Dissertations / Theses: 'Higher academic technical institutions'

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Zhou, Jun. "A study of academic staff development in Chinese higher education institutions." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417267.

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Adams, P., James Joseph Fox, Nicholas E. Hagemeier, A. Mora, J. Trovato, and S. Westrick. "Academic Freedom Remains a Cornerstone of Educational Institutions." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5415.

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Kataria, Sanjay. "Intellectual Repositories in Institutions of Higher Learning in India: An overview." ICOLIS 2007, Kuala Lumpur:, 2007. http://hdl.handle.net/10150/105210.

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Paper presented in ICoLIS 2007 at Malaysia
The paper discusses the concept of intellectual repository (IR) its need, importance,benefits, critical issues, major problems in establishment & maintenance of IR, role of librarians, intellectual society, academic institutions and the government. It also gives an overview of Intellectual Repository (IR) initiatives taken in the institutions of higher learning in Indian scenario.

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Schimpp, Stephen Andrew. "Marginal costs of instruction at two-year higher education institutions." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186725.

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The purpose of this study was to determine the extent to which marginal costs of instruction vary by curricular area at two-year higher education institutions in the U.S. A subordinate objective was to determine the extent to which these costs vary for similar curricular areas among (1) "public" institutions versus "private, not-for-profit" versus "private, for-profit" institutions, and (2) "junior colleges" versus "community colleges" versus "technical colleges." The curricular areas targeted for marginal cost generation in the study were (1) arts and sciences, (2) business and data processing, (3) health, (4) service, (5) trades and (6) technical. Marginal costs were estimated in the study by means of regression analysis. Three different classes of cost function and quasi-cost function regression models were utilized: (1) enrollment-based models, (2) degree-based models, and (3) award-based models. These differed as to the types of measures utilized to account for "output" at institutions. In all models, some version of "total expenditure on instruction" served as the dependent variable. Variables pertaining to costs of input factors and to technologies of production served, along with "output" data, as independent variables in the study. Virtually all data used in the study were obtained from 1989-90 Integrated Postsecondary Educational Data System (IPEDS) surveys and were cross-sectional in nature. Four different regression model specifications were attempted in the study: (1) linear, (2) double-log, (3) linear with second order and interaction terms ("linear translog-like"), and (4) logarithmic with second order and interaction terms ("translog-like"). The effectiveness of each of these functional forms varied by institutional sector. Statistically significant marginal cost estimates were obtained in the study for all six curricular areas in most institutional sectors, but conflicting sets of estimates often were observed. As a result, the investigation was only partially successful in determining whether marginal costs of instruction for similar curricular areas varied systematically by institutional sector. In addition, a lack of data regarding quality of output rendered cross-sectoral comparisons tenuous. It was concluded that disaggregation of institutions into more homogeneous units of analysis in future studies held potential for the generation of more definitive marginal cost results.

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Tobedza, Asalepele. "Quality management strategies for technical and vocational education and training institutions in Botswana." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2223.

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Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2011.
Education is undoubtedly of great significance to everyone, and as a consequence countries are working hard to ensure that their educational systems are responsive to their socio-economic needs. In search for competitive advantage, institutes of higher learning throughout the world are focussing their attention in ensuring the provision of quality academic programmes. Botswana's public technical colleges are no exception. In recent years, the government of Botswana through Department of Technical and Vocational Education and Training (DTVET) has stepped up its efforts to expand and transform technical and vocational education in that country. In spite of these investments, studies show that the quality of training is still a serious concern. This study aims to explore the extent to which the Botswana institutions implement quality management systems. Critical areas and attributes where institutions should focus their efforts in relation to quality are explored. To achieve the objective of the study, both qualitative and quantitative research methodologies were used. The case study research method was employed to investigate issues which have affected the capacity of the institutions to implement quality management systems. Data was gathered from students, teachers and the college management team members by means of a self-administered questionnaire. This study hopes to contribute to the existing body of knowledge by providing insights into the implementation of quality management systems in the training institutions in Botswana.

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Foster, Sherrell Anthony. "Cutting up the melon: A case study of academic earmarking at selected institutions." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154066.

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Xu, Xueyan, and 徐雪燕. "Guanxi and academic career development in Chinese higher education institutions : a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/212614.

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Guanxi (interpersonal relationship) is an important mechanism through which Chinese people facilitate transactions and cope with institutional constraints under immature legal frameworks. As the transition of China’s economic system and legal framework progresses, the impact of guanxi on Chinese’s life and work has sparked heated debates. This study attempts to specify empirically the significance of guanxi in the context of institutional transition, from an academic career development perspective. The researcher conducted a qualitative exploration in a transitional research university in Beijing. Based on the previous studies, this study emphasizes the influences of three types of guanxi –mentorship (shimenship), leader-subordinate guanxi and colleagueship – on academics’ professional growth, in terms of job status improvement, resource attainment, network enlargement and performance advancement. The strategies academics used to establish and enhance these three types of guanxi were also investigated. Fifty-five academics’ perspectives and experiences were sought through semi-structured interviews. Their guanxi experiences helped the researcher to determine how and why guanxi helped academics to access different resources in the subject transitional research university. Likewise, policy documents, papers and observation notes were employed to portray the institutional constraints currently facing academics. The field data pointedly suggested that the radical overhaul of institutional governance systems at the subject research university was, paradoxically, accompanied by the undiminished presence of the university’s old bureaucracy. This placed huge institutional constraints on academics’ career growth. Between the push of market forces and the pull of the old bureaucracy, academics were found to activate guanxi more enthusiastically and more frequently in an effort to overcome hardships and mobilize desirable academic resources. The participants pointedly singled out mentors, fellow shimen members, and leaders as important resources linkers, helping them successfully access targeted information, resources, opportunities and other social relationships during the institutional transition. In terms of academic appointment, academics frequently used mentorship, shimenship and their connections to leaders to improve their job status. However, the field data suggested that the introduction of market-oriented mechanisms to the academic appointment process, together with enhanced central control over bianzhi distribution, at least to some extent, made these lobbying efforts less effective than expected. Regarding colleagueship, it had comparatively little influence on academics’ funding applications and teaching performance improvement, explaining why interactions between colleagues were often limited to perfunctory exchanges designed to maintain social harmony. Academic collaboration was seen as an effective way of helping academics efficiently sustain and enhance their relationships with mentors, shimen members and leaders. Besides research interests and research competencies, academic collaboration allowed different parties to determine whether they were attuned to each other’s taste of personality traits (e.g., generosity, sincerity, responsibility), which were seen as leading indicators of academics’ moralities and work ethics, thus deepening their existing trust and promoting future collaborations. Although social eating and communication were seen as useful ways of maintaining mentorship and shimenship, there was no consensus among academics with different status on their importance in enhancing leader-subordinate guanxi. Academics also reported accessing targeted powerful leaders through third party recommendations and self-disclosure. In brief, this study is one of the few empirical studies to specify guanxi mechanism’s effect on academics’ career growth during institutional transition, and offers readers a different perspective on the influence of institutional reforms at Chinese HEIs on academics’ career development.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Thomas, Catherine Elizabeth. "The haunted university : academic subjectivity in the time of communicative capitalism." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/57756/.

