students’ perceptions of the program indicated that students found the OPI-preparation class to be the most helpful and outings to be the least helpful in their oral proficiency development. Overall, students reported that they found the program to be quite effective in helping them improve orally and that they were satisfied with their progress. Finally, a comparison of pre- and post-OPIc results revealed that all students had gained one proficiency level at the conclusion of the program. The present study provides implications for SA programs and higher education institutions for assisting students with their oral proficiency development while abroad. It also gives recommendations for future research of proficiency-based SA programs.</p>
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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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Trestrail, Colin. "Full-fee paying international students at Murdoch University 1985-1991: a policy case study." Thesis, Trestrail, Colin (2005) Full-fee paying international students at Murdoch University 1985-1991: a policy case study. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/370/.
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In 1985 the Australian Government announced a momentous policy initiative allowing Australian universities to enrol full-fee paying international students for the first time. This case study is an analysis of the policy development that ensued at Murdoch University between 1985 and 1991 as it responded to this opportunity to alleviate problems, with finance and low student numbers, that were threatening its very existence as an independent university. In particular, it examines the factors that had placed Murdoch in such a parlous situation, and the reasons why it was able to respond quickly and effectively so as to implement a highly successful and comprehensive program for the recruitment, enrolment and support of full-fee paying international students.
The case study format allowed for the use of a wide range of data sources. Sources of documentary evidence included: formal written works about the events and concepts under investigation, newspapers and other media items, letters, memoranda, agendas and minutes of meetings, and other internal Murdoch University documents. In addition, archival materials such as annual reports, budgets and financial records were consulted. Verification and extension of the documentary and archival evidence was gained from interviews with past and present staff and students of Murdoch University who had been involved with the program.
The study found that organisational changes initiated by successive Vice-Chancellors in the 1980s had replaced a slow and unresponsive, collegial style of decision-making, based on very wide consultation, with a more centralised, bureaucratic and market-oriented system. New, streamlined procedures, and the devolution of policy-development to small, semi-autonomous committees, enabled the University to rapidly develop policies and procedures for the inauguration of a program for full-fee paying international students in 1987. The continued success of the program, both in terms of enrolment numbers and financial returns, was found to be based on the creation and development of an almost independent, and entrepreneurial, International Office for the organisation of most aspects of the program, including the marketing and recruitment process.
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Trestrail, Colin. "Full-fee paying international students at Murdoch University 1985-1991 : a policy case study /." Trestrail, Colin (2005) Full-fee paying international students at Murdoch University 1985-1991: a policy case study. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/370/.
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In 1985 the Australian Government announced a momentous policy initiative allowing Australian universities to enrol full-fee paying international students for the first time. This case study is an analysis of the policy development that ensued at Murdoch University between 1985 and 1991 as it responded to this opportunity to alleviate problems, with finance and low student numbers, that were threatening its very existence as an independent university. In particular, it examines the factors that had placed Murdoch in such a parlous situation, and the reasons why it was able to respond quickly and effectively so as to implement a highly successful and comprehensive program for the recruitment, enrolment and support of full-fee paying international students.
The case study format allowed for the use of a wide range of data sources. Sources of documentary evidence included: formal written works about the events and concepts under investigation, newspapers and other media items, letters, memoranda, agendas and minutes of meetings, and other internal Murdoch University documents. In addition, archival materials such as annual reports, budgets and financial records were consulted. Verification and extension of the documentary and archival evidence was gained from interviews with past and present staff and students of Murdoch University who had been involved with the program.
The study found that organisational changes initiated by successive Vice-Chancellors in the 1980s had replaced a slow and unresponsive, collegial style of decision-making, based on very wide consultation, with a more centralised, bureaucratic and market-oriented system. New, streamlined procedures, and the devolution of policy-development to small, semi-autonomous committees, enabled the University to rapidly develop policies and procedures for the inauguration of a program for full-fee paying international students in 1987. The continued success of the program, both in terms of enrolment numbers and financial returns, was found to be based on the creation and development of an almost independent, and entrepreneurial, International Office for the organisation of most aspects of the program, including the marketing and recruitment process.
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Crider, Joellen. "Reconcilable differences? : a case study of an undergraduate double-degree program between a French grande čole for business and a liberal arts institution in the United States /." Click here to view full-text, 2007.
