Dissertations / Theses: 'Postgraduate teaching'

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Hughes, Jane Ellen. "A sociocultural investigation into teaching and learning in postgraduate accountancy." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497382.

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Djauhari, Muhamad Thonthowi, and n/a. "Reading academic English at postgraduate level, Bogor Institute of Agriculture, Indonesia." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060705.100939.

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This study, within the framework of improving the English course for postgraduate level at IPB (Bogor Institute of Agriculture), attempts to determine the extent of English reading activities for academic purposes expected by agricultural teaching staff at post graduate level, different expectations across the study programs or a particular area of specialised discipline, the extent of English problems experienced by postgraduate students and the strategies used to cope with English needs in their postgraduate studies, to test a hypothesis that there is a positive correlation between the students' command/scores of English and their achievements/scores in agricultural subjects. Questionnaires for agricultural staff and students were adapted from Hughes (1988) and Weir (1988) to address these questions. Students' academic records were obtained to compute the correlation between scores in English and agricultural subjects. Review of literature and research in current theories of reading in EFL is given to serve as a theoretical foundation to discuss English reading lessons from secondary level to tertiary level in Indonesia and to provide general implications to improve the English course at IPB. The results indicate that staff reading expectation in English is high in comparison to the students' level of English and in that all eight types of reading activities listed in the questionnaires were expected. There are some different expectations across the study programs. However, the most relevant finding to note in regard to the the English course is that reading English texts as review of literature for research proposes and reading English texts for writing assignments were expected across all the study programs. It is also found that reading English texts for academic purposes was still a problem for the majority of student respondents and there are various interesting reading strategies used by the student to cope with the English needs of their studies. However, further investigation is essential to assist the students with reading problems since the results do not specify the nature of reading problems and methods used by the respondents. A significant correlation is found between scores in English and agricultural subjects at the level of 5% and 1% by the Spearman rank- order and the Pearson product-moment correlation formulas. This implies that English is central to the students' success in their postgraduate studies, which is also supported by the student respondents' opinions. General implications and suggestions are provided to assist postgraduate with reading problems and to improve the English course for the students.

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Warsame, Abdulla Farah. "The Gap Between Engineering Education and Postgraduate Preparedness." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634462.

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Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers’ experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering education, deficiencies in skills, and self-learning experiences. According to study findings, engineering education did not supply sufficient practical skills for working engineers. The study also provided descriptions of training and self-learning methods employed by practicing engineers to advance their technical and professional competencies. The study found that although universities might provide some practical skills through industry collaboration, engineering graduates still required professional development to ensure a smooth transition from academic learner to acclimated working engineer. The project is a practical training, developed for recent graduates, that could achieve positive social change by making strides toward bridging the gap between theory and practice for the participants. This study may also incite positive social change as it contributes to the evidence that there is a lack of practical experience in colleges of engineering, which may therefore improve their curriculum.

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Anning, Ross J., and n/a. "An international comparison of postgraduate orthodontic students and programmes." University of Otago. School of Dentistry, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071207.110304.

