Dissertations / Theses: 'Higher education;ion'

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Novaes, Amanda Leite. "Panorama e perspectivas da/para formação continuada em educação física: caminhos da pós-graduação Lato Sensu na Bahia." reponame:Repositório Institucional da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/11929.

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Trata-se de uma dissertação de Mestrado em Educação, desenvolvida no Programa de Pesquisa e Pós-Graduação em Educação da Universidade Federal da Bahia. O presente trabalho se constitui em uma investigação interessada na reflexão acerca da complexidade da formação humana e no diálogo crítico sobre os passos contemporâneos do ensino superior. O estudo em tela discute a formação continuada de professores no Brasil e toma como desafio investigativo os cursos de pós-graduação Lato sensu presenciais em Educação Física na Bahia. A pesquisa considera o materialismo histórico e dialético como referência e conta com os seguintes procedimentos metodológicos: levantamento documental e entrevista semiestruturada como pesquisa de campo. No levantamento documental foi possível construir um panorama dos cursos de graduação e pós-graduação Lato sensu na área de Educação Física e na pesquisa de campo foram realizadas entrevistas semiestruturadas com coordenadores de cursos. A discussão teórica e a análise das informações levantadas evidenciam: um ordenamento legal que flexibiliza o funcionamento dos cursos Lato sensu em relação aos Stricto sensu e aumenta a oferta de cursos nesse nível; uma lógica capitalista em parte das iniciativas de criação de cursos, tanto em instituições privadas, quanto em públicas e uma diversidade de temas e modos de funcionamento dos cursos. O intento desse estudo foi: contribuir criticamente com o debate relativo à formação continuada de professores de Educação Física; qualificar a necessidade do Estado, a partir das instituições públicas de ensino, assumir a responsabilidade socioeconômica dessa importante etapa da formação continuada de professores e edificar projetos consistentes e articulados com a formação inicial e referenciados em um projeto histórico transformador.
Salvador

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Hastings, Alcee L. II. "An Instrumental Case Study on Declining Enrollment Conditions for an Associate of Arts in Early Childhood Degree Program W ithin a Private University." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/17.

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This study addresses the declining enrollment conditions for an Associate of Arts Program at a private university. The problem this dissertation will address involves a need for increasing enrollment in the Associate of Arts (AA) in Early Childhood Education. The information about the program is currently not reaching the targeted population in order to raise awareness and in turn increase the enrollment in the program. The purpose of this project is to enable the enrollment service representatives, with the aid of their knowledge of recruiting the potential student population and information about the Associate of Arts in Early Childhood Education Degree (AA/ECE). The enrollment services representatives should be able to recruit and enroll new students in the program. The recommendations to effect dramatic enrollment changes in the program consist of the following: registration initiatives designed to focus on prospective students interested in the program, such as, recruiting calls from staff and offering direct assistance with registration, the development of a new database specially targeting prospective students, and a marketing and advertising campaign using traditional and social media to find new applicants. It also seeks to assess the impact the marketing and recruiting training will have on the staff and on the AA/ECE program.

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Gkofa, Panagiota. "Greek Roma in higher education : a qualitative investigation of educational success." Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/greek-roma-in-higher-education(b46662e1-ad70-4453-9a28-d19801c69b32).html.

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Much of the research that deals with Roma education in Greece concentrates on the high dropout rates and low attainment of this community, contributing towards a negative view of Roma’s educational achievement. In contrast, this study investigates the trajectories of twenty Roma who can be regarded as educationally ‘successful’ as they have all entered higher education. In this qualitative study, in-depth interviews were undertaken with these participants to elicit their experiences and accounts of what contributed to their educational success, their perceptions of success and their suggestions on how to improve educational provision for the Roma in Greece. The sample reflects Roma heterogeneity in Greece in terms of socio-economic status, locality and gender in particular. Two theoretical contributions frame this study. Bourdieusian concepts of habitus, capital and field are deployed as key analytical tools to illuminate the participants’ family backgrounds, their pre-university educational experiences and the forms of support that facilitated their access to higher education. This study also draws on Fraser’s economic, cultural and associational dimensions of social justice to explore the participants’ perceptions and experiences of success and understand what the participants propose for developing suitable policies for Roma’s future education in Greece. The findings are organised into three main clusters. The first set of findings deals with the factors that contributed towards the participants’ uptake of higher education. Supportive parenting and teacher mentoring made a significant difference to the participants’ educational success, according to their accounts. For those participants from a more privileged background, accessing higher education was experienced as being more the norm. The second set of findings suggests that individual experiences and beliefs underpin the participants’ constructions of success and educational success. There is a focus on the female participants’ views and experiences as they sometimes face additional difficulties in accessing education because of intersections of sex/gender and Roma culture. Male and female participants highlighted the role that aspects of traditional culture still play in shaping educational success, mainly with reference to a longstanding pattern of early marriages in the community. However, the gender gap inside the Roma community is being mitigated, according to the participants. The final set of findings relates to the participants’ recommendations about how best to support Roma pupils in Greece. Some interventions addressing the Roma were suggested but only on a short-term basis, in order to benefit the Roma without adding to their further marginalisation. Tackling poverty related issues for the whole student population was prioritised over offering any targeted provision to the Roma as a separate group. The study concludes by discussing key research limitations, identifying research areas for further development, raising implications for policy and practice and by calling for more attempts to enhance Greek Roma’s educational progression.

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Trost, Anne-Christin. "Student perceptions of institutional justice iin higher education /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1594970371&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 131-138). Also available online in ProQuest, free to University of Oregon users.

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Curran, Roisín. "A framework for student staff partnership in higher education." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q0903/a-framework-for-student-staff-partnership-in-higher-education.

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This research project is situated in an area of interest in contemporary HE, namely ‘students as partners’. The study explored the experiences of staff and students working in partnership as part of a national What Works Change Programme at Ulster University. Using a phenomenological approach, one-to-one semi-structured interviews were carried out with stafand students(n=14), which aimed to capture rich descriptions of the lived experience of individuals. A surprising feature of the data revealed that there was a high level of consensus between staff and students in how they described their lived experiences and the impact that partnership working was having on them. The data produced two main themes which articulated the benefits of partnership working: personal development, and enhancement of the learning climate. In addition, challenges associated with partnership working are revealed and include: time, resistance, and capacity of both staff and students. These insights bring new understanding to stakeholders at Ulster in relation to how these findings can help us think more holistically about student engagement from three dimensions: emotional, behavioural and cognitive. The importance of remaining vigilant to the emotional dimension of student engagement is argued as this can act as a catalyst to change thinking and behaviours. Focus groups (n=5) were subsequently carried out with institutional stakeholder groups at Ulster. This evaluation set out to assess the value of the interview findings for the purposes of developing a framework, including more specifically, a Guide for staff and students on how a ‘students as partners’ approach might be implemented at Ulster in order to develop capacity for student engagement. Recommendations for all relevant stakeholders at Ulster are made to support the implementation of a ‘students as partners’ approach. Whilst specific to Ulster, there are valuable learning points, which may be extended to the HE sector more generally.

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Sevilla, Encinas Alejandro. "Disentangling inequality of educational opportunities : the transition to higher education in Chile." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/disentangling-inequality-of-educational-opportunities-the-transition-to-higher-education-in-chile(a389cb7f-9a12-4760-b81e-e30b760673f6).html.

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This thesis examines inequality of educational opportunities (IEO) in the transition to higher education. IEO measures the difference in higher education entry rates across social groups. The theoretical framework lays on Boudon's decomposition of IEO into primary and secondary effects of stratification. Furthermore, the theoretical propositions of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) were also assessed to gain further understanding of IEO. The longitudinal data for the empirical analysis was created for a student cohort by linking administrative records of Chile's national student register, standardised tests and higher education enrolment. The student cohort was followed through the 12-years of compulsory education up to the transition to higher education, a year after completing secondary education. The results from the empirical analysis showed that secondary effects were consistently predominant over primary effects, driving the overall IEO. On the other hand, controlling for school characteristics increased the relative importance of secondary effects. However, primary effects explained a large extent of IEO in the transition to traditional (most prestigious) universities, by the same token, in the transition to undergraduate programmes. Differences in parental education levels between secondary education completion and higher education transitions proved to be consistent with MMI. Likewise, the higher likelihood of less advantaged students to enrol in vocational colleges or vocational programmes, and the higher likelihood of advantaged students to enrol in traditional universities or undergraduate programmes, evidenced support for EMI. The modelling setting was based on non-linear mediation modelling, accounting for sample-selection in the student cohort, two-level cross-classification between primary and secondary schools, and multinomial outcomes for type of institution and programme. This thesis contributes to the educational attainment literature by finding evidence that, in emerging economies like Chile, educational inequality persists despite the sustained expansion of the educational system.

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Ogallo, Godfrey G. "IoT – Enhancing Data-driven Decision-making in Higher Education. Case Study of Ohio University." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1516193584144817.

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Lau, Alice Man Sze. "Assessment for learning in higher education." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/assessment-for-learning-in-higher-education(3dbf6052-980d-45d8-b059-6be56c13dc59).html.

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The thesis is about assessment for learning. It aims to examine the gap between theory and practice in assessment for learning through a case study approach. By examining closely the assessment practice in one higher education institution in the UK, the thesis presents a number of original contributions to the literature, knowledge base and practice of assessment for learning. The thesis challenges the established literature in assessment for learning and proposes that the literature should move away from the dichotomised view of summative and formative assessment. The thesis also highlights the lack of an explicit theoretical underpinning in assessment for learning and proposes that the social constructivist approach should be made more explicit in the assessment for learning literature. With the case study demonstrating that lecturers often take a surface approach towards assessment for learning principles, the thesis proposes that dialogue needs to be seen as the common thread in assessment for learning. By understanding that assessment for learning is about a process that involves meaningful dialogue between 1) tutors and tutors, 2) tutors and learners, 3) learners and peers and finally 4) learners themselves, lecturers will be presented with a new knowledge base to re-consider their assessment practice. The case study also reveals that lecturers from certain disciplines found the notion of assessment for learning aligned with their disciplines more readily. This finding together with the contributions to literature and knowledge base will present a new perspective towards assessment for learning and look to inform practice that will result in a deep approach to assessment for learning.

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Dias, Maria da Conceicao Loureiro. "Quality management in higher education in Mozambique." Thesis, Bangor University, 1998. https://research.bangor.ac.uk/portal/en/theses/quality-management-in-higher-education-in-mozambique(8b6a2ab3-e3aa-43a4-9448-b9a975c89b7c).html.