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In the last thirty years there have been significant changes in the governmentality and culture of higher education in the UK; concurrently, day-to-day practice has been transformed by networked computers. This political and technical double-act may be understood as a specific articulation of what Jodi Dean has termed communicative capitalism (2010, p.2-9). This thesis investigates how such political and technocultural changes condition the subjectivity of academic staff across a range of academic activities and contexts. The theoretical model I develop draws notably on a combination of the psychoanalytic theory of Freud and Lacan, using Freud's conception of the ‘uncanny' (1919) and Althusser's theory of ideology (1970), to consider how the academic subject of technoculture is constituted by the particular domain of communicative capitalism I term the Haunted University. To develop this argument the thesis firstly establishes the ‘nature' of the contemporary university – distinguishing it from earlier models and earlier moments of reform. This is developed using cultural history sources and theoretical work from social, cultural and critical higher education studies. Secondly, I use a series of cultural studies methods to identify and explore elements of the new university formation. These include the selection and analysis of relevant digital materials (e.g. academic homepages and blogs) and small qualitative surveys of academic staff. Thirdly, the broadly Lacanian thrust of my argument is developed through leveraging theoretical work from the fields of cultural studies, philosophy, critical labour studies and higher education policy. I conclude that the series of developments and changes enacted by communicative capitalism has tended to transform academic subjectivity, bringing about what may be a permanent change in the ontology and epistemology of the academy. However, despite neoliberalism's attempt to foreclose discursive dissent, there are resistances to its project. My original contribution to knowledge is to theorise how and why the shift in academic subjectivity is being enacted, demonstrating how the technocultural, neoliberal university is beginning to haunt the academy not only from the outside, but from the inside, too.

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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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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
amongst others is the training of human resource which is the most important of all.

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.

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Conner, Christina A. "Constitutionality of affirmative action programs in institutions of higher learning : Grutter v. Bollinger." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/313.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Health and Public Affairs
Legal Studies

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Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.

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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).

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Omruuzun, Fatih. "A New Framework For Evaluation Of Field Based Academic Performances Of Higher Education Institutions." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613732/index.pdf.

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Measurement and evaluation of academic performance is an highly debated research area and results of the studies in this area are closely followed by a large segment of the society. In general, researches conducted in this domain evaluate higher education institutions as a whole, but such an approach actually represents an average performance of the research fields, which are actively studied by the members of institutions. This may be misleading, because academic performance varies for each university depending on the field of research. However, people who are interested in the results of these studies require more detailed information about field based academic performances of institutions. One of these studies mentioned above have been implemented in 2011 by University Ranking by Academic Performance (URAP) research laboratory which was established in Middle East Technical University - Informatics Institute. In this study, 2000 universities around the world have been ranked according to multiple criteria in terms of overall academic performance. Interests shown to results of the system implemented by URAP revealed a need for a more comprehensive ranking system, which deals with the evaluation of field based academic performance. In this sense, within the scope of this study, universities ranked by URAP research laboratory were evaluated in terms of their academic performance in the following six research fields
Agriculture &
Environmental Sciences (AGE) Clinical Medicine (MED) Engineering, Computing &
Technology (ENG) Life Sciences (LIFE) Natural Sciences (SCI) Social Sciences (SOC) Institutions in this study has been evaluated according to data that have been collected from ISI - Web of Knowledge for the indicators listed below. Article Count (last year) Total Document Count (last 5 years) Cumulative Journal Impact (last 5 years) Total Citation Count (last 5 years) H-Index (average of last 5 years) The results indicate that status of universities from the point of academic performance varies according to the research field.

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Barkhuizen, Emmerentia Nicolene. "Work wellness of academic staff in South African higher education institutions / Emmerentia Nicolene Barkhuizen." Thesis, North-West University, 2005. http://hdl.handle.net/10394/713.

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Academia is a demanding profession, as evidenced by a body of research that documents the debilitating impact of occupational stress and burnout on the personal and professional welfare of academics. In particular, high levels of these pathological phenomena, left unchecked, undermine the quality, productivity and creativity of the academics' work in addition to their health, well-being and morale. Despite these indicators of "weaknesses" and "malfunctioning", academics know that there is times that they operate in a "milieu" of work - there is an intense focus and pleasurable emotions, accompanied by high levels of enthusiasm. Especially, with the upcoming positive paradigm in Occupational Health Psychology, "positive" trends such as work engagement, optimism, organisational commitment and life satisfaction are also commonplace among academics. The first step in the enhancement of work wellness is the successful diagnosis of stress, burnout and work engagement. However, to measure these constructs, it is important to use reliable and valid instruments, and at the same time, take into account the cultural diversity in a multicultural setting such as South Africa. Clearly then, an assessment of this type should be concerned with the issue of construct equivalency. Furthermore, little information exists regarding the causes and effects of occupational stress, burnout and work engagement of academics in South Africa. The general aim of this study was to standardise an adapted version of the Maslach Burnout Inventory-General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for academics in South African higher education institutions, to determine their levels of occupational stress, organisational commitment and ill-health, and to test a structural model of work wellness for South African academics. A cross-sectional survey design was used, with stratified random samples (N = 595) taken of academics in six South African universities. The Maslach Burnout Inventory - General Survey, Utrecht Work Engagement Scale, Job Characteristics Inventory, the Health and Organisational Commitment subscales of the ASSET, The Life Orientation Test and Satisfaction with Life Scale were administered. Cronbach alpha coefficients, exploratory factor analysis, Pearson correlations, multivariate analysis of variance (MANOVA), one-way analysis of variance (ANOVA), t-tests and multiple regression analysis were used to analyse the data. Structural equation modelling was used to test a structural model of work wellness. Exploratory factor analysis with target rotations resulted in a three-factor model of burnout, consisting of Exhaustion, Mental Distance and Professional Efficacy. The scales showed acceptable internal consistencies and construct equivalence for two language groups. Practically significant differences were found in the burnout levels of academics with regard to their age, marital status and working hours. Exploratory factor analysis with target rotations resulted in a two-factor model of work engagement, consisting of Vigour/Dedication and Absorption. The scales showed acceptable construct equivalence for two language groups (Afrikaans and English). One scale, namely Vigour/Dedication showed acceptable internal consistency. Practically significant differences were found between the work engagement of academics with different job levels and qualifications. Compared to the normative data, academics reported significantly high levels of stress relating to pay and benefits, overload and work-life balance. Academics also reported high levels of psychological ill-health, but experienced high levels of commitment both from and towards their organisation. Organisational commitment did not moderate the effects of occupational stress on ill-health. Analysis of variance revealed differences between the levels of occupational stress and ill-health of demographic groups. Regarding a model of work wellness, the results showed that job demands contributed to burnout, while job resources contributed to work wellness (low burnout and high work engagement). Burnout mediated the relationship between job demands and ill-health; work wellness mediated the relationship between job resources and organisational commitment. Dispositional optimism moderated the effects of a lack of job resources on work engagement. Work wellness and health contributed to life satisfaction. Recommendations for future research were made.
Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2005.