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Objectives. Although there have been some studies of the characteristics of orthodontic students and orthodontic programmes in the US, there has been little investigation of those in the Commonwealth. This study will attempt to identify the demographic characteristics of postgraduate orthodontic students, and the curriculum and organisation of orthodontic programmes in the English-speaking world, with the hope that this information may be used to aid in the planning of orthodontic training and future treatment provision. Materials and Methods. An on-line survey was used to question postgraduate orthodontic students studying in the 93 programmes worldwide in countries where the first language is English. The questionnaire itself was built using the online survey tool www.surveymonkey.com and was accessible to respondents for two months (January 2007 through March 2007). Statistical analysis was then carried out using the SPSS statistical program. Results. Of the 301 respondents, 55% were male and 45% female; 57.8% were from US programmes and 42.2% from the Commonwealth. The mean age of respondents was 29.8 years. The mean programme duration was 31.0 months in the US and 37.1 months in the Commonwealth, with the mean total patient loads being 84 and 106 respectively. A wide variety of treatment modalities were used in both groups. The mean annual tuition fee was considerably higher in the US (US$23,200) than in the Commonwealth (US$16,500); however, a higher proportion (47.2%) of US respondents received scholarships or stipends than Commonwealth respondents (29.1%). The overall mean debt upon graduation was US$118,200 and the mean expected income five years after graduation was US$283,200. Private practice was the most popular career path (90.3%), with fewer than one-third of respondents indicating that they would consider an academic career. Conclusions. The current study indicates that the demographic characteristics of orthodontic students are very similar to those most recently reported. Certain trends have continued, such as the increasing proportion of female students, and the increase in programme duration in the US. Data presented in the clinical and financial sections of this represent the greatest areas of change. Total patient case-load is increasing, and the types of treatment being carried out by students show marked differences from previous studies. The continuing increase in tuition fees is reported, along with increased levels of debt upon graduation, and this is seen to be having an effect on the expected career paths of orthodontic students, with fewer students looking to enter an academic career. This situation may need to be addressed to ensure the continued development and strength of orthodontic faculty members, and, hence, that of orthodontic training programmes.

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Mapasa, Tobeka Eugié. "A framework to support inexperienced postgraduate research supervisors." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18529.

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It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.

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Earle, Nicola Lynne. "An evaluation of the postgraduate diploma in Enterprise Management at Rhodes University." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002797.

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This research is concerned with the development of entrepreneurship at higher education institutions (HEI). Entrepreneurship is very important in every country as there is a direct correlation between entrepreneurship development and economic growth (Hegarty, 2006). Entrepreneurship education is essential as it assists students who want to start up their own businesses by giving them the relevant skills and knowledge to have a successful business. The purpose of this research is to evaluate the Postgraduate Diploma in Enterprise Management (PDEM) within the Management Department at Rhodes University, Grahamstown. A qualitative approach was implemented which used an adapted version of the Context, Input, Process and Product Model (Stuffelbean, Mckee and Mckee, 2003). Data was collected in the form of interviews and focus group interviews. There were six lecturer interviews, one course coordinator interview and five past student interviews. There were two focus group interviews that took place; this was done so to gather data from seven current PDEM students. The data collected was then analysed through the use of qualitative data analysis techniques. These were sensing themes, constant comparison, recursiveness, inductive and deductive thinking and interpretation to generate meaning (Ruona 2005, cited in Swanson and Holton, 2005). The Management Department aims to equip students to think realistically in terms of starting their own business and to enhance the students’ knowledge and skills so that they are better able to find employment in the corporate and government sectors. The PDEM aims to be an action-learning course and to create an entrepreneurial environment which will encourage students to start up their own businesses. The role of the lecturers and the course coordinator is important as they need to ensure that there is a continuous transfer of knowledge to the students. Students are not expected to be specialists within each subject; however they need to have a basic grounding in order to run a business. Students felt that the Alpha Project was important and useful as it improved their confidence about starting a new business. An issue that was raised about the Alpha Project was that the separation of students into the Alpha Project groups was not executed well. The course was perceived to be disorganised however the students tended to enjoy it and felt that the Management Department was supportive of their businesses.

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Tai, Pak-hong Chris, and 戴柏康. "The critical thinking disposition (CTD) of Chinese undergraduate and postgraduate nursing students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45012143.

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Yang, Jing, and 杨静. "Mainland Chinese research postgraduate students' attitudes to using English in an English-medium university in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48540419.