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This thesis concerns ideas and practices about quality assurance systems, quality enhancement and performance indicators in higher education. The quality of higher education is important in a country's economic and social development and its enhancement is a major objective of any higher education system. There has been an increasing demand for institutions of higher education to be accountable and make their activities more transparent to their consumers and to society as a whole. Therefore, institutions have become more explicit about their aims and the methods used to achieve such aims. Also, the monitoring of inputs, processes and outcomes of a University has now become widely accepted. The context for the study of quality management in higher education is the 'Eduardo Mondlane' University (UEM) in Mozambique. This thesis aims to analyse the quality assurance procedures currently in existence at 'Eduardo Mondlane' University (UEM), to examine recent and ongoing efforts to build capacity, to consider a range of options for increased efficiency and effectiveness, and to make recommendations for quality management at UEM. Examples of British Universities already engaged in quality assurance initiatives are analysed and their relevance to UEM is discussed. This thesis comprises nine chapters. The first chapter contextualizes the thesis by considering the historical background to Mozambique. Chapters two and three discuss styles and strategies of managing quality, and ways of monitoring the performance of educational institutions. Chapter four examines arrangements in selected U.K. Universities for quality assurance. Chapters five to eight outline the methodology used to collect the research evidence and discuss the main results from the survey research conducted at UEM. Four main aspects of quality assurance at UEM form the focus of the research: the quality assurance of admission procedures, the quality assurance of teaching and learning, the quality assurance of student development and support, and a framework for quality enhancement. The concluding chapter presents a summary of the main findings as well as recommendations for quality enhancement at UEM. A list of performance indicators is provided along with suggestions for further research on quality assurance at UEM.

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Mawn, Lauren. "Transformational leadership in higher education lecturing." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-lecturing(5a4faea7-c2b6-45a4-b4f0-3a08b4978c79).html.

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This thesis applied transformational leadership to the context of higher education, with a focus on lecturing behaviours and student outcomes such as psychological need satisfaction, internalisation, effort, engagement, efficacy, satisfaction and performance. Chapter 1 reviewed the literature on transformational leadership and education and centered on the conceptualisation and measurement of transformational leadership, the theoretical approaches to transformational leadership (i.e., global versus differentiated approaches to leadership behaviours), and the contextual nature of leadership, with specific reference to higher education. Taken together, the literature reveals that little is known about what constitutes transformational leadership in higher education lecturing and how to measure transformational leadership in this context. Moreover, it remains unclear whether developing lecturers' transformational leadership can positively impact on lecturing and student outcomes. Chapter 2 detailed a two-phase examination of student and lecturer perceptions of lecturing behaviours in higher education. In Phase 1, a purposive sample of29 students participated in focus groups examining their perceptions of transformational higher education lecturing. In Phase 2, semi-structured interviews were conducted with . 6 lecturers nominated by students in Phase 1 as being 'transformational'. Results indicated that six behaviours from the differentiated model of transformational leadership (Hardy et al., 2010) can be employed to conceptualise lecturing behaviours (i.e., inspirational motivation, individual consideration, intellectual stimulation, high performance expectations, appropriate role modelling, and contingent reward). The behaviour of fostering acceptance of group goals did not emerge as a contextually relevant transformational behaviour. Furthermore, 'humour' and 'self-belief' emerged as contextually relevant behaviours that have not been previously conceptualised as transformational leadership behaviours in the literature. Chapter 3 described three studies detailing the development and validation of a differentiated transformational leadership inventory for higher education (DTLI-E). Developing questionnaire items from the qualitative results in Chapter 2, Study 1 (n=349) used confirmatory factor analysis to assess the structure of the inventory, resulting in a 30-item, eight factor model. In Study 2, with a different sample, (n=241) the factor structure of the inventory was re-confirmed. Finally, Study 3 employed a longitudinal design with the participants from Study 1 and examined the concurrent and predictive validity of the inventory. Results revealed that the eight factors were correlated with established measures of learning climate and transformational teaching. In addition, the leadership behaviours predicted psychological need satisfaction, behavioural regulation, student engagement, leader inspired extra effort, academic efficacy, student satisfaction, and academic performance. In Chapter 4, an experimental design was employed to examine the effectiveness of a transformational leadership intervention. A total of 5 lecturers and 127 students participated in this study. A mixed method approach combining qualitative and quantitative methods was employed to evaluate the intervention. After controlling for baseline variables, students of lecturers in the intervention group rated their lecturers as displaying significantly higher levels of transformational leadership that the control group. In addition, students of lecturers in the intervention group reported significantly greater levels of psychological need satisfaction, intrinsic motivation, academic engagement, academic efficacy and student satisfaction than the control group. Chapter 5 discusses the findings emanating from this thesis, the strengths and limitations of the thesis and provides suggestions for future research.

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Qureshi, Omar. "Badr al-D?n Ibn Jam??ah and the highest good of Islamic education." Thesis, Loyola University Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10195443.

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The secularization of the academy thesis refers to the phenomenon of Protestant colleges and universities starting out as identifiable religious institutions of education now being places hostile, not only to Christianity, but religion in general. This has raised much discussion among leaders, faculty members, and students of religious educational institutions as to what is and what constitutes the identity of their respective institutions. It is in this context that we witness the rise in the establishment of Islamic schools in the North America. This context has generated many questions from the various stakeholders on the question of what the term ‘Islamic’ denotes in Islamic education and Islamic schools. There have been two general approaches to answering this question: a universalist approach, which seeks to identify the most basic element of what ‘Islamic’ denotes in concepts such as sacredness and God’s oneness, and a particularist approach, for which ‘Islamic’ denotes whatever a particular school holds it to be.

This dissertation argues that both of these approaches do not adequately prevent that trajectory of secularization as evidenced in the increasing sociological emphasis in Islamic schools’ mission and vision statement. It is argued that education should be viewed as the practice self-cultivation. It is in the self an educational institution seeks to cultivate where its identity resides. The dissertation seeks to answer the question of what the term ‘Islamic’ denotes by looking at the self Islamic education seeks to cultivate. To this end, the highest good of Islamic education is developed by examining the work Tadhkirat al-sāmi‘ wa-l-mutakallim fī ādāb l-‘ālim wa-l-muta‘āllim (A Monograph for the Auditor and the Lecturer on the ādāb of the Teacher and the Student) by the Mamluk era educationalist, Badr al-Dīn Ibn Jamā‘ah (d. 733/1333). It will be argued that according to Ibn Jamā‘ah, the highest good of Islamic education is to cultivate a soul that possesses adab.

Through identifying the self Ibn Jamā‘ah sees as the highest good of Islamic education, this study seeks to contribute to and extend the conversation of the identity of Islamic educational institutions in North America by retrieving the work of educationalist in the Islamic tradition.

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Oo, Saw Tint Sann. "Factors that have influenced the attitude of Myanmar Assemblies of God Churches toward social involvement and their implications in formulating a Pentecostal theology of social concern in the Myanmar context." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/knowledge-sharing-in-higher-education(d1c5d672-3434-40e0-a655-0d549b8eef67).html.

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The use of student group working has become prevalent within higher education, and is often adopted within the discipline of Business and Management where it has been recommended as an effective vehicle for the sharing and development of students' tacit and explicit knowledge. Within this thesis it is contended that a greater understanding of students' experiences and perceptions of knowledge sharing during group work will assist educators in designing pedagogic activities that enhance knowledge sharing, potentially increasing students' learning and attainment. Few scholars have investigated knowledge sharing amongst students during group work within the United Kingdom. Within this thesis, the field of knowledge management is adopted as a theoretical lens to explore knowledge sharing during group work amongst business and management students enrolled on taught programmes within Bangor Business School, Bangor University. The first study presents the results of a quantitative survey that explores the relationship between undergraduate and postgraduate students' interpersonal trust relationships and their willingness to share and use tacit knowledge during group work. The second study presents the results of focus groups undertaken with undergraduate and postgraduate students. The study focuses on exploring students' experiences and perceptions of interpersonal trust relationships, tacit knowledge sharing and group allocation methods during group work. The third study presents an action research project concerned with influencing explicit knowledge sharing and use amongst undergraduate students enrolled on a third year undergraduate Human Resource Management module. It presents the design, implementation and evaluation of a pedagogic activity intended to influence electronically mediated inter-group explicit knowledge sharing. Individually and as a composite, these three studies present insights into students' experiences and perceptions of knowledge sharing during group work. Based on the findings, a number of recommendations for educators, and the wider business and management community are offered, and opportunities for future research are highlighted.

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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.

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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.

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Chew, Esyin. "A blended learning model in higher education : a comparative study of blended learning in UK and Malaysia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/a-blended-learning-model-in-higher-education(34470b43-d024-47cd-9d67-b88bdc46bcc9).html.

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Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory.

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Nguyen, Thi Phuong Thu. "The internationalisation of higher education in Vietnamese universities." Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/the-internationalisation-of-higher-education-in-vietnamese-universities(cc98be5c-f935-4679-9af1-2beec8f6962e).html.

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This thesis seeks to develop an understanding of internationalisation in functioning universities in Vietnam, which has remained an under-researched area. Of particular interest are how the academics perceive the conceptions and practices of the internationalisation of higher education in Vietnam. Drawing on data from 25 semi-structured interviews, 263 questionnaires,and documentary analysis collected at two typical different universities in Vietnam, the general research findings yield both similarities and discrepancies of internationalisation regarding conceptual understandings, rationales, practices, risks, challenges and future priorities between the two cases from their academics' perspectives. In particular, the findings reveal a wide variation in academic participants' views regarding the conceptualisation of internationalisation. Additionally, a number of rationales for internationalisation of higher education of these two cases are brought to light, in which academic motives are clearly identifiable, economic, social,cultural or political objectives are also important in determining the institutional policy and orientation towards internationalisation. Subsequently, a number of risks and challenges confronting these institutional efforts in internationalisation are explored, mainly related to the absence of systematised strategies, finance, highly qualified academic staff, and infrastructure. While there are various differences in internationalisation practices undertaken between these two universities, the future strategic priorities suggested by their academics are similar. In general, this project contributes to understanding of the conceptualisation and characteristics of the internationalisation in higher education at the grassroots level in Vietnam.

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Lawson, Romy. "Creating an effective learning environment in higher education." Thesis, Bangor University, 2009. https://research.bangor.ac.uk/portal/en/theses/creating-an-effective-learning-environment-in-higher-education(ebe542d4-6ec7-4a1f-84d6-711844d35356).html.