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Jordaan, Gertruida Magrietha Elizabeth. "Work engagement of academic staff in higher education institutions in South Africa / Girtie Jordaan." Thesis, North-West University, 2005. http://hdl.handle.net/10394/800.

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Academics in South Africa are being confronted with a work environment accumulated with job demands, often without corresponding increases in job resources. Job demands and job resources might affect the levels of work engagement of academics in higher education institutions. Therefore, research is needed regarding work engagement of academics and the relationship thereof with job demands and resources. The objectives of this study were to investigate whether the UWES is a reliable and valid measure of work engagement for academic staff in universities in South Africa and to assess the relationships between work engagement, job demands and job resources. A cross-sectional survey design was used. The study population (N = 471) consisted of academic staff of the following universities: North-West University, University of Port Elizabeth and University of the Orange Free State. The UWES, Job-Demands-Resources Questionnaire and a biographical questionnaire was administered. The reliability and validity of the measuring instruments were assessed with the use of Cronbach alpha coefficients, and exploratory factor analysis. Descriptive statistics (e.g. means and standard deviations) were used to analyse the data. Pearson correlations and multiple regression analyses were used to assess the relationships between job demands, job resources and work engagement. Principal component analysis resulted in a one-factor model of work engagement, consisting of Vigour/Engagement. This factor showed an acceptable alpha coefficient. Regarding the Job Demands-Resources Scale, five reliable factors were extracted, namely Organisational Support, Growth Opportunities, Communion, Overload and Job Insecurity. The correlation coefficients indicated that engagement is positively related to growth opportunities, organisational support and communion. A regression analysis with engagement as dependent variable indicated that organisational support and growth opportunities in the job were the best predictors of work engagement. Job resources predicted 46% of the variance in work engagement, but only two job resources, namely organisational support and growth opportunities showed statistically significant regression coefficients. Recommendations for future research are made.
Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

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Willis, Wendie A. "Background Characteristics and Academic Factors Associated with the Academic Behavioral Confidence of International Graduate Students in Ohio’s Public Institutions." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1289787513.

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Yokley, Delight Bena. "Organizational Fit of Non-Academic Administrators of Color at Small Liberal Arts Institutions." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77028.

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Diversity has become a central organizational goal especially as the U.S. population is experiencing racial demographic shifts (U.S. Census Bureau, 2014). Employees of color makeup one-third of the workforce, yet higher education institutions have been slow to adjust to the shifting demographics (Birnbaum, 1988; Brown, 2004; Yancey, 2010). Higher education leaders are seeking ways to recruit and retain growing numbers of administrators of color working at their institutions. Available research focuses on organizational fit and faculty of color (Bozeman and Gaughan, 2011; Jackson, 2003b; Jayakumar et al., 2009; Ortega-Liston and Rodriguez Soto, 2014; Victorino et al., 2013) or examines organizational fit at research universities (Barrett and Smith, 2008; Gasman et al., 2011; Ryan et al., 2012; Turner et al., 2011). A review of the literature shows there is scarcity of scholarly knowledge on the experiences of administrators from historically minoritized groups with organizational fit at small liberal arts institutions. The purpose of this study was to understand and describe how administrators of color at small liberal arts institutions experience organizational fit. The conceptual framework for this study was Jackson's (2004a) Engagement, Retention, and Advancement (ERA) Model. The participants in the sample included Black/African American, Asian American, Native Hawaii/Pacific Islander, and Latina/o non-academic administrators from institutions with less than 2,500 students. Using a phenomenological design, I interviewed selected administrators twice using a modified version of Seidman's (2013) life history structure. Data analysis revealed six themes including the pathways into higher education, attraction to small liberal arts institutions, institutional culture, position empowerment, multiple hats/roles, and professional success. The findings suggest these administrators of color experience similar ERA processes as other administrators. These similarities include desiring to fit in, an on-going process of building trust, and enjoying the small family business environment of a small liberal arts institution. Unique findings included how participants valued their quality of life despite limited salaries at small liberal arts institutions. They also assimilated, code switched, and served as cultural guides, adding responsibilities to an already hard working group. Implications for higher education leaders concerning the importance of supporting administrators of color can be gleaned from these findings.
Ph. D.

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Urairat, Yamchuti Rau William Charles Padavil George. "Factors influencing academic achievement of business administration department students in Thai private higher education institutions." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064544.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: William C. Rau, George Padavil (co-chairs), James Palmer, Phyllis McCluskey-Titus. Includes bibliographical references (leaves 115-120) and abstract. Also available in print.

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Joubert, Pierre André. "Sexual harassment of academic staff at higher education institutions in South Africa / Pierre André Joubert." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4765.