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　　This study explored a group of mainland Chinese research postgraduate students’ attitudes to using English in their current academic and daily lives in Hong Kong. Both qualitative and quantitative data were collected. An interview survey with seven participants was carried out to seek in-depth information about participants’ perceptions of using English in Hong Kong. Based on the major themes found in the preliminary analysis of the interview survey, an online questionnaire survey was designed and sent out to investigate a much larger group of mainland research students' English language use experiences in Hong Kong. 　　The results revealed that this group of students generally had positive attitudes to using English in their academic lives in Hong Kong while had relatively negative attitudes to their experiences of daily English language use. Their perceptions of the English of different groups of people in Hong Kong were varied although they all opined that English was an important language in the educational, commercial and other formal settings in Hong Kong. The pedagogical implications for mainland research students, their academic supervisors and university language policy makers are discussed and future research directions are suggested.
published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics

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Searle, Ruth Lesley. "The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019952.

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The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.

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Harris, Richard John. "An action research project to promote the teaching of culturally and ethnically diverse history on a secondary Postgraduate Certificate of Education history course." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/336242/.

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This study, an action research project to promote the teaching of culturally and ethnically diverse history with history trainee teachers on a secondary postgraduate certificate of education (PGCE) course, encompasses two complete action research cycles. The first of which was during the academic year 2007-2008 and the second in 2008-2009. It draws together research from the fields of diversity education, history education and trainee teacher development. Concerns about the ability of trainee teachers from white, monocultural backgrounds to embrace diversity in their classroom practice, not only within the United Kingdom but internationally, were identified during the reconnaissance stage of the action research cycle. Data collected from eight experienced teachers and a cohort of history trainees in 2006-2007 revealed a range of specific concerns and an action plan was created to infuse the history PGCE course to address these. Thus emphasis was placed on including culturally and ethnically diverse content to help trainee history teachers appreciate the values and purposes of the subject and the appropriateness of content to be taught. There was also an increased focus on subject knowledge development, pedagogy and awareness of the impact of the history curriculum on pupils from diverse backgrounds. Seven trainees agreed to participate and provide data during the course 2007-2008. Questionnaires and ‘scenario’ interviews were used to gather data at the start and end of the course. This enabled the development of a new framework, the ‘confidence continuum’, which revealed that most trainees moved from a position of naïve confidence to greater uncertainty between the start and end of the course. A second action research cycle was therefore carried out with a different cohort in 2008-2009. The intention was to see how far a more explicit focus on diversity could embed this element into the practice of trainee teachers. The data, gathered at three points in the year using questionnaires and interviews from six participating trainees, revealed that a more explicit focus on diversity issues helped more trainees move to a position of greater confidence. Overall, the findings from this study show that it is possible for trainee history teachers from a white monocultural background to embrace diversity in their work, although this varies by individual. This research identifies the concerns that trainee teachers face, but more importantly it offers a new way to conceptualise their levels of confidence, through the ‘confidence continuum’, and in so doing demonstrates the complex interplay between different areas of knowledge and confidence. Further, it provides a theoretical model to explain the tensions which need to be addressed during a PGCE course. Together the continuum and the ‘tensions’ model identify and explain why trainees adopt particular positions. The study suggests further gains could be possible if school history departments and school mentors were supported in developing their practice in relation to culturally and ethnically diverse history.

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Thomas, Lorraine Sarah. "A Masters level teaching profession : a study of the rationale for the Masters level Postgraduate Certificate in Education, a Masters level teaching profession and the Masters in Teaching and Learning and the perceptions of key stakeholders in the English West Midlands." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3769/.

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There has been a significant shift in initial teacher training (ITT) and teachers’ professional development (PD) to include masters level (M level) study in recent years in England and this research investigates aspirations for the M level teaching profession, providing a rationale for the M level Postgraduate Certificate in Education (PGCE), a masters level profession and the Masters in Teaching and Learning (MTL) and providing the perceptions of key stakeholders. Although these initiatives represented a major shift in the training and development of teachers, only limited consideration has been given to these areas, despite the plethora of research regarding ITT and teachers’ PD. Findings suggest that HEIs superimposed their own rationale for these initiatives, in addition to the imposed rationale. Findings also indicate that universities consider M level ITT and PD to have many benefits, but there was much scepticism regarding the MTL. Furthermore, although trainees and newly qualified teachers (NQTs) were positive about M level study in principle, especially when there was an element of choice, they were sceptical regarding its benefits to practice and considered M level to be more important later in their careers, due to their more immediate concerns to meet statutory professional requirements.