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Higher Education (HE) has changed over the last 40 years, from providing higher level learning for the elite to a provision of education for the wider population. These changes must be accompanied by a consideration of how teaching can promote effective learning in HE with the changed population of students. The aim of this thesis is to examine factors that affect students' learning in HE, and consider how the teaching approaches of university lecturers can facilitate learning at a higher level. Biggs' (1999) 3P model is used as a starting point to examine the different aspects of teaching and learning. Student factors (for example, approaches to learning, concepts of ability, motivational orientation), the teaching context (for example, the type of assessment, the extent to which teaching is constructively aligned), and the training of lecturers in HE are all considered within the thesis. The work informs educationalists and policymakers who are concerned about effective teaching and learning in HE. Chapter One is a review of literature, looking at current issues within HE in the UK and exploring theories and models that inform teaching and learning. It provides the base for the current research examining the main concepts: constructive alignment (Biggs, 1999), practice and variation (Fazey and Marton, 2002), and the four conditions of learning (Bransford, Brown and Cocking, 2000). Chapter Two is a detailed description of the instruments and methods utilized in the studies, and an examination of the rationale, the procedure, and the scoring for each of the instruments. Chapters Three through Six report the studies for this thesis. Chapter Three discusses a study that examines the effect of a particular teaching approach, utilizing an oral examination final assessment, on students' approaches to learning and motivational orientation. By emphasising an assessment methodology that required a deep approach to learning, first year students were predominantly intrinsically motivated, and maintained their level of deep approach to learning throughout the module. Previous literature had found decreases in deep approaches to learning when assessment took place. Chapter Four investigated how students' concepts of ability (i. e. a fixed or incremental concept) affected other psychological variables associated with learning. Its findings support the work of Dweck and colleagues (1995; 1998; 1999), with relationships established between concepts of ability and motivational orientation with approaches to learning. A high incremental concept of ability score was significantly and positively related to intrinsic motivation and to a deep approach to learning. However, these relationships were not strong, and no relationship was found with concepts of ability and perceptions of competence, as was hypothesised. In Chapter Five, constructive alignment was examined in a variety of teaching settings. Of interest was the extent to which a strongly-aligned teaching approach that fosters deep approaches to learning had an impact on students' approaches to learning and motivation. Two studies are reported. Both consider how strongly the teaching methodology, assessment, and learning outcomes align, and how well these fostered a deep approach to learning. The first study, with modules classified as being strongly aligned and fostering deep approaches to learning, had students who scored significantly higher on deeper approaches to learning and intrinsic motivation than those in modules with low alignment that emphasised a surface approach. In the second study, changes over time in student factors, related to teaching approach and alignment, were recorded. In Chapter Six, two studies are reported. The first measured, across a course for teachers in HE, teachers' approaches to teaching and beliefs about learning teachers' subject areas. After a three-day induction, the participants significantly increased their scores for a personal epistemology that recognizes justification of knowledge, and a teaching approach that encourages conceptual change in a student-centred environment. The second part of this chapter investigated the impact these lecturers' perspectives had on their students' learning. Strong positive relationships were found between the teachers' and students' personal epistemologies, and also with the approach to teaching that fostered conceptual change. Students scored higher on a deep approach to learning when their teachers had a conceptual change approach. Chapter Seven presents the overall discussion of the most significant findings, and the implications of these findings for educational practitioners and policy-makers. Future research questions and issues that arise from the findings are also highlighted.

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Fazey, Della M. A. "Autonomy-related psychological characteristics of students in higher education." Thesis, Bangor University, 1999. https://research.bangor.ac.uk/portal/en/theses/autonomyrelated-psychological-characteristics-of-students-in-higher-education(d82bca23-55f8-4355-a7b9-2e9c1fa6c36e).html.

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Autonomy in learning has long been recognised as an important outcome of higher education. However, not only is learner autonomy not directly measurable but there appears to be no consensus, within the psychological literature, about its definition. This study proposed that, from a number of theoretical perspectives, certain psychological characteristics underpin learner autonomy in students. Of interest were the nature of and changes in these characteristics during the first two years of study at university. Students from across the university were measured on self-perceptions, motivation, locus of control and approaches to study. Data was collected at first year registration and at six-monthly intervals across the next two years. Analysis of the data compared the autonomy-related vanables across time, age and sex From the results it appeared that most of the variables were relatively stable over time, that sex differences were not generally apparent and that age differences were less widespread than onginally hypothesised. Factor analysis of the locus of control data raised some interesting issues about students' definitions of ability which are discussed. Some of the findings within motivation suggest that external regulation may be an important feature of an autonomous learner's reasons for studying, contrary to theory. When divided by level of self worth high self worth students scored significantly higher on autonomy-related variables than did those with low self worth which, given the nature of the classification of the groups, was surprising. A similar division using deep approach scores was less convincing but nevertheless in line with the hypotheses. Correlational analyses revealed significant, moderate associations between autonomy-related variables as predicted and factor analysis confirmed relationships between variables as hypothesised. Regression and other analyses however, indicated that there was no strong link between 'high' autonomy characteristics and degree classification. The findings are discussed in relation to the proposals concerning autonomy and it is concluded that, whilst most undergraduates report encouraging patterns of autonomyrelated psychological characteristics, the complexity of the concept of autonomy in learning demands much more research. The positive implications of the findings in this study are discussed in relation to the current threats to autonomy within the higher education context.

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Li, Yuan. "Quality assurance in Chinese higher education : reflecting student learning?" Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/quality-assurance-in-chinese-higher-education-reflecting-student-learning(89ef6fc6-68de-4951-848d-eb3f08a00345).html.

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Chinese higher education (HE) has been through a process of profound restructuring, decentralisation, introduction of market incentives, university mergers, internationalisation, and enlarging student enrolment in the past two decades. Along with the expansion of Chinese HE, the issue of quality has become a concern and has attracted a lot of attention in the Chinese HE sector. Developing quality assurance (QA) systems has been given priority in the agenda of most Chinese higher education institutions (HEIs). The nationwide implementation of quality evaluation since 2002 is the main means used by the Chinese government to address the potential quality decline and to realise a macro level control of quality over Chinese HEIs. This study is conducted against the background of the prevailing quality culture, and focuses on student learning rather than the widely adopted top-down scrutiny of teaching as the main component of QA schemes. The purpose of this study is to explore how student learning experiences can be integrated into the QA systems in Chinese HEIs for continuous quality improvement. A qualitative case study approach is adopted in this study. Document analysis, focus groups, and in-depth interviews are used to achieve a comprehensive qualitative inquiry into student learning experiences, HEIs’ QA practice, and the integration of student learning experiences into QA system. Through this study, we find that Chinese universities generally use regulations, teaching inspection/evaluation, and student feedback as the main approaches to manage their QA practice. There is great emphasis on the institutional management and teaching management, but little attention given to what students are actually doing. The analysis of the key issues in student learning experiences, the concept of quality learning, and the analysis of the objectives, control, areas, procedures and uses in the current Chinese QA systems suggest a discrepancy between student quality learning and what the current Chinese QA assures. The findings of this study imply that the current top-down QA has great limitations in addressing key issues in student learning and accordingly plays a limited role in generating educational quality. As the conclusion of this study, a learning-focused QA is proposed to offer insights into integrating student learning generically into the QA process for the purpose of the continuous improvement of HE quality.

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Davies, Derek. "Exploring group learning in higher education using discourse analysis." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/exploring-group-learning-in-higher-education-using-discourse-analsysis(3eff5fe5-10ce-4874-83ac-e5edb3652d4b).html.

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For some considerable time, group activity has been an accepted feature of teaching and learning practice in Higher Education (HE) (Tennant, 1997). This exploratory study has the broad aim of investigating group learning on a Communication Skills course unit of a Foundation Year programme at the University of Manchester. Alongside the aim of identifying evidence for learning in groups, the study is also concerned with developing new understandings related to research methodology in the area of group learning. The study first sets the unit under investigation in the context of relevant current national and institutional policies that have played an important role in shaping the development of university teaching over the last 20 years, particularly with regard to supporting economic development through the provision of an appropriately skilled workforce. The aims of such policies are considered as well as empirical research carried out into cooperative learning in education generally, and group work activity in HE institutions in particular. There are two main elements to the empirical inquiry: (i) discourse analysis of verbatim transcriptions of student group talk, and (ii) content analysis of student group interviews and tutor discussions. Particular emphasis is given to the discourse analysis element as a means of critiquing the effectiveness of group work in facilitating learning. To this end, two specific approaches to discourse analysis are utilised: ‘Idea Framing’ (Tan, 2000/ 2003) and sociocultural discourse analysis (Mercer, 2005). These approaches to uncovering evidence of learning in group talk are critiqued and the findings reported. These finding are then considered alongside the data that emerged from the staff and student discussions. The investigation revealed methodological insights in researching group work in the HE classroom as well as new understandings about what ‘learning’ means in this context. Firstly, in terms of methodology, the inquiry suggests that the combination of the two approaches to discourse analysis adopted provide an effective means of identifying instances of learning as well as insights into the group environment that influence such occurrences. Secondly, with regard to group learning in the HE context, the data highlight (i) the importance of social aspects of group activity for students, and (ii) the link between evidence for learning and the nature of the task they were asked to perform. However, in terms of acquiring ‘transferrable’ or ‘employability’ skills, the data reinforce many of the reservations voiced in the literature about the potential for developing such skills. The implications of these findings for task design are highlighted and suggestions provided in terms of how the course unit may be adapted. In addition, the wider applicability of the findings are considered in terms of improving understanding of aspects of group processes as they occur in the context of undergraduate HE. The study concludes with reflections on the impact of doctoral study on my professional development and practice, and suggestions for further research.

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Wheatley, Sharon. "Operational risk assessment in a higher education institution : a social systems perspective." Thesis, King's College London (University of London), 2011. https://kclpure.kcl.ac.uk/portal/en/theses/operational-risk-assessment-in-a-higher-education-institution(d57f6388-6dd8-45f7-8746-b29fb1e5bd52).html.

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The Higher Education Funding Council for England (HEFCE) has recommended the implementation of operational risk management in universities since 2001. This case study investigated risk assessment in this context, aiming to critically examine variety in different groups in a single institution. Social Systems Theory formed a framework to create new insights into reflexive understandings of risk, utilising data from interviews, and group discussions during risk assessment training. The study makes a significant contribution to knowledge about real-life risk assessment practices, revealing two parallel and unrelated systems. Firstly, the formal process exhibited calculative difficulties. Assessment discussions relied on qualitative data, historical events and narrative accounts to assess potential severity and frequency, with 19 of 20 participants unwilling to assign risk ratings. Secondly, existing management controls demonstrated successful mitigation of risks, particularly in relation to funding access, but were not recognised as ’risk management’, hampering the integrated approach recommended by HEFCE. The influence of group illustrated that the rating of risk could vary, as could the type of risk that caused concern. In addition, boundaries associated with group roles influenced the attribution of responsibility, illustrated by academic unwillingness to be involved with formal risk management processes. Risk acceptability differed between groups and individuals, making it difficult to establish a single risk appetite that reflected all organisational views. Uncertainty was evident in the formal process in lack of clarity of strategic aims, absence of data and unpredictability of future events, particularly in relation to the actions of others. Most significantly, risk prioritisation had to contend with conflicting perspectives and competing organisational aims, including those of the regulator.

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Seker, Aytul. "Facilitating Conceptual Change In Atom, Molecule, Ion And Matter Concepts." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12606993/index.pdf.