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The efforts to create an equal non-discriminatory South African society should also manifest in the workplace and, more specifically, in the academic arena. Academics are regarded as the leaders of society and the shapers of the future of a country. Their conduct should be of the highest ethical and moral standards, and no form of discrimination should be allowed by or against them. In terms of the Employment Equity Act, sexual harassment is a form of unfair discrimination and carries a substantial penalty should an employer be found guilty of vicarious liability. The purpose of this study was to determine the perceived incidence of sexual harassment of academic staff at higher education institutions in South Africa, as well as their awareness of the policies dealing with sexual harassment. The sufficiency of the grievance procedures designed to deal with complaints of sexual harassment was also evaluated. A cross-sectional survey design was used to reach the research objectives. The Sexual Harassment Questionnaire (SHQ) was randomly distributed amongst a sample of 710 academic staff members from 10 higher education institutions in South Africa. A response rate of 22,8 percent (n = 162) was achieved. The statistical analysis was carried out using the SPSS 15.0 program (SPSS 2007), a program that is used to conduct statistical analysis regarding reliability and validity of the measuring instruments, descriptive statistics, /-tests, analysis of variance, correlation coefficients and multiple regression analysis. Article 1 focuses on the perceived incidence of sexual harassment. In this article, five categories of sexual harassment were used as indicators of the incidence thereof, namely verbal, non-verbal, physical, gender and quid pro quo harassment. A statistically significant correlation coefficient with a large effect was found between verbal and non-verbal harassment. A practically significant correlation of a medium effect was also found between physical, verbal, non-verbal and quid pro quo harassment and sexism, as well as between the control item of sexual harassment and physical, verbal, non-verbal and quid pro quo harassment. Analyses of variance were performed on the different demographic groups using various variables and the findings indicate no practically significant effect of gender, age, population group or years of service on sexual harassment. In Article 2, the awareness of sexual harassment policies and procedures were determined. Various aspects of policies were investigated, such as content, development, types and implementation. The results show that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective. In addition, few academic staff members receive training/guidance on the utilisation of these policies. Significant correlation coefficients were found between the elements of an effective policy and between population groups and some of the elements. Article 3 reports on findings regarding the sufficiency of grievance procedures in dealing with complaints of sexual harassment. The results show a positive correlation between confidence in the grievance procedure, the amount of attention that supervisors pay to grievances, regular feedback to employees regarding the progress of grievances, willingness of supervisors to take decisions, the amount of confidence in supervisors and the effectiveness of the procedure. The reluctance of management to deal with grievances unless they are reported via the grievance procedure was related to the perceived effectiveness of the procedure.
Thesis (Ph.D. (Industrial Sociology))--North-West University, Vaal Triangle Campus, 2010.

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Buggs, Michelle L. "The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799467/.

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The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): the G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. The sample was identified using data from the THECB during the 2009-2013 academic years. Compared to THECB work-study students, significantly more AHE and G-Force students persisted toward graduation while engaged in the program (p < .001). ANOVA indicated that AHE students had a higher average GPA compared to G-Force and THECB work-study students, controlled for gender, race/ethnicity, pre-program GPA, and length of time in the position. Regression analyses found no statistically significant relationship between program associations and persistence towards graduation or GPA. Results suggest that although participation in a peer leadership programs such as AHE and G-Force encourage greater academic achievement and persistence, there is no direct relation to the achievement of these outcome variables. Implications of the study suggest the need for a deeper analysis into elements of peer leadership programs that contribute to student success, an expanded analysis of outcomes across a wider range of demographic variables, and an exploration of peer leadership programs across campuses for comparison of persistence and GPA outcomes.

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Houston, Melissa. "The Experiences of Faculty at Academic Institutions Preparing Themselves for Academic Continuity after a Disaster in Florida in the Last Decade| A Phenomenological Study." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10106247.

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Administrators, students and faculty employed at or attending academic institutions in Florida have experienced numerous disasters in the last decade. Political pressures, financial restraints, and recent legislation has led to administrators’ at academic institutions to rely upon online education as a viable means for delivering education to students anytime and anywhere. Administrators at academic institutions have utilized online education as a way to ensure that academic continuity takes place while campuses are physically closed or are recovering from damages during and after disaster. There is a gap in the research as to how to best prepare faculty for academic continuity after disasters occur. The lack of available research regarding how faculty members at academic institutions prepared themselves prior to a disaster served as a major rationale for this study. The problem that was addressed in this phenomenological study was to identify the support needed by faculty to provide academic continuity during and after times of disaster in Florida. The purpose of the phenomenological study was to provide further knowledge and understanding of the support needed by faculty to provide academic continuity after a disaster. Data collection from this study will help human resource professionals as well as administrators of academic institutions to better prepare faculty to provide academic continuity in the future. Participants were recruited on LinkedIn and were qualified as having been faculty who taught traditional courses during disasters that occurred between 2004 and 2014 in Florida at accredited academic institutions. Faculty members were asked a series of open-ended questions to gain understanding of their experiences of how they prepared themselves for academic continuity prior to disasters. The findings from this study showed that faculty members identified assistance needed including professional development in the form of training and support, communication, and technological resources in order to provide academic continuity. The first conclusion from this study was that academic institutions need to support their students, staff and faculty with disaster training and the resources needed to provide academic continuity during and after disasters. The second conclusion from this study is that while disasters and other academic institution incidents are occurring more frequently, limited funding and the push for online education has created limited resources for academic institutions. The need to create partnerships and consortiums with other academic institutions and communities is crucial for the success and sustainability of academic institutions. Through these partnerships and consortiums academic institutions can share resources, knowledge, and training (Morris, 2013).

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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

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Ahmed, Jalil. "The experiences of black academic staff in further and higher education institutions in North West England." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635646.

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This thesis is based on an investigation of the experiences of academic staff in further and higher education in North West England. The research idea arose out of concern that black academic staff in further and higher education may not be experiencing equal opportunities in their institutions due to their racial background. There was also concern that, despite many colleges and universities having adopted equal opportunities policies, informal practices and a lack of commitment towards racial equality matters may be acting against the interest of potential black staff. The research process consisted of two stages. Firstly, literature was reviewed to provide a theoretical base for understanding the experiences of black academic staff. The second stage consisted of data generation and had four components. The first component was a postal survey of personnel officers to find out their views on various aspects of equal opportunities. This was followed by a postal questionnaire of full-time black academic staff in selected further and higher education institutions in North West England. The third component consisted of interviewing black academic staff. Finally, equal opportunities policies of further and higher education institutions were obtained. A total of 38 out of a possible 45 further and higher education institutions responded to the first questionnaire. Altogether 103 black academic staff completed the postal questionnaire. Interviews were conducted with 30 agreeing black staff. Equal opportunities policy statements were provided by 40 institutions. The research findings indicate that black academics experienced a certain amount of frustration at the lack of positive outcomes, despite all the further and higher education institutions having adopted equal opportunities policies. These findings were supported by a number of personnel officers who expressed a degree of unwillingness on part of the management to fully implement the race equality aspect of their equal opportunities policies. The findings confirm that some black staff were viewed through the 'race lens' and black academics argued that white managers were as likely to be influenced by racial discourse as any other group in society. Responses would suggest that black staff experienced a greater level of discrimination in further education colleges compared to higher education. In extreme cases some white staff made overtly racist comments about black colleagues and black students. Overall about a quarter of black academics indicated that their experience was one of lack of opportunities, marginalisation and isolation. Finally, evidence suggests that there is a considerable level of discrimination in the post-compulsory sector, more so in further education than in higher education and racial justice has yet to be experienced by many black academic staff. The study concludes by recommending the areas in which improvement could be made by the universities and colleges and also indicates direction for further research.