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Araújo, Léa Blezer. "A tecitura de uma Museologia paulista: tramas do ensino pós-graduado em São Paulo." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/103/103131/tde-17102017-121614/.

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O presente trabalho busca percorrer as tramas do pensamento museológico que se constituiu e conduziu dois cursos de Pós Graduação em Museologia no Estado de São Paulo. Tomamos, para isto, como contexto histórico o do ensino de Museologia no Brasil, e as respectivas especificidades paulistas ali inseridas, especialmente em relação à pós-graduação neste estado. Se São Paulo possui, por um lado, uma lacuna expressa na ausência de graduação em Museologia, também há, por outro, especificidades criadas pela opção pelo ensino pós-graduado. Buscamos, portanto, entender, sob o viés do ensino pós-graduado de Museologia, como este pensamento museológico se constituiu, percorrendo para isto as tramas em torno dos cursos que formam nosso objeto de estudo: Curso de Museologia da Fundação Escola de Sociologia e Política de São Paulo -FESP; e Curso de Especialização em Museologia do Museu de Arqueologia e Etnologia da Universidade de São Paulo -CEMMAE-USP. Para desenvolvermos o projeto de pesquisa, utilizamos análises bibliográficas e documentais em nossa metodologia. Recorremos, para isto, a fontes de pesquisa e referência dos conjuntos documentais relacionados aos dois cursos estudados. As análises destes corpos documentais foram cruzadas posteriormente com fontes orais, através de entrevistas realizadas com os ex alunos e docentes dos respectivos cursos. Este esforço consiste em uma tentativa de desvendar nosso principal objetivo: entender as características e especificidades do pensamento museológico paulista, sob o viés do ensino de pós-graduação, percorrendo para isto as tramas contidas nos conceitos de Museologia abordados nessas duas instâncias de aprendizagem.
This research attempts to scroll through the tissue of the museological thinking that led to two graduate courses in São Paulo, considering the contextual overview of Museology teaching in Brazil and the specificities from the state of São Paulo that are inserted in this scenario. On the one hand, if São Paulo has a lack in the teaching of Museology, caused by the absence of a local undergraduate course, on the other hand, a choice for the teaching of Museology on a graduate level brings about certain singularities. Therefore, we aim to understand how this museological outlook was originally formulated by examining the contents of both of the graduate courses elected as our objects of study: Curso de Museologia da Fundação Escola de Sociologia e Política de São Paulo - FESP; and Curso de Especialização em Museologia do Museu de Arqueologia e Etnologia da Universidade de São Paulo - CEMMAE USP. To develop this research, we first analyzed documents from bibliographic and documental sources related to the graduate courses in question, to later compare the interpretations found in them to written and oral sources provided by interviews with alumni and professors from the same courses. In a nutshell, the present work represents an effort to uncover possible particularities in the museological thinking formed in São Paulo, in the light of the Museology tissue woven by the graduate courses in their syllabus.

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Deng, Jian Ye. "Postgraduate design management education in China : an investigation into the transferability of design management knowledge, curricula, teaching and learning strategies from the UK to China." Thesis, Staffordshire University, 2011. http://eprints.staffs.ac.uk/2183/.