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The main purpose of the study was to compare the effectiveness of the conceptual chance texts oriented instruction accompanied with analagoies over traditionally designed science instruction on 7th grade students&rsquo
understanding of atom, molecule, ion and matter concepts and their attitudes toward science as a school subject. In this study 70 seventh grade students from two classes of science course instructed by the same teacher from Battalgazi Elementary School took part. The study was conducted during 2004-2005 fall semester. This study included two groups which were selected randomly throughout five clasesses. One of the group was defined as control group in which students were taught by traditionally designed science instruction, while other group defined as experimental group in which students were instructed by conceptual chance texts oriented instruction accompanied with analogies (CCTI). Atom, Molecule, Ion and Matter Concepts Test (AMIMCT) was administered to both groups as a pre-test andpost-test and Attitudes Scale toward Science were administered as post-test to assesthe students understanding of atom, molecule, ion and matter concepts and students&rsquo
attitudes toward science as a school subject, respectively. The hypotheses were tested by using two-way analysis of variance (ANOVA). The results showed that CCTI caused significantly better acquisition of the scientific conceptions related to atom, molecule, ion and matter concepts than TDSI. The result showed that there was no significant difference between test mean scores of students taught with CCTI and those taught with TDSI with respect to their attitudes toward science as a school subject.

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Mahamed, Ismail Nor Ashmiza. "Key determinants of research-knowledge sharing in UK higher education institutions." Thesis, University of Portsmouth, 2012. https://researchportal.port.ac.uk/portal/en/theses/key-determinants-of-researchknowledge-sharing-in-uk-higher-education-institutions(f0f97eb7-c83e-4c88-88bc-3c54e4538bb9).html.

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Knowledge sharing (KS) has attracted increasing attention in business circles. Links between knowledge sharing practice and organisational performance have long been demonstrated. Knowledge sharing is driven by three key enablers, i.e. people (Fliaster, 2004; Jayasingam et al., 2010; Kulkarni, et al., 2006); organisation (Bartlett & Ghoshal, 1998; Tsai, 2002; Van den Hoof & Huysman, 2009); and information technology (Robinson et al., 2010; Tseng, 2008). Despite the breadth of research into the practice of knowledge sharing in commercial sectors, there is a lack of research into research-knowledge sharing (RKS) in higher education (HE). The practice of knowledge sharing in higher education institutions (HEIs) is critical, particularly in relation to RKS, which could influence university research activity and performance. However, the nature of research-knowledge and the process of sharing research-knowledge have not been practically explored. Most importantly, the relationship between RKS and university research performance has not yet been fully examined. This study attempts to ascertain the nature and the process of sharing research-knowledge in HEIs in general, and to examine the influence of the desired key determinants on RKS in particular. Eight UK universities are selected for this study, which are examined in two sub-groups: the Pre-1992 and the Post-1992 universities. Both qualitative and quantitative approaches are used to conduct the study. The study found that RKS is influenced by the three enablers, but implicit research culture is critical in determining the differences between Pre-1992 and Post-1992 University‘s research performance. In addition, RKS follows a distinctive process – knowledge hoarding-knowledge seeking-knowledge sharing. Furthermore, there is a positive relationship between research-leadership and research-knowledge sharing, which is centred on interactive relationship with professors. The findings of this study provide original insight into the specific field of knowledge sharing which adds knowledge to the body of knowledge management and organisational culture. They are of great importance to research-leaders in HEIs to develop and implement research strategies.

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Aubrey, Adele. "Investigating enquiry-based learning in higher education : dimensions, dissonances and power." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html.

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The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be used to encourage tutors' reflections on EBL, and is concerned with producing and sharing knowledge in relation facilitating student-centred teaching and learning practices. The study is in the tradition of practitioner research, where my role was that of an educational developer at the Centre for Excellence in Enquiry-based Learning. It is centred around the development of EBL models as pedagogic instruments to facilitate tutors' reflections on their practice. The thesis investigates how to facilitate the incorporation of more student-centred approaches into tutors' practice in a UK university through employing EBL models as a tool for reflection, how these models were introduced to tutors, and the findings from the process. A critical action research approach was undertaken for the educational development practitioner research journey. The primary methods of data collection consisted of interviews with students and tutors, and data obtained during individual reflections and group discussions in a series of workshops that involved tutors studying EBL models. Thirty-one tutors were involved in these workshops and interviews where they quantitatively and qualitatively explored multiple dimensions of teaching and learning. Content analysis of the results was conducted on the data with an emphasis on dilemma analysis to gain insights into tutors' decisions about their practice, and an empirical abductive strategy was employed to inform the development of new EBL models. In the course of the action research phases two new EBL models were iteratively developed informed by the literature and stakeholders. Finally, a new Student Involvement in Learning and Teaching Model was proposed, empirically abducted from student narratives derived from photo-elicited interviews. This Model constituted the development of a new conceptual framework for thinking about EBL within the context of broader teaching and learning practice. This study articulates new student involvement dimensions which conveyed the nature of power within the proximal processes of teaching and learning. The thesis contributes towards the practice of educational development by documenting both the process and outcomes of introducing EBL and learning and teaching models to tutors as reflective instruments, and by proposing a new perspective on excellence in EBL where student involvement is enhanced when reciprocal power relationships exist in the proximal processes between tutors and students. Tutor decisions were framed as a series of dilemmas created by external contextual influences (the University social micro, meso, exo and macro-systems); and internal factors (the tutors' personal force-resource characteristics) which affected tutors' reported actual and espoused ideal practice. The data demonstrated that most tutors espoused including more EBL, but they preferred an incremental change in their practice.

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Ahmad, Abdul Aziz bin. "A process study of enterprise systems implementation in higher education institutions in Malaysia." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/a-process-study-of-enterprise-systems-implementation-in-higher-education-institutions-in-malaysia(cd75e49e-1a67-496a-9b21-92b740036f2e).html.

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The implementation of information technology and its impact on organisational change has been an important phenomenon, discussed in the IS literature over the last 30 years. Treating information system (IS) implementation as organisational change is a complex phenomenon. This complexity is mainly due to its multidisciplinary, socio-technical, dynamic and non-linear nature. This challenging nature of IS implementation complexities has a direct relationship to the IS implementation project outcomes - its success or failure. In view of this complexity, this research aims to understand how process studies can improve the understanding of enterprise system implementation. We argue that the socio-technical nature of IS development is inevitable thus the only way to go forward is to explore and understand the phenomenon. Following this, we adopt the stakeholder's perspective solely for the purpose of identification of stakeholders and their embedded interests and expectations. While prior research concentrated on a limited number of stakeholders of IS, we attempt to adopt Pouloudi et al. (2004) in mobilizing a stakeholder perspective to incorporate non-human stakeholders within the analysis. Within the actor-network perspective, complexity is resolved through simplification (black-boxing) - unpacking or collapsing the complexity. However, during this simplification process, the risk of removing useful description of the phenomenon through labelling was avoided. To support this research, the punctuated socio-technical information systems change (PSIC) model was applied. In this model, interactions and relationships between its components (antecedent condition, process, outcomes and organisational context) play a vital role. This research focuses on the implementation of an integrated financial system in three Malaysian universities through three interpretive case studies. Our findings show that each of our case studies provides a unique IS development trajectory. Following stakeholder analysis, the different cases provide interesting combinations of conflicts and coalitions among human and non-human stakeholders which further dictates the project outcomes or the process of IS black-boxing. The relationship between the three case studies on the other hand provides an interesting illustration of IS technology transfer.

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Davies, Jared. "An investigation into full cost accounting in a higher education context." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/an-investigation-into-full-cost-accounting-in-a-higher-education-context(aeb02426-f22f-4114-a549-9ee4a0c7cb24).html.

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This thesis heeds calls for social and environmental accounting researchers to intervene directly to develop new accountings and promote practical change, and to measure the type of change and reasons for non-change using theoretical frameworks. The thesis first selects and develops an appropriate meta theoretical framework from the social and environmental accounting literature for analysis purposes, drawing on dialogics, organisational change theory and institutional theory, as well as Soft Systems Methodology tools. Existing Full Cost Accounting (‘FCA’) applications are critiqued using this framework and a utopian vision for a new application is constructed. The thesis then undertakes a new, explicitly dialogic application of Full Cost Accounting (‘FCA’) in a new sector (Higher Education). It does so following calls in the literature to develop further FCA as a worthwhile technique to correct prices and redress the asymmetry of information found in (un)sustainability reporting, towards something that better demonstrates the (un)sustainability of an organisation’s practices. The new application is undertaken in a deliberately dialogic manner as the literature posits that social and environmental accounting engagements incorporating dialogic motifs are more likely to engender change. Methodologically, the thesis utilises a variant of Action Research, Soft Systems Methodology, to conduct dialogic model building and calculations via learning for action cycles. The new application is then critiqued using the theoretical framework constructed, in order to answer the objectives of the thesis, which are to: (a) further evaluate the difficulties inherent in the FCA process; (b) determine whether advances in scientific knowledge and sustainability awareness now make FCA calculations more feasible (as compared to previous FCA applications); and (c) ascertain whether FCA engagements conducted in an explicitly dialogic manner lead to organisational change.

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Skyrme, Julian. "Contextual admissions and social justice in selective English higher education institutions." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/contextual-admissions-and-social-justice-in-selective-english-higher-education-institutions(fe04df15-04f1-4259-a26e-74c34c3bab6c).html.

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The policies that higher education institutions (HEIs) operate when choosing whom to select for admission raise profoundly important issues of social justice. Until recently, HEIs in England have selected applicants for admissions offers primarily on predicted and actual examination achievements. However, newer approaches to selection called ‘contextual admissions’ have emerged in some HEIs that attempt to view the examination achievement of applicants in a wider social context. For example, an increasing number of England’s most selective HEIs are prioritising admissions offers to applicants from less advantaged backgrounds, such as state schools students or those living in areas of low participation in higher education (HE). Despite increasing attention by government and HEIs to enhance ‘fairness’ in admissions through the use of contextual admissions policies, academic studies of this important phenomenon are curious by their absence. Using a policy scholarship approach, this study explores, describes and explains the contextual undergraduate admissions policies of England’s most selective HEIs in relation to the concept of social justice. Documentary content analysis of the policies of 20 English universities in the Russell Group is employed to originate an ideal-type classification system for how selective HEIs are enacting social justice through contextual admissions. Drawing principally on the work of Sharon Gewirtz and Alan Cribb, in-depth interviews with senior policy actors and qualitative documentary analysis are used across three purposively selected sites to suggest social justice can be thought about in three ways. Firstly, it is a multi-dimensional concept (having distributive, cultural and associational forms) where different dimensions can conflict with each other. Secondly it is mediated by structural constraints and other norms, which limit the pursuit of justice. Thirdly, it is context- and level-dependent. This study suggests that no philosophical resolution can be found for what counts as social justice in contextual admissions. Instead, justice in admissions should be understood in its real contexts of enactment and through its propensity to provide empirical outcomes in admissions-offers for less advantaged students that are at least equivalent to their more advantaged counterparts. A number of macro, meso and micro-level factors, that enable or constrain the pursuit of just outcomes for less advantaged learners through contextual admissions, are suggested. These provide the basis for a fruitful range of new potential quantitative and qualitative studies by scholars of social justice, stratification and mobility to an important but under-researched area of education policy.