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Mtegha, Dorothy Mercy Nur-Awaleh Mohamed A. "An exploration of faculty and academic leaders' perceptions of leadership styles in Malawian higher education institutions." Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128284.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed Oct. 15, 2004. Dissertation Committee: Mohamed A. Nur-Awaleh (chair), W. Paul Vogt, Dianne Gardner-Gletty, George Padavil. Includes bibliographical references (leaves 153-161) and abstract. Also available in print.

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Smith, Jenni L. "Academic advising among institutions in the Council for Christian Colleges and Universities." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371478.

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The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone office for academic advising. Faculty advisors were the primary group responsible for academic advising. The organizational model most utilized was the Faculty-Only Model. When asked if the respondent's institution achieved six ideal student developmental outcomes for advising programs, over 50% responded partially achieved for each of the six categories.If these institutions want to do more than partially achieve student developmental outcomes, they may need to reevaluate what they want their advising goals to accomplish and what type of organizational model is best for their institution. In order to combine the benefits of using both faculty and professional advisors, it would be beneficial for many of the CCCU institutions to gradually move toward a shared organizational advising model as time and institutional resources allow.
Department of Educational Leadership

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Locke, William David. "The changing dynamics of UK higher education institutions in an increasingly marketised environment : academic work and rankings." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038660/.

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The integrative summary for this PhD by Publication, and the five publications on which it is based, address two related strands of the study of higher education. These are (i) the shifting patterns of academic work and careers in the UK, and (ii) the influence of rankings on higher education institutions (HEIs). These strands are understood in a common context: the increasingly competitive and globalised HE environment in which HEIs are responding to external pressures and internal anxieties in dynamic and highly differentiated ways, according to their ranking positions, missions, reputation and resources. The three research publications on the academic profession, work and careers focus on the diversification and stratification of higher education institutions and those who work in them. In particular, they explore the relationships between research and teaching and the increasing predominance of the former over the latter in the reputations of HEIs and the career opportunities for individual academics in various roles and at different career stages. The new, hierarchical, divisions of labour, I argue, are reducing opportunities and threatening the sustainability of the profession itself, such that it is in need of reinvigoration and renewal. The two research publications on the influence of rankings on HEIs explore the ways in which the rationales and processes – the logic – of ranking systems are being internalised and, ultimately, institutionalised by individual universities in different ranking positions and at different stages of accommodation. They investigate how this logic becomes embedded in organisational structures and procedures and established as the norm, and shed light on the variable responses of different types of institution and the different parts within an institution. Finally, they show how these responses unfold over time, for example, from initial scepticism and resistance, to reluctant acceptance and, ultimately, active engagement with rankings systems.

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Punches-Flick, Rachel L. "To Stay or Go? A Qualitative Investigation of the Motivational Factors Influencing the Career Ascension of Academic Advisors in Higher Education Institutions." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626798844363319.

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Kinchen, Nancy. "An Examination of Faculty Satisfaction at Two-Year Higher Education Institutions." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1271.

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Part-time faculty members represent the majority of faculty at public two-year postsecondary institutions. Utilizing part-time faculty enables two-year institutions to control their instructional costs and maintain scheduling flexibility. However, part-time faculty are diverse in regards to their employment preference, some prefer part-time employment while others would prefer a full-time position. Since retaining and attracting qualified and experienced part-time faculty members is essential, it is imperative that their satisfaction be understood. This study uses the 2004 National Study of Postsecondary Faculty (NSOPF: 04) to study faculty satisfaction. Faculty was disaggregated according to employment preference into full-time, involuntary part-time, and voluntary part-time in order to study the structure of satisfaction for each group and the factors that influence the satisfaction for each group. The factors studied were perception of equity, partial inclusion, demographic differences and academic discipline. I found that the structure of faculty satisfaction and the influence of variables on faculty satisfaction differ among full-time, involuntary part-time, and voluntary part-time faculty.

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Kim, Hyŏng-ju. "IT goes to school : interactions between higher education institutions and information technology companies in U.S. metropolitan areas /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/5626.

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Chen, Mei-Fen. "Academic competence for technical reading in English as a foreign language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2162.

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This project offers a strategy-based curriculum designed to increase academic competence in technical reading for Taiwanese students of English as a foreign language. Strategies include acquiring specialized vocabulary words, enhancing background knowledge, and increasing metacognitive awareness.

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Ball, Jennie (Jennie Lou). "The Role of Contract Training by Academic Institutions in Corporate Education and Training Programs." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279355/.

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This study explored the role of contract training provided by North Texas higher education institutions in the education and training programs administered by area businesses employing more than 100 people. A survey instrument was mailed to corporate trainers that were members of the Dallas Chapter of the American Society of Training and Development in businesses employing more than 100 people. A total list of 292 trainers generated 71 usable responses. The purposes of this study were to: (a) determine the extent to which corporations use academic institutions for contract training, (b) determine the academic institutions in North Texas that training managers in the Dallas area believe are suitable contract training partners, (c) identify what subject areas are perceived as top educational priorities by training managers and are perceived to be suitable for contract training by academic institutions, (d) determine educational and training subjects for which corporations would be willing or prefer to utilize contract training by academic institutions, and (e) identify the subjects in which corporations currently use contract training by academic institutions.

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Conradie, Elizabeth Stephanie. "The role of key role players in science communication at South African higher education institutions : an exploratory study." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08232006-122915.

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Blakeley, Bryan. "Faculty Perceptions of Organizational Changes due to Online Education at Traditional Four-Year Higher Education Institutions:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108938.