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Design management has not previously been taught in China and the courses are largely ‘imported’ from the west. The transfer of knowledge to a culturally different context must consider a range of aspects which impact upon design management education. This research study aims to conduct an intensive investigation into the transferability of postgraduate design management education (Pg DME) system and programmes from the UK to China. The key objectives are to identify key issues of design management knowledge and its education in a Chinese context; and understand the impact of findings on the interaction in Chinese social, industrial and educational environments. The following areas were reviewed to inform the key theoretical context of Pg DME development in China: 1) the essential issues of knowledge transfer; 2) the theory of design and design management; and 3) the strategic content of design management education and its implications. Through the literature review, the themes of the research were finally indentified: differences in culture, economic drivers and education systems make the transfer complex, thus requiring interpretation as well as translation in Chinese Pg DME 1) policy making; 2) curriculum development; and 3) teaching & learning strategies. This research project is based upon an innate belief in the subjective nature of reality from within the interpretive paradigm. Therefore the research is exploratory with an inductive approach. The 3-phased multi-method comparative research study includes a design management 1) education related policy study; 2) curriculum development study; and 3) is comprised of 18 semi-structured qualitative interviews; providing three distinct but comparable data sets, allowing investigation of the research objective from strategic, tactical and operational perspectives. Models have also been developed in this study, where each level has been designated an essential framework for the healthy development of Pg DME in China. The main findings of the research study highlight Pg DME as an enabling discipline where the needs to be satisfied are internal to the design manager and external to the market and social environment. This necessitates consideration of the appropriate level of understanding of culture background; business & market awareness; and professional practice under the influence of globalisation and knowledge transfer for the society; industries; HEIs; academics and students. It also provides a deeper understanding of cultural aspects of design management provision, enabling the understanding of knowledge transfer, curricula, and teaching & learning across cultural borders.

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Cabaroglu, Nese. "Development of student teachers' beliefs about learning and teaching in the context of a one-year Postgraduate Certificate of Education programme in modern foreign languages." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299716.