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Crew, T. "Beyond graduation : trajectories of graduates from higher education in North Wales." Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/beyond-graduation-trajectories-of-graduates-from-higher-education-in-north-wales(d6e02189-3c90-405b-8a4b-9b506353221b).html.

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Higher education is in a state of transformation, with the economic recession leading to an even greater emphasis on graduate outcomes. Existing UK-wide research suggests that graduate opportunities are influenced by pre-entry characteristics; institution attended and subject studied, as well as the individual’s store of social capital. The research for this study uses data from a cohort of graduates in North Wales to explore the issues in further detail. The mixed methods design compares secondary data on access, student experience and destinations with original survey and interview data. A critique of the current emphasis on graduate outcomes six months after graduation leads to a focus on longer-term trajectories. The results from graduates from four different types of degree awarding institutions and three specific subjects – chosen for contrast and convenience – reveal both similarities and differences compared with existing studies. Whilst the findings support existing research on pre-entry factors, they also indicate that regional assets e.g. Welsh language skills, access to transport and local networks, influence the patterns of subsequent trajectories. The more biographical and extended longitudinal approach contributes to the literature on graduates by providing an analytical typology of their post-graduation trajectories. It also contributes to Bourdieu-inspired theoretical discussion of inequalities in higher education and beyond. The study has implications for policy and practice in universities, careers services and the Higher Educational Statistics Agency (HESA).

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

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

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Elhees, Mokhtar Abdenour. "An empirical study of quality management in the Libyan higher education context : Al-Fateh University as a case study." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/an-empirical-study-of-quality-management-in-the-libyan-higher-education-context(c3f647d3-531a-46f2-b917-496a4049d438).html.

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Higher education institutions (HEIs) around the world and in the developing countries in particular e.g. Libyan HEIs are facing challenges that increase the pressure on them. Some of these challenges are related to the remarkable changes in population growth and fast changes in the development of knowledge and technology. Also, providing adequate resources, maintaining quality, raising funding and strengthening the curriculum are other challenges that need to be faced by those institutions. This research is aimed to investigate issues enabling and affecting the quality of services provided by Libyan public universities using principles of Total Quality Management (TQM) philosophy as a framework: Al-Fateh University (AFU) as a case study. The research is qualitative in nature, employing a case study approach and using indepth semi-structured interviews (from different levels including senior leaders, faculty members, support staff, students, and main employers) as the main data collection tool within the two selected embedded case studies. Those embedded cases are Electric and Electronic Department (EED)-Faculty of Engineering-AFU and Social Service Department (SSD)-Literature Faculty-AFU. Documents are used in addition to interviews in order to fully understand issues enabling and affecting the quality of services provided by the two embedded case studies. Contribution to knowledge is evident by the study, which represents the first attempt to empirically investigate issues enabling and affecting the quality of services provided by Libyan public universities: AFU as a case study through two selected embedded cases EED and SSD. This research provides specific original findings which include the use of Arabic and English language in the same lecture, the concept of students' administration and its consequences, the speciality of leaders biases the understanding of the needs of subordinate staff, suspension of the students' performance regulations affected the quality of education programmes, and a unique situation was found to be the senior and junior staff programme that attempted to improve teaching through knowledge transfer. This research has reduced the gap in knowledge in Libyan HE context in specific and in Arabic HE context in general. Other implications for HEIs are also provided by this research.

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Chapleo, Chris. "An exploration of the concept of branding in the higher education sector." Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/an-exploration-of-the-concept-of-branding-in-the-higher-education-sector(52689be4-a481-41b0-9835-565df89fdad2).html.

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My research has concentrated on exploring branding in the university context and in particular on examination of the factors affecting the conceptualisation and management of brands, with a view towards identifying brand values applicable to the specific qualities of higher education. This, it is envisaged, will contribute to knowledge in terms of advancing understanding of a gap in the literature (the lack of research conceived specifically for branding educational organisations) as well as informing practice in what is a contemporary and sometimes contentious topic

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Clancy, David Michael. "Personal epistemology and its influence on teaching and learning in higher education." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/personal-epistemology-and-its-influence-on-teaching-and-learning-in-higher-education(d1c16e0d-f451-4cdf-8ca3-7598299a197a).html.

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Two case studies – Psychology and Sports Health and Exercise Science (SHES), investigated the influence of personal epistemology on teaching and learning in a higher education context. The investigation used the concept of a socialised habitus of academic personal epistemologies (SHAPE) on which to base the studies contained within the thesis. The theoretical underpinnings of SHAPE can be found in the work conducted on social practice theory (SPT), which includes Bourdieu (2000), Foucault (1984), Reckwitz (2002); and which draws on situated learning theory, activity systems theory, actor network theory, social learning theory (e.g. Bandura, 1977; Lave, 1988; Lave & Wenger, 1991; Vygotsky, 1978) as discussed in Trowler (2012). In addition, SHAPE draws on the work of Bourdieu (1977) and his theory of habitus; and the burgeoning research into personal epistemology (epistemological beliefs is also used in the literature before this term, so they will be used interchangeably). This branch of research began with the seminal work of William Perry culminating in his text entitled ‘Forms of intellectual and ethical development in the college years: A scheme’ (1970). The research was underpinned by an instrumentalist ethos (Dewey, 1930) and adopted a mixed methods research design. Phase One of the research process began with the confirmation of the reliability and validity of a quantitative measure of personal epistemology – The Discipline-focused Epistemological Belief Questionnaire (DEBQ, Hofer, 2000). In Phase One and Two, a shortened, more robust revised version of the DEBQ was then used to test for differences between participants at the group level in different modules of study, and for changes in personal epistemology over the duration of a semester of study. The Approaches to Teaching Inventory (Trigwell & Prosser, 2004) was used in both case studies, as was the DEBQ. The Approaches to Study Skills Inventory for Students (Entwistle, Tait & McCune, 2000) was used in the Psychology Case Study, which also included qualitative data captured via a series of interviews with fourteen students and two teachers from two psychology undergraduate year two modules; and a focus group involving three of the students who had participated in the interview phase. The different phases and methods of data collection allowed the author to make comparisons between the perceptions of, and approaches to, teaching and learning in the two case studies. 3 The analyses in Phase One resulted in a revised, abbreviated version of the DEBQ. The results from all four phases of the investigation suggest the utility of SHAPE as a concept on which to base future research. The findings from this series of studies suggest the personal epistemology of the teacher has the most profound effect on their students’ personal epistemologies as a group over a semester of study, whilst also recognising the contribution other elements of the teaching and learning context make. Variation within groups of students was also evident for dimensions of personal epistemology, and this influenced their perceptions of teaching, learning, and assessment; and how they approached their studies. The conclusions to be drawn are: SHAPE is a useful addition to the ‘tribes and territories’ (Trowler & Becher, 2001) discipline level of analysis and is a more nuanced, contextual unit of analysis as recognised and recommended in the text entitled ‘Tribes and Territories in the 21st Century: Rethinking the significance of disciplines in higher education’ (Trowler, Saunders & Bamber, 2012). The strength of SHAPE lies in its recognition of the epistemological, ontological, and axiological influences on the processes of teaching, learning, and assessment within a higher education context. As such, SHAPE has the potential to make a useful contribution in the changing horizon of higher education manifest in the modular, semester based curriculum, and the burgeoning of ‘interdisciplinarity’ and its challenge to the established academic disciplinary fields.

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O'Donoghue, John. "Technology supported learning and teaching within the context of higher education in a 21st century society." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/technology-supported-learning-and-teaching-within-the-context-of-higher-education-in-a-21st-century-society(a9ed8378-b881-4f67-9745-88fdba99e581).html.

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"The physical environment in which teaching and learning occurs is being replaced with an electronic classroom, but the process of teaching is very much the same. In the second phase, however, we will begin to use technology in new ways, to advance beyond what was possible in the classroom. "Downes. (2004). This overview supports an application for a PhD by publication at the University of Glamorgan. It identifies the tensions, barriers and facilities within the field which is broadly called eLeaming, but which I prefer to term Technology Supported Leaming. Successful uses of appropriate innovative technologies by staff and students in education is not a mystical or ethereal goal. Real innovation is often driven by the passionate few, frequently developed in their own time and enthused by a real desire to make a difference to the learning of their students. This motivation is not unique, unusual or perhaps unexpected. However the real problem is in 'mainstreaming' this innovatory practice or activity, (O'Donoghue, 2006, p. vii). As contemporary society becomes increasingly diverse and complex, so does the process of preparing young people for life as independent thinkers, productive citizens, and future leaders. The changing nature of students, the collegiate experience, learning, teaching, and outcomes assessment all have substantive implications for altering educational practice. The information age has encouraged the ubiquity of a seemingly endless supply of information that is there just waiting to be internalised by students who have the ability and the inclination to interrogate the vast range of information systems available. There is a need to consider the relationship between pedagogy and technology in driving the changes to the education process and what outcomes will determine the efficacy of these new learning environments. Pedagogic determinism needs to be focused within the 'real' world of increasing financial pressures on students and educational establishments. The development of Higher Education Institutions into 'customer' focused establishments competing for students who are, in some cases, reluctant or unable to attend formal educational institutions but who want to acquire qualifications and skills creates problems for both the establishments and staff. There are associated issues which my overview addresses, such as how technology might service this cohort of people who are looking to less formal mechanisms of education, technology versus pedagogy, issues of social learning whilst being remote and yet online, issues and necessary change required if the concept of 'virtual' educational institutions are to be realised. Higher education is best seen as a process, focused on learning, in which content is combined in some way with some forms of technology, whether they be "chalk and talk," television broadcast, or an IT-based delivery platform. My conclusion is that the development of technology-based learning support structures, that is, technology based enhancements to formal teaching and learning strategies embedded in the pedagogy, will assist the education and training sector. In some ways, many of the changes currently going, economic, technological, political, are compelling us to examine issues about how we support student learning, an issue which many of us might prefer to ignore, (Bernardes and O'Donoghue, 2003). I have endeavoured to consider this within a variety of different learning contexts - nursing to engineering, (Drozd and O'Donoghue, 2007; O'Donoghue and Laoui, 2008).

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Moon, Jennifer Ann. "Towards purpose, clarity and effectiveness in training, teaching and learning." Thesis, University of South Wales, 1998. https://pure.southwales.ac.uk/en/studentthesis/towards-purpose-clarity-and-effectiveness-in-training-teaching-and-learning(2c39eb15-c66a-43bd-813a-c28ef768f403).html.