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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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Doan, Dung Hue. "Foreign-trained academics and the development of Vietnamese higher education since doi moi." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312202.
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O'Shaughnessy, Susan. "Changing professional identities of foreign language lecturers in the Irish higher education system." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14651/.
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In this study I argue that professional identity is changed to a large extent by the effects of time and space on both individuals and groups. By using Bourdieu's key concepts of habitus, capital and field in relation to each other, this smallscale research project into the changing professional identities of German language lecturers in a number of Irish higher education institutions demonstrates how the choices made are influenced by individual and collective history (conceptualised by habitus and capital over time) and the social spaces or institutions within which these agents interact (fields). With the reduction in demand for German over the last decade lecturers have been obliged to refocus on new disciplines and specialisms or, in the case of part-time staff, have had to adapt to moving completely out of the profession. The thesis begins by outlining the background of structural changes that have affected the professional identities of language teachers and academics. It goes on to position the project within a framework provided by Bourdieu' s concepts. As an affected member of this professional group, I use the concept of reflexivity to show how an insider's perspective gives insights into power relations within a higher education institution undergoing constant structural change. The fields of European, national and institutional language policies are analysed and this leads on to a critical engagement with the narratives of a group of 13 German lecturers and former lecturers from one institution who have been obliged to cope with challenges within a specific institutional field and with a professional habitus similar to my own. The conclusion highlights the factors that have affected successful and unsuccessful transitions in professional identity, suggesting that the passage of time and the creation of a unified professional space can support the formation of stable individual and collective identities.
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Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, and Viktoriia Semenivna Kurochkina. "Innovative methods of teaching a foreign language in non-language higher education institution." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65167.
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Studies have shown that today teaching foreign languages is impossible without an innovative component. In the light of contemporary requirements to the goals of foreign language instruction, the scheme “teacher-student” has shifted towards innovative technologies. Teachers are intended to prepare in a short time specialists with a good command of a foreign language. To achieve the assigned task, i.e. to teach students within a limited period of time to talk, understand, extract comprehensive information from the original sources, is possible by incorporating traditional and innovative methods of instruction based on the principles of communicative interaction.
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Badur, Gulistan Palmer James C. Padavil George. "International students' perspectives on their cross-cultural adjustment to American higher education." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087861.
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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.
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Pimpa, Nattavud 1974. "Marketing of international education : the influence of normative referents on Thai students' choices of international education." Monash University, Centre for Research in International Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8199.
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Kayitankore, Bernard Narcisse. "Foreign training of academic staff and capacity building in higher education institutions in Rwanda." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8864_1182227521.
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<p>During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions<br>amongst others is the training of human resource which is the most important of all.</p>
<p>In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.</p>
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Effiong, Martins. "Factors influencing foreign language classroom anxiety : an investigation of English learners in four Japanese universities." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/367372/.
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Over the past three decades there has been increasing interest in foreign language classroom anxiety in both EFL and ESL settings. Many empirical studies have used a standardised tool to measure L2 anxiety in different contexts and findings have shown varying associations between L2 anxiety and learning outcomes. However, in EFL settings, the influence of cultural and contextual factors on L2 anxiety and L2 oral communication has not been extensively investigated. This thesis focuses on the nature of anxiety experienced by Japanese learners of English in higher education settings, and explores causative agents by looking into classroom pedagogic, social, cultural approaches without ignoring the impact of the nature of the institutions within which these occur. The research questions aim to explore how foreign language anxiety is influenced by institutional type, pedagogy, teacher and learner variables as well as classroom social factors. In addition, this research aims to explicate the cultural dimension of anxiety experienced in the Asian L2 context and how this affects the development of speaking skills. The study adopted both quantitative and qualitative data collection procedures. The field work took place over a period of four months in four Japanese universities scattered over three prefectures. Whereas one hundred and forty students took part in a survey using a Japanese version of the well-known FLCAS scale, qualitative data was obtained from observing the classes and interviewing twenty four student and four teacher participants. The findings of this study suggest that Asian EFL learners experience different dimensions of anxiety from those reported in generic literature. Additionally, trainee teachers were found to experience higher levels of anxiety than learners in other disciplines. Teaching approaches largely predicted anxiety in the different classrooms studied. Furthermore, the Japanese learners were notably more anxious than their Asian counterparts; an outcome that is explained by cultural differences between the Japanese and other Asians. Finally, other anxiety predictors that emerged from the study were the age of the teacher and their self-presentation, as evidenced in their dress code. The results indicate that while the domains of anxiety experienced by Asian EFL learners are dissimilar to those in other regions, particularly, the Japanese learners differ from other Asians in both their anxiety profile and approaches to acquiring L2 speaking skills.