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Jenkins, Louis S. "The development and evaluation of a portfolio of learning in the workplace for postgraduate family medicine education in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86358.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: A portfolio of learning is one way of showing evidence of performance over a period of time. Worldwide, the need for social accountability and health services reforms has led to an increased interest in competency-based medical education with specific outcomes. Postgraduate training increasingly focuses on life-long adult learning, placing emphasis on close supervision with feedback and workplace-based assessment. South Africa, although better resourced, faces many similar socio-political and health services challenges as the rest of Africa. The democracy is less than 20 years old, with 80% of the previously disadvantaged population now having access to health services. In this new era medical schools have aligned their curricula to focus on patient-centred primary health care. The huge demand for appropriately trained family physicians has become a national priority. Subsequently, the College of Family Physicians of the Colleges of Medicine of South Africa developed a national exit examination for postgraduate family medicine training. One component of the examination is the submission of a satisfactory portfolio of learning. The aim of this thesis was to develop a national portfolio for postgraduate family medicine education in South Africa. It needed to be valid, acceptable, useful for learning, and be assessed in a reliable way. The research process involved a collaboration with registrars, supervisors and programme managers from all eight medical schools in the country over four years and culminated in the first national portfolio for family medicine in the country. The thesis was done by way of publication, which involved four articles being published in international journals, outlining the development, implementation and assessment of our portfolio. Content and construct validity of the draft portfolio was established through a Delphi process. Subsequently, the portfolio was implemented at all eight medical schools. Workshops over two years at all the universities facilitated implementation and provided feedback on the use of the portfolio across the country. After implementation of this initial portfolio, the acceptability, educational impact, and usefulness for assessment were evaluated through a national survey and in-depth interviews. A portfolio assessment tool was developed and its reliability was established for the overall score. The assessment tool has also been implemented nationally. The portfolio’s requirements have made the expectations and challenges of workplace-based learning and assessment more visible, with supervision, safe learning environments and more user-friendly learning and assessment tools needing further research.
AFRIKAANSE OPSOMMING: ‘n Portefeulje met bewyse van opleiding is een manier om bevoegdheid en prestasie oor ‘n periode van tyd te demonstreer. Sosiale verantwoordelikheid en hervormings in gesondheidsdienste wêreldwyd het gelei tot vaardigheids-gebaseerde mediese opvoeding met spesiefieke uitkomste. Nagraadse opleiding fokus toenemend op lewenslange volwasse leermetodes met ‘n groot klem op nabye toesig, terugvoer en werksgebaseerde evaluasies. Alhoewel Suid-Afrika beter toegerus is as meeste lande in Afrika, staar die land baie soortgelyke sosiaal-politiese en gesondheids uitdagings in die gesig. Met die jong demokrasie van 20 jaar het 80% van mense wat voorheen nie toegang gehad het tot goeie gesondheidsdienste nie nou wel toegang. Mediese skole het hul kurrikulums aangepas om te konsentreer op pasient-gefokusde primêre gesondheidsorg. Die Kollege van Huisartse van die Kolleges van Geneeskunde van Suid-Afrika het ‘n nasionale eksamen vir nagraadse opleiding in huisartskunde in die land geimplementeer. Een van die komponente van die eksamen behels die inhandiging van ‘n bevredigende opleidingsportefeulje. Die doel van hierdie tesis was om ‘n nasionale portefeulje vir nagraadse opleiding in huisartskunde in Suid-Afrika te ontwikkel. Die portefeulje moes geldig en aanvaarbaar wees, asook nuttig vir leer en ook op ‘n betroubare manier evalueer kon word. ‘n Proses van samewerking tussen kliniese assistente, toesighouers en programbestuurders van al agt mediese skole in die land oor ‘n periode van vier jaar het die eerste nasionale opleidingsportefeulje vir huisartskunde in Suid-Afrika die lig laat sien. Hierdie is ‘n tesis by wyse van publikasie deur vier artikels wat in internasional journale verskyn het, wat die ontwikkeling, implementering, en evaluering van die portefeulje beskryf. Die geldigheid van die inhoud en samestelling van die portefeulje was ontwikkel deur ‘n Delphi proses. Nadat die portefeulje geimplementeer was, was die aanvaarding, leerimpak en nuttigheid vir evaluering ondersoek deur ‘n nasionale opname en in-diepte onderhoude. Werkswinkels by al die universiteite het die geldigheid en implemetering van die portefeulje verder versterk. ‘n Instrument om die portefeulje te evalueer was ontwikkel en in gebruik geneem landwyd, en betroubaarheid van die totale telling was bewerkstellig. Die behoeftes van die portefeulje het die verwagtinge en uitdagings van werksgebaseerde opleiding en evaluering meer sigbaar gemaak, met toesighouding, veilige leeromgewings en meer gebruiksvriendelike leer- en evalueringsinstrumente as areas identifiseer wat aangaande navorsing benodig.

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El-Karnichi, Fouad. "Exploring pedagogical and curricular practices in postgraduate and undergraduate translation programs in Qatar : towards the development of a localized competency-based approach." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/10967.