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Three projects are represented in this portfolio. Two involve practical work in the National Health Service and the higher education sector and one is a conceptual study of reflection in learning and professional development. All of the projects had the aim of developing clarity and effectiveness in particular areas of education - professional development, training, teaching and learning. The NHS project on professional development in health promotion (UK Professional Development Project in Health Promotion) aimed to improve the ability of those in non-specialist health promotion posts (e.g. nurses and teachers) to educate for health. Contributions of the work towards knowledge are in its concerns for ensuring that short courses have a significant impact on participants particularly through the use of an outcomes-based approach and planned reflective activities. The second project concerned the implementation of a credit framework in Welsh higher education. The development of a credit framework increases access to and flexibility within higher education by providing a generally accepted currency for learning. The main contributions of this work are in the development of specifications for this currency - guidance for writing learning outcomes and level descriptors. Reflection plays an important role in improving the efficiency and effectiveness of learning and the development of reflective capacities is central to the level of learning expected of graduates. The third project is a conceptual investigation of reflection, its interpretation in theoretical, professional and educational contexts and a consideration of how reflection is related to deep and effective learning. This involves the development of a new model of learning and the representation of learning both to elucidate reflection and to find better ways of using it to support the quality of learning at higher levels. There is substantial section on practical activities that encourage reflection in learning, including journal writing. While there are various interests in reflection, there have been few attempts to synthesise the ideas emanating from different disciplines and to relate them to current thinking about learning. The portfolio itself consists of the unpublished papers of the first two projects and an overview document that accompanies the portfolio describes the portfolio in the context of their contribution towards purpose, clarity and effectiveness in training, teaching and learning.

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Rust, Chris. "The professionalisation of learning, teaching and assessment in higher education through evidence-based practice." Thesis, University of South Wales, 2003. https://pure.southwales.ac.uk/en/studentthesis/the-professionalisation-of-learning-teaching-and-assessment-in-higher-education-through-evidencebased-practice(020a3ae5-17d0-4414-beda-3f6c3d65fffd).html.

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A series of 15 publications over the years 1991-2003 represent research activity into educational development and the professionalisation of learning, teaching and assessment in higher education (HE). This output constitutes an original contribution to knowledge about teaching in higher education within the following three broad areas: - the professional training of teachers in HE, including: the need for such training, the nature and design of that training, its evaluation, and its effectiveness and desirability; - helping students to learn through 'teaching' each other; - the effect assessment has on student approaches to learning, the need for teachers in HE to understand that effect, to develop and identify best practice, and to find ways of using that effect strategically. Progression in each area is dealt with separately, as parallel developments of the main theme over the past 12 years. In the three areas identified above, the research demonstrates: • the need for training and for the professionalisation of teachers in HE, and the potential effectiveness of both initial training courses and of educational development workshops to help bring that about; • that forms of structured peer 'teaching' can have a sustained and transferable benefit to the students' learning; • that a simple, short and inexpensive intervention in the assessment process can effect a significant improvement in student learning which is sustained over time. The research also provides evidence which: a) questions whether the increased emphasis on specifications, descriptors and explicitness is sufficient on its own to establish and maintain standards and transparency of standards; b) demonstrates the need, when descriptors are used in course design, to distinguish clearly between threshold and aspirational outcomes. The publications have also been successful in disseminating good and best practice to a wider practitioner audience.

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Gaus, Nurdiana. "The Indonesian state university in flux : academics and the neo-liberal turn." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-indonesian-state-university-in-flux-academics-and-the-neoliberal-turn(61156cdd-4d61-47ca-b859-c817ab2ac6d4).html.

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This thesis aims to better understand the under life of Indonesian academics during implementation of major policy changes associated with the Higher Education Act 2012. More specifically the study sought to explore and analyse the principal changes as experienced by academics in Indonesian state universities, how academics responded to these changes and the impact of these changes upon the nature of academic work and organisations. The research undertaken was in the form of a multiple-embedded case study using semi-structured interviews, observations, and document analysis as instruments to collect data. Interviews were conducted with 30 academics in three state universities in Indonesia. The findings demonstrate how Indonesian academics' work is moving away from their traditional functions and roles towards new prescribed roles revealing tensions between maintaining their existing identities and pressures from the external environment to adapt. Using Scott's notion of 'weapons of the weak' the study reveals how Indonesian academics have resisted and accommodated policy reform in ways that have taken largely discursive and unobtrusive forms. It is anticipated that the study will both contribute to a better understanding of the dynamics of academics' work lives as they encounter large scale reform, and offer guidance for policy makers in the formulation and enactment of relevant policy.

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Sweet, John. "Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education." Thesis, University of South Wales, 2011. https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html.

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This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and 7 others that have been prepared for publication were used as exemplar articles for analysis. This included the history and context of the writing and the way in which the three topics hold together and the patterns or relationships that can be seen between them. Most of the articles aim to bring something new to the public arena and challenge the current status quo in Higher Education. The Learning and Teaching articles show active ways of developing learning and seeing things in a new light rather than absorbing knowledge, constructing or working from educational theory. In particular a curriculum is defined for all stakeholders. There is no necessity for teaching and learning to be the same as research but on occasion it helps for it to be “research like”. Research articles are on collaborative qualitative research and detailed reviews of scientific research in my discipline. In my educational research articles I stand up to the dominance of subject-based research. Development articles articulate the practice and facilitation of individual and group reflection methods. They also further the networking, pan-organisation, pro-person approach of academic developers. The analysis produces a dynamic model for Higher Education scholarship that opens up space for academic development and the neglected area of professional and personal development. In particular, some articles articulate and demonstrate the role of academic developers in evaluating research. There is no evidence for the need of a single nexus to fulfil a magical link specifically between learning and teaching and research because links already exist within academic and professional development and through existing border subjects of curriculum, reflection, professional ethics and evaluation. I am grateful for the guidance I have received to create this analysis of my written work. From this it is possible to position myself academically as a developer.

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Khan, Rashid Ali. "Adoption of learning management systems in Saudi higher educational institutions." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/adoption-of-learning-management-systems-in-saudi-higher-educational-institutions(428e6a56-1a0c-4e83-9908-23a71a2ffad9).html.

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Higher Educational Institutions (HEIs) are making huge investments in infrastructure, equipment, technology, and professional development programmes of instructors in order to improve their educational effectiveness. However, the decisions regarding investments in technology implementation are generally made without understanding the factors that may affect the actual users of the technology. A lack of understanding of these factors often results in poor adoption of the technology due to users’ unwillingness to accept it; hence the new technology does not meet its anticipated benefits. Learning Management Systems such as Blackboard and Moodle are widely adopted for both on-campus and off-campus students in major universities around the world. The Learning Management System (LMS) has become an essential package for instructors and students in teaching and learning environment. The purpose of this study was to investigate the determining factors (i.e., effort expectancy, performance expectancy, facilitating conditions, social influence, hedonic motivation, and habit) of instructors’ behavioural intentions to use an LMS in Saudi HEIs, by applying a modified Unified Theory of Acceptance and Use of Technology model – UTAUT2. Most technology adoption models have been developed and tested in Western countries. It would be naïve to assume that such technology adoption models could be equally applicable across all cultural settings, especially in developing countries. The UTAUT2 model does not address cultural factors and lacks cross-cultural study in non-Western countries. This study extends the UTAUT2 model by including Hofstede's (1980a) cultural dimensions, technology awareness, and racial groups as the moderators of the model. A sequential explanatory mixed method approach is employed to collect quantitative data via a Google survey questionnaire, followed by the qualitative data collection via three focus group discussions from multinational instructors of HEIs in the Eastern Province of Saudi Arabia. The quantitative data were analysed with structural equation modelling using SPSS/Amos software, whereas the qualitative data were analysed using thematic analysis procedure. The findings revealed that facilitating conditions were the strongest predictor of behavioural intention to adopt an LMS, followed by performance expectancy and hedonic motivation. Effort expectancy and social influence have positive effects on behavioural intention. In addition, the relationship between behavioural intention and use behaviour was also significant. The moderating variables were assessed by running an overall model and then a path-by-path test. Technology awareness, racial groups, and cultural dimensions exerted a moderating impact on instructors’ behavioural intension to use an LMS in their teaching. This study attempted to address limitations of the original UTAUT2 model by incorporating new variables in the context of Saudi HEIs. Hence, the novel model provides a new methodology, fills gaps in the literature, and thus reflects an effort to expand the UTAUT2 model. The inclusion of new constructs makes this the first study of its kind in exploring instructors’ behavioural intention and usage of LMS in the Eastern Province of Saudi Arabia, and is expected to be applicable to other educational institutions of the country. This study is limited to onetime data collection from male and full-time instructors at HEIs in the Eastern Province of Saudi Arabia. For greater generalizability, future research could be extended to a longitudinal study including male and female populations in other institutions and regions.

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Day, Lynn. "A systemic study into the problem space of widening participation in UK Higher Education." Thesis, University of Portsmouth, 2013. https://researchportal.port.ac.uk/portal/en/theses/a-systemic-study-into-the-problem-space-of-widening-participation-in-uk-higher-education(c68dc766-4205-4d9e-9b0c-3d0a967a23fa).html.

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In this inquiry, I conduct a systemic study into the wide problem space of Widening Participation in UK Higher Education, an initiative introduced in 1998 to promote positive discrimination for HE participation by young, socially disadvantaged individuals. In addition to redressing social justice, positive outcomes from the policy were expected to contribute to reducing high levels of social deprivation and increasing national competitiveness. It was, therefore, intertwined with other social and economic policy arenas but, by 2009, the Government admitted that rates of widened participation had failed to reach the levels expected. The majority of current research into possible reasons why fewer socially disadvantaged young people took advantage of the Widening Participation to participate in Higher Education have tended to engage participating students from target groups as though the findings from this group could be representative of those who do not participate. This neglect of targeted HE non-participants is seen to create a major lacuna in understanding of the reason why the Widening Participation policy failed to achieve its ambitions. Existing research has also tended to concentrate on implementation of the Widening Participation initiative, focusing on the narrow confines of the HE sector without considering interrelated policy arenas. I address these two major lacunae by conducting a systemic study into the wider problem space of Widening Participation and interrelated policy arenas, engaging HE non-participants from target groups in practical inquiry. This study represents a major contribution to what is known about possible explanatory factors for the perceived lack of HE participation by young socially disadvantaged individuals as encouraged by the Widening Participation policy. The major finding from this study is that, rather than make a decision to not participate in HE, the majority of research members did not consider HE participation as worthy of notice, much less a subject for active decision-making. Underlying reasons for this varied greatly depending upon how members had been affected by multiple indices of social deprivation. For those who had not been negatively affected, HE participation was a ‘non-decision’ because they were content with their situations, had different ambitions and moved into available employment. They did, however, appear to limit their educational outcomes according to the limited employment opportunities available in their socially deprived environment. For those who were severely affected, the ‘non-decision’ of HE was subsumed under their ambitions to change their circumstances to be more tolerable and reduce the effects of social deprivation. Finally, a small minority who did wish to participate in HE were prevented from doing so by the poor financial circumstances of their families, a ‘barrier’ which was not considered in studies engaging WP students and therefore not addressed. The major contribution to the discipline of “policy-making” from this systemic study is that both systems and ethical thinking are required to ensure the future success of the Widening Participation policy. Holistic policy development should be allied with a move from paternalistic government to gaining an understanding of the cultural situations, values and norms of the socially excluded. Social intervention, a redistribution of resources to reduce multiple indices of social deprivation and regeneration of deprived areas to provide greater employment opportunity to increase educational outcomes should be encouraged. The implication for the future progress of Widening Participation under the Coalition Government and changes introduced in 2010 suggest that blanket measures to encourage young, socially disadvantaged individuals to participate in HE are ineffective. I therefore recommend a targeted approach based on evidence which answers the question “Is Widening Participation in Higher Education important and to whom?” Further research will clearly be needed in order to answer this.