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Jennings-Arey, Rhonda Lynn. "Self-directedness among american sign language learners| A study of first semester college students." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099593.
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<p> This explanatory mixed method research study investigates instructor and student perceptions regarding the factors that enhance or inhibit the self-directedness of American Sign Language (ASL) I students enrolled in institutions of higher education. This methodology was employed to learn from interviews with 10 participants, both students and instructors, as well as 20 students who participated in the Self Directed Learning Readiness Scale (SDLRS) aka the Learning Preference Assessment (LPA) developed by Lucy Guglielmino (1978). The SDLRS survey answered the first research question. As it is shown in research, the interviews clarified the numbers with the personal narratives to support the development of the conclusion of the study. The data collected were videotaped and transcribed by the researcher. A total of three themes emerged from this study to answer the six research questions. The goal of this explanatory mixed method study was to gain more knowledge of what the students in the introductory ASL class perceive their self-direction to be and to identify what works for them in regards to learning strategies. Findings from this study could provide deeper understanding and a rich source of information for the future ASL instructors to help reduce frustration among ASL students. </p>
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Barrette, Catherine Marie 1967. "An assessment of the effects of the use of self-selected texts from the World Wide Web on foreign language reading comprehension." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290603.
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An assumption of the Whole Language model of reading is that self-selected text use is beneficial to students' reading proficiency. This experiment tests that assumption, and broaches a hitherto unexplored aspect of the reading process, namely students' reasons for text selection. The 68 college-level Spanish foreign language students in this study completed two types of reading comprehension tests, multiple choice and retelling tests, which permitted an evaluation of the effects of self-selected vs. assigned text use on reading proficiency. In addition, they responded to two questionnaires. The first, administered during the second week of classes, elicited information about students' demographic characteristics, computer literacy, Spanish experience, and perceived language and reading proficiency. A second, weekly questionnaire asked about the texts students read from the WWW, specifically targeting text topic, sources of prior knowledge about the topic, and reasons for text selection. An analysis of variance found no effect on reading proficiency of the use of self-selected vs. assigned texts. However, students' scores were significantly lower on the posttest than the pretest in both groups, raising the issue of backsliding in reading proficiency. Chi squared tests of independence explored the existence of a relationship between text selection behaviors and reading proficiency level. However, no evidence of a significant relationship was present. Nonetheless, two reasons for text selection predominated for all students: interest in text topic, and perceived appropriateness of the text to the assignment. Prior knowledge of text topic did not play a significant role in text selection, however, indicating that prior knowledge and interest were not related in this study. The results of this study led to two conclusions that can guide researchers in future investigations of the reading process. First, the data suggest that reading is an open-ended process, beginning prior to the reader's first exposure to the text, and having a complex comprehension process that may continue indefinitely. Second, reading is a dynamic process which interweaves diachronic and synchronic factors, including variables which lie beyond the parameters of currently accepted definitions of reading. These perspectives and their interactions provide fertile ground for new areas of research.
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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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Franciosi, Stephan J. "Educator perceptions of digital game-based learning in the instruction of foreign languages in Japanese higher education." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611461.
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<p> Digital Game-Based Learning (DGBL) is an innovative educational approach that is becoming increasingly popular among researchers and practitioners in technologically advanced countries in the West, but is largely unknown or ignored in the instruction of Foreign Languages (FL) in Japanese higher education. This is problematic because more interest in research and implementation among faculty in Japan would likely contribute to the development of DGBL and improve the quality of FL education. The purpose of the present study was to better understand the lack of interest in DGBL in Japan by employing Everett Rogers' Innovation Diffusion Theory to explore the perceptions of relative advantage, compatibility, complexity, trialability, and observability of DGBL among FL faculty in Japanese higher education. A concurrent mixed-methods approach was employed to collect data through an online self-completion questionnaire and asynchronous email interviews. The results indicate that while most faculty members believe that DGBL would have a beneficial impact on learner motivation, they are unconvinced that it offers real learning outcomes. Further, participants were divided as to whether the approach would be compatible with course learning objectives, and many regarded it as suitable primarily as supplemental learning material. Faculty members with a research interest in Computer-Assisted Language Learning (CALL) expressed a willingness to try the approach, but at the same time pointed out that there were few opportunities to do so.</p>
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Hansen-Devaux, Elizabeth. "Internationalization in higher education: issues facing stakeholders with possible solutions." Kansas State University, 2011. http://hdl.handle.net/2097/13171.