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Thesis advisor: Ana M. Martinez-Aleman
As online education continues to grow in the United States, few studies have investigated how faculty members perceive their instructional roles and their organizations to be changing as a result. This qualitative study is based on interviews with twenty-two faculty members from public and private non-profit institutions across the United States, and found that faculty members perceived the course design process, interactions with their students, and their own approach to teaching all changed substantially in the online context, typically in ways that inclined them to see these efforts as higher quality than their on ground teaching endeavors. Despite this, faculty members did not perceive that their departments or their institutions changed very much as a result of online education, and determined that institutional motivations for online education were consistent with typical market-aligned non-profit approaches to higher education in the United States (e.g., based on competition, student demand, and expanding institutional reach). Moreover, this market-aligned inclination identified by faculty members aligns well with Slaughter and Rhoades’ (2004) theory of academic capitalism
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

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34

Downing, Stacy Lynette. "It Takes a Village: The Academic and Social Integration of First Year African American Students at Predominantly White Institutions." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116250270.

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Namaganda, Agnes. "Institutional repositories and Higher Education in Uganda. The role of the Consortium of Uganda University Libraries (CUUL)." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/622572.

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Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).
Objective: The purpose of this paper is to investigate the progress so far made by Uugandan universities in establishing Institutional Repositories (IRs) Methods: A questionnaire was designed and distributed among the member institutions of the Consortium of Uganda Uuniversity Librarries (CUUL). Data received from the questionnaires was augmented by osite visits, discussions and interviews with the university libraries. Results: Despite numerous benefits associated with IRs, few institutions have established IRs in Uganda due to certain barriers. This paper argues that although these imbalances are manifested, opportunities still exists for the establishment of IRs for national development. Recommendations: The paper emphasizes the need for partnerships with the different stakeholders in the planning and developing institutional repositories. Conclusions: Insitutional repositories should be considered as principal benchmarks of digital scholarship. Originality/value – It is believed that higher institutions of learning and communities would benefit substantially from establishing IRs. However, it can only be possible with well developed infrastructure, increased funding, coordination and advocacy.

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Heraver, Ruth Ann. "An analysis of the impact of faculty academic advising on retention of Health Information Technology students at Chippewa Valley Technical College." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009heraverr.pdf.

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Deane, John. "How are academic Heads of Department supported to undertake their diverse roles in post-1992 English Higher Education Institutions?" Thesis, University of Gloucestershire, 2017. http://eprints.glos.ac.uk/5700/.

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There has been acceptance for some time of the importance of the role of the academic Head of Department (HoD) to the successful delivery of a Higher Education Institution’s (HEI) vision and strategy. It has been argued that due to the increased pace of change in English Higher Education in the last few years, with a trebling of fees and regulatory change, a recent Higher Education and Research Act (2017), and the introduction of the Teaching Excellence Framework, that there is even more need for effective HoDs. There has also been acceptance for some time that the training and support provided for those taking on the HoD role has been limited. The focus of this research study is how academic HoDs in post-1992 English HEIs are supported to undertake their role, taking into account both how decisions are made and their academic identity. This study adopted an interpretive approach – in line with social constructivism – exploring the perceptions, feeling, and beliefs of HoDs. 14 semi-structured interviews were undertaken with HoDs in two post-1992 English HEIs to obtain their views on how decisions are taken either in a managerial or collegial manner, how their identity forms part of the support they draw upon, and the informal and formal networks and support mechanisms they utilise. A further seven semi-structured interviews were undertaken with senior managers to triangulate the data from HoDs. The data was analysed using template analysis and the key themes were identified. The findings suggest firstly that HoDs prefer a decision-making environment that utlises a ‘soft’ form of managerialism or collaborative and collegial culture in which decisions are made. This form of ‘soft’ managerialism, it is argued, allows for the development of informal support mechanisms. Secondly, the study found that HoDs were unable to maintain their research whilst being in the role (and this was a frustration to them), but they found their disciplinary networks and identity important in undertaking the role of HoD. Finally, the study established that the informal forms of support accessed by HoDs, either within or outside their institution, were of most value in allowing them to successfully undertake their role. The time and space to network and reflect with others on the common challenges they all faced provided the support that was of greatest value to HoDs. Although the findings from this study cannot be generalised they could be of value to HEIs and human resources managers, as well as designers of HoD leadership programmes in taking into account how best to support the development of informal support networks for HoDs.

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Lumley, Risa Maureen. "THE ACADEMIC LIBRARY AND SOCIAL JUSTICE: A Q-STUDY OF LIBRARIAN ATTITUDES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/418.

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This study took place on the campus of a Hispanic-serving institution, and used Q methodology to assess the attitudes and perceptions of academic librarians toward a social justice role for the university library. Among librarians and others in higher education, there is a great deal of confusion around social justice as a concept because over the past forty years, it has often been subsumed under, or diverted by the neoliberal discourse of multicultural education, which conflates social justice with providing equal opportunities for under-represented students primarily as a means of enabling them to obtain jobs and become consumers in our neoliberal capitalist society. Unfortunately, this perspective dovetails neatly with the positivist traditions of the library profession, which also eschews political involvement and exhorts librarians to remain neutral in the services and collections they provide. Within this discourse, universities and their libraries are stripped of their political and social potential for addressing the structural problems and inequalities which circumscribe the lives of the very students they purport to serve. The results of this study indicate that many librarians believe that their profession’s ethos of neutrality renders the debate over social justice within the library moot. These librarians equate social justice as equivalent to giving equal access to materials that promote the advancement of marginalized groups, and to those that encourage the continuation of the status quo or opposition to equality. Only a small number of librarians envision themselves as well positioned to promote social justice by empowering students to use the resources currently available within the library. Despite the different viewpoints represented by the factors uncovered in this study, there did emerge areas of consensus from which library leaders can mediate conversations aimed at uncovering and evaluating the principles, practices, and attitudes within the library that arise from the dominant White worldview and hinder the library’s ability to serve all students equitably. Conversations about topics such as those implicated in this study, including institutional racism, diversity, social justice, and White privilege are not always comfortable conversations, but they are required if the library is to enact the changes necessary to allow it to serve all students more effectively and more justly. These discussions are especially needed at this time, when academic librarians as a profession remain 86 percent White, while many of our campuses are becoming increasingly racially diverse. If the library is to retain its place as the center of social and political discourse within the university, it is critical that it fully represent and respect the perspectives of non-dominant groups and recognize alternative epistemologies. Breaking with the positivist traditions of the library will allow opportunities for librarians to authentically connect with more of our students, which is particularly needed at Hispanic-serving institutions.

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Thompson, Anthony H. "Academic libraries and audiovisual production services : the development of relationships in institutions of higher education in England and Wales." Thesis, Loughborough University, 1987. https://dspace.lboro.ac.uk/2134/10879.