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Firth, Miriam. "Skills and knowledge for service encounters in the leisure industry : implications for UK Higher Education." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/skills-and-knowledge-for-service-encounters-in-the-leisure-industry-implications-for-uk-higher-education(983f6ae1-131b-408a-b400-d5043892d1f9).html.

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As a Higher Education (HE) lecturer in the United Kingdom (UK), I have taught Leisure students and supported their transition into placement work and graduate employment. This experience has made it clear to me that some students and graduates are not fully equipped to deal with the extensive customer demands placed on them in the workplace. The aim of this study is to analyse the skills and knowledge needed by graduates from Leisure courses to deal with real-world customer service encounters. A theoretical framework on skills, knowledge, education frameworks and employer requirements was used to identify what graduates might need in industry work and this was tests by gaining primary data from Leisure graduates. Critical incidents were gathered and interviews were conducted with five recent graduates and one current student from Leisure courses in Manchester. The data includes 57 critical incidents related to customer demands that the participants faced during service encounters in leisure roles; it also includes six semi-structured interviews on whether the participants felt their education prepared them to meet these demands. This study analyses the data using a theoretical framework of current publications and includes the theories of Soft Skills, Co-creation, Co-production, Emotional Labour, Aesthetic Labour, Sexualised Labour, Intercultural Sensitivity and Service Quality Theory. This study uses an innovative methodology to identify three key findings in support of the research questions. Staffs to staff dynamics and Intercultural Sensitivity are needed in Customer Service Encounter theory to use in Leisure UK Higher Education and fully prepare students for encounters in their graduate employment. These findings offer extensive contributions to current knowledge on theory and leisure education in UK HE to support development of all skills and knowledge needed for customer service encounters. Recommendations are raised to the Quality Assurance Agency (education governing body) and other leisure educators on how they might better educate and prepare their students for customer service encounters in graduate employment.

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Heugh, Sheelagh Mary Bernadette. "The impact of blended learning technologies on student performance/learning in biomedical science higher education." Thesis, University of Portsmouth, 2014. https://researchportal.port.ac.uk/portal/en/theses/the-impact-of-blended-learning-technologies-on-student-performancelearning-in-biomedical-science-higher-education(a4833039-b1a8-4e3f-8e5e-c08f3e15025f).html.

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This study examines the benefits of learning innovations in e-learning (asynchronous classrooms only) and blended learning (asynchronous virtual classrooms plus traditional learning) compared to traditional learning (classroom lectures). It specifically investigates effects on student satisfaction, retention, progression and achievement. We focussed on core biomedical science modules at London Metropolitan University: and four such modules were electronically supported using a learning and content management system programme. The collaborative learning intervention (N = 193, 71 males, 122 females), showed there was no significant change observed in performance across pre-intervention and post intervention modules over five years, with the exception of the 2010 cohort (p = 0.008) where students responded positively to the intervention. Interestingly, the quality of student online posts and final group grade for coursework revealed a strong positive relationship (r = +0.69, p < 0.0001, 42% improvement). We determined that tutors enhance work quality via moderation of online posts. The availability of personalised, timely and iterative feedback is likely to be responsible for this difference. Gender differences were apparent. There was a strong positive correlation between overall group rating and individual rating in male students only (r = +0.81**, p < 0.0001, 65% of predictions correct) and with males’ personal expectation (r = +0.5**, p < 0.0001) (Table 4.4). Males’ mean self-rating was 9/9 and females 7.9/9. Interestingly, 52% of females were likely to predict their final grade accurately, appearing to base this judgement on their interaction with the work and results self and peer assessment. The judgement of male students appeared to be based solely on self-belief that out stripped attainment with correct predictions in 25% of cases. The mean coursework pass mark for the post intervention module increased compared to previous years. Student self-evaluation showed that >80% enjoyed the collaborative learning work elements. For an optional formative assessment intervention, impact was evaluated over five-years. This study identified a significant difference between the intervention cohorts and the non-intervention year group, who were educated traditionally. When the post intervention groups were compared to the control, highly significant p values were obtained (p = < 0.0001 to < 0.00001). Additionally, students who were ‘quiz avoiders’ attained lower grades. The control group (N = 190), attained a mean mark of 55.3%, within this group, quiz avoiders achieved marks ranging from 34.4-42.6%. Quiz takers performed better than the control group with the mean marks ranging from 59.2-61.2%. Thus, blended learners’ achievements significantly improved (p = 0.0001), compared with those pre-intervention and those not engaging. In terms of self-evaluation, 60% of students rated the formative assessment (online quizzes) as ‘useful’ or ‘very useful’. Web-based collaboration improved academic performance and student satisfaction. Comparisons between pre-intervention and intervention groups were significantly different to the fraction of final exam first sit passes (p = 0.048). The intervention group showed the improvement. Interventions were applied at specific time points so that intra-annual comparisons could be drawn. This study detected profound differences: the mid-year exam (pre-intervention) was compared to the final exam (post-intervention) and showed a significant first sit performance (p = < 0.0001). Interestingly, 70% of students stated they would like the intervention (BB Collaborate) in more of their modules. We have shown, for the first time, that longitudinal studies over five year of large cohorts, there is a consistent significant improvement in student performance and engagement-using reward based formative assessment (Jacoby, et al., 2013 – incorporates data from this thesis). These interventions have subsequently been incorporated into the successful London Metropolitan University biomedical science course and in combination led to enhanced retention, progression and achievement over the study period. Furthermore, the practices illustrated are applicable to a modern higher education environment and are likely to enhance many similar course routes across the sector.

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Al-Hammadi, Abdulrahman. "An investigation into the effectiveness of the Higher Colleges of Technology Quality Programme in the United Arab Emirates." Thesis, University of South Wales, 2010. https://pure.southwales.ac.uk/en/studentthesis/an-investigation-into-the-effectiveness-of-the-higher-colleges-of-technology-quality-programme-in-the-united-arab-emirates(5cf7e0d2-cbd9-4098-91c3-6670d17d1cea).html.

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This study focused on quality management at the HCT. The HCT implements a quality programme, the Program Quality Assurance (PQA). Based on the Baldrige’s Education Criteria for Performance Excellence, which comprises seven Criteria, the study added an eighth Criterion, that is, Organisational Culture, to investigate whether or not the added Criterion has any impact on the implementation of the quality programmes. Both quantitative (using questionnaires) and qualitative (using interviews and content analysis of the PQA) approaches were used to identify the influence of Organisational Culture on the seven Baldrige Criteria and on the implementation of the quality programmes by the HCT. A questionnaire based on the SERVQUAL methodology was also employed to identify the extent of satisfaction of the HCT students with the quality of services and programmes offered to them by the HCT. Quantitative Research findings indicated that Strategic Planning is related to Leadership and MAKM, Staff Focus is related to Leadership and MAKM, Process Management is related to Strategic Planning, Staff Focus and MAKM, Process Management and Leadership are indirectly related through Strategic Planning and Staff Focus, Staff Focus is related to Strategic Planning, Student Focus and MAKM, Student Focus and Leadership are indirectly related through Strategic Planning and Staff Focus, Results is related to Process Management and Student Focus, Results and Leadership are indirectly related through Strategic Planning, Process Management, Staff Focus and Student Focus, and There is a relationship between Organisational Culture and the MBNQA seven Criteria. In terms of student satisfaction with the services provided by the HCT, the majority of respondent students agreed with all items of the SERVQUAL questionnaire. The Tangible dimensions were the utmost concern by HCT students, followed by the Assurance dimensions. The HCT’s organisational culture was also found to have substantial influence of the outcomes of the other seven categories of the MBNQA.

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Kelly, Aileen. "An investigation into colour accuracy and colour management issues in digitally printed textiles for Higher Education." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-colour-accuracy-and-colour-management-issues-in-digitally-printed-textiles-for-higher-education(282d9345-16b0-425d-be60-30a610c3378e).html.

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There is an abundance of information available (from industry journals, company websites, and specialist trade fairs) relating to commercial digital textile printing. However, there is a scarcity of information regarding how digital textile printing is being used and taught, in undergraduate textile design degree programmes and how staff and students deal with colour accuracy issues. This research aims to explore and compare approaches to achieving colour accuracy in digital textile printing in industry and HE environments. The research findings are intended to provide useful information for educators involved with delivering digital textile printing in Higher Education (HE) to benefit the industry. Secondary research contextualises the study, with the history of printed textiles examined in order to place digital textile printing in context. The evolution of digital textile printing, colour communication and colour management in the digital textile printing process are also studied, as is the current status of digital textile printing in industry. A review of literature relating to learning and teaching styles presents aspects of pedagogy relating to the research aims and objectives. The primary research undertaken for the study was through interviews, visits and questionnaires. Questionnaires completed by educators at HE institutions that offer digital textile printing as part of their undergraduate textile design programmes were followed by visits to comparison institutions. The second stage of data collection consisted of individual and group interviews with educators and students from a BSc textile design programme. The individual and group interviews with educators and students led to the formulation of a questionnaire that was sent to industry professionals (including graduates of the BSc programme). For the final stage of the data collection, interviews were conducted with graduates from the BSc programme who were working with digital print. From the primary data collection the key aspects that require teaching for a good understanding of the design process for digital print were identified and rated with regard to importance. This led to a teaching model for an undergraduate textile design programme and the development of initial lectures for such a programme. In addition the data analysis indicated that further work could be done to develop learning resources to improve students’ knowledge in this area and support their transition from the HE environment to industry.

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Brown, Stan. "Higher education chaplaincy and the changing role of religion in the public square : a contextual theology for university chaplaincy." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/higher-education-chaplaincy-and-the-changing-role-of-religion-in-the-public-square(35509e4f-8a46-4db8-b737-77ca3627acba).html.