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Master of Arts<br>Department of Modern Languages<br>Abby Franchitti<br>With more international students coming to study in the institutions of higher education in the United States, it is essential to examine the infrastructure, support system, and cross-cultural awareness which currently exist within the campus community. Issues regarding internationalization face many institutions on both the micro and macro-level due to numerous variables including the lack of communication between departments, organizations, and offices on campus and an unguided direction of the goals and ambitions behind it. By looking at how the various stakeholders involved in internationalization are affected, possible solutions for academic institutions can be suggested. This report analyzes some of the ways in which the stress and workload often associated with internationalization can be alleviated in order facilitate a community which embraces diversity, and encourages mutual respect in an ever changing global society.
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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
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Erarslan, Mustafa Cenk. "Attitudes of international students in higher education: Implications for educators." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.
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The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.
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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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Graham, Terrece F. "Taking Root in Foreign Soil| Adaptation Processes of Imported Universities." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141538.
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<p> The fall of the Berlin Wall in 1989 ushered in a period of change in higher-education systems across the former Eastern bloc. Reform-minded leaders in the region sought to introduce western models and policies promoted by foreign development aid agendas. Private higher-education institutions emerged. This qualitative multiple case study examines three universities based on the western, private, nonprofit model that were established during the post-Cold War transition period: the American University of Central Asia (Kyrgyz Republic), South East European University (Macedonia), and the American University in Bulgaria. These institutions, founded through a process of negotiation involving the national government, U.S. and European governments, and nongovernmental organizations, offered an alternative to state universities. This negotiation continued as these institutions adapted to their changing sociopolitical contexts. The study explores the interplay of global, national, and local influences at the level of these institutions. The research presented is based on data collected on field visits through interviews with faculty and administrators and focus groups with students, as well as document analysis. Findings from the study shed light on how new institutions strive to establish legitimacy. The financial support for these institutions evolved from an initial heavy dependence on support from foreign aid agencies to greater reliance on tuition and responsiveness to the higher education market. The ability to adapt to shifting circumstances while maintaining a consistent sense of identity, despite turnover of faculty and administrators, proved vital. These universities, to varying degrees, were able to strike a balance between the global and local that allowed them to establish themselves as highly regarded institutions in their respective countries. As interest in transnational education grows, this study offers insights into finding a balance between global and local that results in a sustainable higher education endeavor.</p>
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Shea, Andrea Misao. "Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619866.
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<p> Communication is a key component in learning a second language (L2). As important as the <i>ability</i> to communicate in the L2 is the <i> willingness</i> to use the L2 or, what has been identified in the literature as <i>Willingness to Communicate</i> (WTC). Language is best learned when situated in, and based on, real-life experiences. Technological tools such as virtual worlds, mobile devices, and augmented reality (AR) are increasingly used to take language learning outside of the classroom. The affordances (e.g., portability, engagement, context-sensitivity) of these tools may have an impact on the following WTC antecedents: perceived competence, reduced L2 anxiety, security, excitement, and responsibility. The nature of this impact suggests that an AR mobile game may positively affect students' WTC. The purpose of this case study was to examine student perceptions regarding the use and design qualities of an AR mobile game in the language learning process and the effect of these qualities on student perceptions of their WTC. Nine students in a second-year Japanese language class at an institute of higher education in California participated in the study by playing an AR mobile game for three weeks. Data were collected through a demographic survey, game-play observations, game artifacts in the form of images and audio, game log data, and interviews. Findings suggest that AR mobile games can provide a viable means to take language learning outside the classroom and into self-selected spaces to affect positively students' WTC. From this investigation, it is evident that AR mobile language learning games can: (a) extend learning outside the classroom, (b) reduce L2 anxiety, and (c) promote personalized learning.</p>