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Libraries have always been seen as essential teaching and learning support services in academic institutions, while audiovisual production services have been a recent innovation of the last four decades. The recommendation of the Brynmor Jones Report of 1965 to set up audiovisual production services as separate central service units, has led to co-operation between audiovisual services and libraries in some institutions. This has culminated in some cases in the amalgamation of these services as 'learning resource services', a significant trend which is shown to be on the increase. This thesis examines the development of these relationships over the last 30 years, in those institutions of higher education in the categories of colleges and institutes of higher education, polytechnics and universities. By means of historical analysis, the timing and the reasons for these developing relationships is described. Case studies show the variety of organisational, service and human relationships that exist between services. The hypothesis that it is in the interests of the institution that these two academic support services should be amalgamated to form a single service; and that developments in the various aspects of information technology make the separation of libraries, audiovisual services and other more recent support services (such as computer units) increasingly untenable, is examined. The advantages and disadvantages of other forms of development and organisational structures, both at present and for the future, are considered. The thesis concludes with a set of questions which institutions that have not developed a single integrated or co-ordinated service should consider for their future development. The work presents a critical review of the subject hitherto unavailable.

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Hassan, Aminuddin. "Academic productivity and the impact of the national education philosophy in higher education institutions as viewed by Malaysian academics." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2675/.

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The purpose of this research is to highlight the valuable perspectives of Malaysian academics in the agenda for accessing productivity achievement and some other factors affecting it. This research is also about the National Education Philosophy (NEP) in terms of how successful its implementation on Higher Education Institutions (HEI) in Malaysia is. The researcher draws eight major conclusions in answering the main research questions. The thesis argues that the most productive role among the academics is teaching, compared to research and administration. Also, different factors give significant effect to different academic roles. Only about 59% of the professors were thought to have been appointed on merit (deserve their appointment). About 35%, 30% and 12% of the respondents have fair, good and very good knowledge about NEP respectively. All NEP elements are considered well implemented, where each of them has an average rating of more than 3 in an increasing scale of 1-5 (least to most). The most frequent constraint among the academics for NEP to be implemented in HEI is the significant burdens that are time-consuming faced by them. There is a significant relationship between implementation success of NEP and administration productivity. Lastly, there is a significant relationship between the perspective of academics concerning professorial appointments and the successful implementation of NEP in HEI. However, the last two have modest correlation values in general. It is shown in the thesis that this is pioneering research because it is the first that has been conducted on a large scale involving academics in a single country. Furthermore, it is also the first research that has been conducted on academics in Malaysia by using an online survey questionnaire, an invention of a new procedure in Social Science research. The response rate of 42.43% looks very promising in comparison with similar procedures in the past. This study is also the first to look at the impacts of elements of NEP and their implementation in HEI in Malaysia. The study reveals the outcomes of academics' productivity by looking at their roles and the factors which affect their productivity, and the impacts of NEP in HEI alongside the possible constraints that could bring valuable positive indicators of the performance of current HEI in Malaysia as a whole.

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Dryden, Tracy L. "A Phenomenological Study of the Cessation of Collective Bargaining as Experienced by Academic Deans in the Wisconsin Technical College System." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284617.

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This phenomenological study focused on the lived experiences of 17 deans in the Wisconsin Technical College System as they dealt with the end of collective bargaining. The interviews explored how the phenomenon impacted the professional role of the dean, how it changed key responsibilities, and the anticipated and unanticipated changes experienced as a result of this change. Four major themes emerged including: (1) change evoked a range of emotions and feelings in faculty that deans needed to address; (2) collective bargaining defined how deans did their work and shaped relationships; (3) the collective bargaining contract was a rule book that both complicated and simplified; and (4) collective bargaining locked what is known as golden handcuffs. The findings of this research contribute to the body of knowledge related to the deanship and organizational change in the presence of formal labor-management structures and relationships.

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Makley, Tracey S. "Intellectual Property Policies Concerning Ownership of Faculty-Created Online Course Materials in Public Higher Education Institutions." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/830.

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The purpose of this study was to identify the key components of the policies that designate ownership of faculty-created online course materials at public higher education institutions that offer distance education in order to establish the key components of those policies and learn how they differ within higher education institutions. The researcher utilized a document analysis procedure with both qualitative and quantitative characteristics to identify the key components of the polices under consideration. The findings of the study demonstrated that there are a wide variety of ownership policies in place, but the content of the policies generally fit into six categories: (a) types of ownership; (b) financial considerations; (c) control of faculty-created content; (d) underlying rationale for claiming ownership of content; (e) settlement of disputes; and (f) disclosure and assignment of rights. Moreover, the results of the study demonstrated that many institutions seem to believe that the teacher exception to the U.S. Copyright Law no longer applies. Indeed, recent court cases have shown that the courts look to the institution’s intellectual property policy when deciding questions of ownership. Furthermore, some courts have ruled that the policies need to be signed by both the institution and the faculty in order to be enforceable. The study demonstrated that some institutions have made note of this requirement and they have begun to require faculty to assign title to the institution for material that the policy designates as institution owned. The author includes recommendations for creating or updating intellectual property policies that were based on the review of literature and the results of this study. Further recommendations are provided for future research related to faculty motivation to teach distance education, intellectual property policies regarding student-created material, and research examining how these policies develop and change over time.

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Gore, Shanda Laine. "An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236199762.

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Ramos, Sofia Martinez. "Latina Presidents of Four-year Institutions, Penetrating the Adobe Ceiling: A Critical View." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194416.

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In 2007, the nation's Latino population was estimated at 45.5 million, or 15.1% of the 301.6 million total U.S. population. Latinos are the fastest-growing minority group, exceeding 500,000 in 16 states and representing the largest minority group in 20 states (Bernstein, 2008). The number of Latinos is projected to almost triple by 2050 and will represent about 60 percent of the country's growth with about 128 million Latinos, making up 29% of the total projected 440 million U.S. population (Passel, 2008).Latino's continued population growth makes their educational and occupational success, and their ability to self-sustain and to contribute to the greater good, essential to this nation's economy. Since education is the most critical component in the productivity and self-sufficiency of Latinos, it is important that their representation at all levels of education, including students, faculty and administrators increase along with the population growth. However, Latino representation in higher education has not grown proportionately to their increases in the U.S. population (Haro, 2003). Their representation and voice is lacking in the decision-making, top levels of administration, such as vice presidents, provosts, presidents, and chancellors.The under-representation of Latinas in higher education was the impetus for this study, to identify elements affecting their trajectory to the top ranks of administration, including embedded structures, institutionalized filters, and elements within the social selection process that affect their representation in the presidency and other top-level administrative posts of four-year institutions.Their narratives document Latinas' challenges and successes and validate the importance of culture and identity, and the fact that dual culturalism is a source of strength and not a deficit. This study acknowledges bias in higher education and the need to incorporate mentors, champions and other strategic measures to increase Latino representation in graduate programs, faculty and administration. These Latinas' ability to penetrate the adobe ceiling serves as a model and a "counterstory" for others who aspire to top administrative positions. Their insights and recommendations provide a valuable context to inform practice and research.