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University chaplaincy has received little attention in discussions of the role of religion within the secular university. Theologians have primarily considered chaplaincy as a generic form of ministry rather than constructing accounts based in the different chaplaincy contexts. By contrast this thesis aims to construct a contextual theology for chaplaincy based in an understanding of the role of religion in the public square of the secular university. Using a discourse analysis of recent policy documents and reports from government, the Higher Education Sector and the Churches I seek to uncover their underlying understandings of the role of religion in secular Higher Education. This analysis reveals that although there is little mention of chaplaincy outside the Church documents the secular university is a complex fusion of secular, multi-faith and Christian themes with religion in the university increasingly understood through thin accounts concerned with managerial processes. The thesis then examines the history of chaplaincy in the British university looking for a coherent theological narrative for the development of this context. This history shows how the growth of university chaplaincy has been shaped by increasingly diverse forms of society. Using the historical narrative and contemporary analysis I then build a typology for contemporary chaplaincy responses. In the final chapter I offer a theology for university chaplaincy based in an understanding of the essentially diverse nature of secularity, on the dialogical accounts of the university offered by Ford and Higton and an understanding of Christian responses to otherness through hospitality drawn from the work of Barnes and Bretherton. The thesis argues for the importance of the Higher Education chaplaincy for the university, the Churches and for academic theology, concluding with recommendations about the training and support of chaplains.

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Chivers, Emma. "What factors influence the retention and progression of Foundation Year students within Higher Education in Wales?" Thesis, University of South Wales, 2019. https://pure.southwales.ac.uk/en/studentthesis/what-factors-influence-the-retention-and-progression-of-foundation-year-students-within-higher-education-in-wales(ba96d50b-ba1a-4776-9642-2c7dc7896f9a).html.

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Marriott, Pru. "A study of the factors that affect the learning experiences of accounting undergraduates in higher education." Thesis, University of South Wales, 2007. https://pure.southwales.ac.uk/en/studentthesis/a-study-of-the-factors-that-affect-the-learning-experiences-of-accounting-undergraduates-in-higher-education(a2d3ecea-ac92-4eac-8406-3538b179180d).html.

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This overview provides a summary of research that explores the factors that affect the learning experiences of accounting undergraduates in Higher Education. The submission is based on 13 outputs during the period 1999-2007 which relate to the themes of students' use of, and attitude towards, information and communication technology, students' learning style preferences and attitude towards the accounting profession and students' personal financial awareness, attitude to debt and budgeting capabilities. A discussion of each theme is provided which outlines the background to the research, the method adopted and the contribution to knowledge. The overall contribution to knowledge of the complete body of work is discussed and a list of citations is provided. The overview concludes with the papers that are being submitted for consideration.

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Carvalho, Felipe Spinelli De. "Increasing the internationalisation of programmes and institutions : the MBA in Brazil." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/increasing-the-internationalisation-of-programmes-and-institutions-the-mba-in-brazil(acf70128-492f-4940-92e4-39e5ce8794a4).html.

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Internationalisation of Higher Education has emerged as a response from institutions to increasing challenges posed by Globalisation and fast advances in Information and Communication Technologies - ICTs. MBA students, particularly those in the BRICS countries (Brazil, Russia, India, China and South Africa), are now presented with a growing offer of Programmes with some level of Internationalisation. This research investigates and assesses the extent to which different levels of Internationalisation in Higher Education MBA Programmes influence Brazilian students’ and HR Professionals’ Perceived Value of such programmes and institutions and thus, their Level of Trustworthiness towards said programmes and institutions. To investigate the relationship between the Level of Internationalisation and Perceived Value, a Trustworthiness Index was developed for the Higher Education sector. Developed from a tested Trustworthiness Index originally designed by Ennew and Sekhon (2007) for the Financial Sector, this study used an adapted Delphi technique to reach consensus between 3 Higher Education Senior Executives and 3 Marketing Scholars. The new Questionnaire had 363 responses from MBA students who were presented with different levels of Programme and Institution Internationalisation divided into 4 Bundles - from no (zero) Internationalisation to 100% Internationalisation. The findings indicate that the proposed Index is a reliable and valid instrument to measure MBA Students’ Level of Trustworthiness towards MBA Programmes and Institutions, with an excellent Cronbach’s Alpha coefficient for reliability (above .9). The variables were then grouped into four Factors using Exploratory Factor Analysis. Thus, the underlying dimensions of Trustworthiness in Higher Education that emerged are Student Support and Quality; Values and Respect; Excellence and Academic Rigour; Diversity and Long-Term Commitment. A Trustworthiness Equation for Higher Education was developed using Structural Equation Modelling and applied to the four different Bundles. Each Bundle’s Level of Trustworthiness was then compared and the results, using ANOVA, show a positive relation between the Level of Internationalisation and the Level of Programme and Institution Trustworthiness. The findings of the quantitative stage with the MBA students were then discussed in semi-structured interviews with 13 Human Resources Professionals. MBA students and HR Professionals agree that Internationalisation in Higher Education increases the perceived value of both programmes and institutions. In the students’ opinion the best model would be a Programme with 100% Internationalisation, while HR Professionals believe the local experience equally matters, and therefore, the best choice would be a programme that offered an Intermediate Level of Internationalisation. This thesis also explores the valuable input that this research provides to Higher Education managers in what concerns students’ perceived value of several course components such as curriculum and syllabus design, instructional materials and resources, face-to-face and distance learning modes, teacher and staff qualification and preparation, amongst others.

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Carr, Alyson. "An Exploratory Study of Test Anxiety As It Relates To The National Clinical Mental Health Counseling Examination." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6201.

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Test anxiety involves a variety of physiological, cognitive, and emotional components. Those suffering from high test anxiety seem to perform poorly on examinations because test anxiety can contribute to information processing challenges both while studying for tests and during evaluative situations. Current research indicates that when a training program is applied that incorporates cognitive behavioral techniques as well as study skills training, highly test anxious individuals can overcome information processing challenges, increase their academic performance, and earn higher scores on tests. In this study, a training program (Counseling Exam Test Anxiety Intervention) combining cognitive behavioral techniques and study skills training was applied to highly test anxious counselors and counselors in training preparing to retake the National Clinical Mental Health Counseling Examination (NCMHCE) after failing it at least once. This study makes the first known attempt to examine test anxiety specifically associated with the NCMHCE. The research questions guiding this study related to exploring the nature of test anxiety, any changes that occurred during administration of the Counseling Exam Test Anxiety Intervention (CETAI), and whether or not the CETAI was effective in terms of decreasing test anxiety and increasing academic performance. The findings revealed that when participants in this study applied the skills they learned from the CETAI, they improved their scores on practice tests, experienced an increase in confidence, and the majority of them successfully passed the NCMHCE when they retook it.

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Almobarraz, Abdullah O'Connor Brian. "Perceived attributes of diffusion of innovation theory as predictors of internet adoption among the faculty members of Imam Mohammed Bin Saud University." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3710.

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Oakley, Jason Nathaniel. "An exploration of factors potentially affecting the perception and interpretation of medical images used in higher education." Thesis, University of Portsmouth, 2010. https://researchportal.port.ac.uk/portal/en/theses/an-exploration-of-factors-potentially-affecting-the-perception-and-interpretation-of-medical-images-used-in-higher-education(06ac5642-2e47-41a3-a19c-cdbe566c7575).html.

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Much work is currently being undertaken to explore the impact of varying factors such as compression and image display parameters upon both measurable and perceived image quality in the clinical setting. However, little specific work was found that related to the effect of these factors within Higher Education, where high numbers of students, non-dedicated lecture theatres and a large number and variety of display devices results in many conditions that could impact upon the quality of digital radiographic images. Additionally, the College of Radiographers has identified (2006) that a radiographer comment accompanying radiographs may become a core competency. The aim of this thesis is to present and reflect upon a programme of research undertaken to explore which factors impacted upon students’ summary measures of performance and to begin to establish guidelines to ensure that images are presented optimally to the students, without creating unnecessary work for the academic staff. The effect of differing summary measures was also explored. A series of experiments were undertaken utilising volunteers from an undergraduate radiography programme. Research question The research question was: “What factors might potentially affect the perception and interpretation of medical images used in Higher Education?” Methods A series of six experiments were designed to evaluate the following factors: 1. The effect of compression upon diagnostic accuracy and perceived image quality; 2. The students’ perception of brightness and contrast changes of digital projectional radiographs and the effect of education upon this; 3. The ability of a detailed digital test image to discern limitations of a system; 4. The effect of image size, display device standardisation and image optimisation on summary measures of performance; 5. The ability of students to report consistently from digital test images; 6. The effect of differing marking criteria, confidence scales and summary measures of performance. Results This programme of research demonstrated that for digital projectional appendicular radiographs there was a significant difference between the levels of compression that observers preferred (p<0.05). However, there was no significant difference in accuracy for images reported uncompressed or at lossy levels of 40:1 (JPEG). Higher levels of compression were easily perceived, but low levels were not. It also confirmed other work established that low levels of compression were preferred by the human visual system due to the slight softening effect of the JPEG algorithm. Whilst individuals’ perception of brightness and contrast changes differed, the mean for groups of students was not significantly different and education did not have a significant effect. However, there was a significant difference (p<0.05) between those 30 and under and those over 30 in the level of perceived change, but not in the selection of the last acceptable image. A mid level grey background was shown to reduce perceived error of change compared to black or white backgrounds. Radar plots within this context are proposed as a way of identifying ideal images from students’ responses. Images corrected for the gamma of the system were identified as optimal by the cohorts. Images at 50% resolution stretched to 100%, the standardisation of display devices and image optimisation did not significantly affect student summary measures of performance. However this part of the study lacked power due to fewer participants than was initially anticipated. The summary measure of performance identified as optimal was the area under an AFROC curve, created from a five point category scale. This scale should be used by the observers to categorise their confidence and the marker to rate their confidence based upon the observers’ comments. This will allow a kappa value to be calculated that will give feedback on the level of conveyed confidence. Conclusions This programme of research has identified a number of factors that warrant more detailed research within the field of Higher Education. One is re-evaluating the effect of the year group on the quality factor proposed, as this research seems to indicate that education does have a positive effect on the reporting scores from a digital test image. In addition, there seems to be scope in considering the radar plot as a method of identifying where the ideal image lies. A range of minimum standards, as proven by these experiments and taken from literature, are proposed as the best practice for lecture presentation and assessment. Recommendations are made for further research into the effect of several parameters where power was low. This research has established some of the ground rules for improving the display and assessment of medical images in Higher Education.

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Carr, Rachel. "The 'Girton Girl' and 'Lady Doctor' : women, higher education and medicine in popular Victorian fiction by women." Thesis, King's College London (University of London), 1998. https://kclpure.kcl.ac.uk/portal/en/theses/the-girton-girl-and-lady-doctor--women-higher-education-and-medicine-in-popular-victorian-fiction-by-women(a9315f14-ca29-47b1-9ce3-fc2dddb8a501).html.

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Dissertations / Theses on the topic 'Higher education;ion'

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