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Algarin, Nollyris. "Information searching process of doctoral education distance program Hispanic students offered by Anglo-American institutions of higher education." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/104.

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The objective of this study was to know the information searching process of doctoral education distance program Hispanic students offered by Anglo-American institutions of higher education. Standards related to the library services; theories of distance education by Holmberg, Knowles and Simonson; Zipf theory of Least Effort; and Liu and Yang Distance Learning Search Model were used as theoretical framework. The study design was descriptive with a quantitative approach and a survey as a technique. An anonymous self-administered questionnaire was applied to Hispanic students through the snowball sampling technique. The results of this research were analyzed using descriptive statistics with the help of the Statistical Package for Social Science (SPSS) v.23 computer program. They revealed the profile of the students, the process they perform when looking for information and the factors, favorable and adverse, that affect them during this process. These data can help library administrators meet the information needs of Hispanic students as required by accrediting agencies, regardless of where they are at the time of education or the particularities they present. It concludes that students do not use the resources and services of the virtual library at their maximum power, need more guidance and show the slightest effort during the information searching process.

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Pillay, Paliga. "The utilisation of formative and summative electronic assessments in historically disadvantaged institutions (HDI) in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5571_1183428889.

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In this thesis, I explore the benefit of electronic formative assessment on learner achievement. Studies had revealed the connection between throughput and assessment. There is great discrepancy between the throughput rate of Historically Disadvantaged Institutions (HDI) and Historically Advantaged Institutions (HAI), according to the National Plan for Higher Education. Previously, assessment was used primarily for summative and certification purposes. Now, with the introduction of Outcomes Based Education (OBE), a number of alternative forms of assessment can be used. In this study I establish the importance and necessity of frequent, electronic, formative assessments which would thereby improve learners&rsquo
achievement in the classroom.

The white paper on e-education (DOE: 2003) states that e-education must be transformed so that information and communication technology (ICT) can be successfully integrated to &ldquo
ensure that all learners will be equipped for full participation in the knowledge society&rdquo
. Recent research has reported significant increases in learner achievement through educational technology with the use of learning management systems (LMS) software (Stephens, 2001, Buchanan, 2000, DeKock, 1994). This study was built upon this body of research on educational technology and how it can be effectively integrated into classrooms. This research would impact on learner achievement through the use of formative assessment to assist under-prepared learners to improve their summative scores. In particular, the effect of formative electronic assessment on learner achievement in the subject Business Information Systems, for first year accounting learners, in the Business Faculty at Peninsula Technikon was investigated. This quantitative study utilized the use of questionnaires and the control group design. The control group design, which consisted of the control and experimental groups was used on a group of learners who had been exposed to the treatment. The treatment for the experimental group comprised of using a formative on-line learning assessment. Independent variables included the treatment condition, race, gender and home language. Analysis of Variance (ANOVA) was used on assessment. Analysis firstly revealed that there was no statistically significant difference between achievement in the practical component between the experimental and the control group. The Kruskal-Wallis tests showed that there were no significant differences between genders. The control group performed better than the experimental group in the theory test. Secondly, analysis revealed statistically significant mean achievement differences between Coloured female with no prior computer usage (M= 78) and Black female with no computer usage (M=44). Based on these findings, implications of the results of this study, future avenues of research and implementation suggestions are offered.

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Valero, Carlos Alberto. "Applications of Qualitative and Quantitative Techniques of Management in Administrative/Academic Decision-Making in Institutions of Higher Education in Virginia." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30653.

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The purpose of this study was to examine the status and extent to which administrators of colleges and universities in the state of Virginia apply qualitative and quantitative techniques of management in planning, directing, reporting, and controlling activities for enhancing their administrative and academic decision-making capability. The study was directed to the top and operative organizational levels in two categories of administrators (nonacademic and academic) to determine the types of managerial techniques used, degrees of familiarity with these techniques, frequency of use, managerial benefits and constraints, and individual and organizational factors involved in using such techniques. The qualitative and quantitative techniques were selected from diverse sources of related literature. The study followed guidelines of exploratory and descriptive research. Data were collected through a questionnaire mailed to 288 administrators of twelve randomly selected colleges and universities in Virginia. The study was limited to institutions granting at least a four-year baccalaureate degree and having a total enrollment of at least 1,000 students. Data were analyzed using descriptive statistics and factorial analysis of variance to describe administrators1 decision-making capability in terms of the extent of utilization of the selected techniques. Based upon a 55 percent response rate, the findings show that administrators have moderate knowledge about the techniques and their extent of use is fairly low. No significant statistical differences in the degree of familiarity and extent of use with various management techniques (qualitative and quantitative) either by category of administrator assignment (nonacademic and academic) and by level or type of administrator (executive and operative) was found. The most reported techniques related to familiarity and extent of use were Brainstorming, Checklists, Benchmarking and Cost-Benefit Analysis. Respondents positively use and perceive the value of qualitative techniques more favorably than the quantitative techniques for decision-making. Results of this study may be of benefit to both practitioners and academicians. Based upon this study1s findings, practical implications are discussed. Limitations and suggestions also are made for future research into this topic.
Ph. D.

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Kinross, Kelly Marie. "Impact of Dominant Academic Culture on Employee Assistance and Organizational Development Programs in Institutions of Higher Education in the United States." Xavier University Leadership Studies & Human Resource Development / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1575472597318772.

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49

Cesarini, Lisa McHugh. "A Comparison of Academic Administrators and Enrollment Managers' Perceptions of Undergraduate Enrollment Management Functions at a Subset of Four-Year Public Institutions." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1318087115.

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50

Gutnyk, M. V. "Development of polytechnical education on the territory of modern Ukraine." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48130.

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Dissertations / Theses on the topic 'Higher academic technical institutions'

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