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The number of translation programs within a university context has multiplied in many countries worldwide, which led to the need to question their quality (Gambier, 2012). In the Arab world, especially in the Gulf region, translator education is an emerging practice. For instance, in Qatar, the first translation programs were launched in 2012 at both Qatar University (BA minor in translation ) and the MA programs in translation studies at the Translation and Interpreting Institute (College of Humanities and Social Sciences; Hammad bin Khalifa University). Arabic scholars in the field of translation have highlighted the ongoing curriculum and pedagogical issues at the regional level. Many university programs in the Gulf region prefer to import foreign curriculum packages rather than invest in creating localized programs (Badry & Willoughly, 2015); hence, there is a need for programs relevant to the local and regional communities and contexts (Taibi, 2016). This could only be done through ground exploratory research to identify the problems and address them through a consensus process between the various stakeholders: academia, society and the profession. This doctoral thesis is a result of an exploratory and descriptive study carried out on the two existing translation programs in Qatar (a postgraduate program at the translation and interpreting Institute at Hammad Bin Khalifa University; and an undergraduate program at Qatar University) to identify the type of pedagogical and curricular practices in these institutions and align them with the findings from the practices in the translation and interpreting professions as well as translation professionals' perceptions in the state of Qatar. The present study has focused on the following objectives: 1) the identification and description of the professional translator profile in the Qatari context; 2) the identification of the pedagogical (teaching and learning) practices used in translation programs at Arabic universities in the Gulf region, such as Qatar; 3) knowledge required according to the opinions of professionals working in the field, and the competencies that these professionals believe should be developed in a translation program; and 4) a description of the necessary conditions to integrate such professional requirements in these types of professionally-oriented programs. The findings obtained from the study suggest that a knowledge of the working environments of translators and the required knowledge, skills and abilities to exercise the translation profession is crucial to a translation instructor as well as to a translation or interpreting curriculum developer. Such an awareness would result in the transfer of a different meaning of translation and translator status in society than the one it carries at present in Qatar. Also, there is a need to update the pedagogical and curriculum practices within a university context in Qatar to further integrate professionally oriented types of content, and adopt innovative pedagogies to educate multilingual service providers in the country. Although participants claimed that they are willing to integrate dynamic teaching practices, at the same time they also declared that they would keep the same curricular practices privileged by the institutions. The Interviewees from the profession reported the poor students’ performance in an internship in the local context. Other interviewed practising translators - who graduated from one of the translation programs in Qatar- suggested that the current modes of instruction need to be revised and that more situated, project and problem-based types of activities need to be implemented in the classroom. The results may be useful for teaching staff, instructors, administrators, and the management to improve and reconsider their existing curriculum and pedagogical practices within a university-based program by including the integration of research-based professional practices in the initial design of courses. The positive and consensus-based partnership between academic instances and the professional practitioners is a key solution in this regard. The addition or deletion of courses in a program and the focus on the importance of textbooks without diagnosing the social and community needs, as well the lack of a clear framework to assess faculty or instructor competency and eligibility to educate and train translators, has led to quality issues in existing programs.

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Du, Toit Pieter. "A case study : exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme /." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1633/.

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Kelly, Danielle. "The individual and social complexities of metacognition in education-based learning." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27627.

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Metacognition, the knowledge and regulation of our cognitions, is an essential part of our learning. Metacognition has been linked to academic performance at all levels of education. Metacognitive skills, however, are likely to differ depending on that level. The current thesis aims to address four key questions. Firstly, how do metacognitive skills differ between undergraduate and postgraduate education? The metacognitive experiences and skills of 20 doctoral students were examined through semi-structured interviews. Thematic analysis indicated that, whilst doctoral students score above average on metacognitive skills questionnaires, doctoral students’ metacognitive development is influenced by peer interaction and environment. Considering the findings presented at postgraduate level, the second question addressed was what role does social context play in metacognition at undergraduate level? The relationship was measured using both experimental and self-report measures in a first-year undergraduate population. The findings suggested that first year students are not capable of working effectively with others. The lack of capability stems, in part, from normative beliefs suggesting that the participants’ peers think in a similar way to them. These relationships could also be due to individual differences, for example personality. The third question addressed, therefore, was do individual differences play a part in these relationships? Self-report measures of metacognition and personality were administered to undergraduates in all years of study. Correlational and moderation analyses indicated that conscientiousness plays a role in the implementation of metacognition in the later years of study. First-year performance, in comparison, was strongly related to extraversion, suggesting that the previous relationships found between social context and metacognition could potentially be impacted by a person’s personality. Finally, can we implement the information achieved here into an intervention to improve the metacognitive skills of secondary school students? An intervention designed to promote metacognitive skills in group contexts was implemented in a secondary school classroom of 20. The intervention lasted for 6 weeks. By the end of the intervention, analysis of Think Aloud Protocols indicated a marked difference in student’s problem-solving ability and their communication skills. Overall, the findings support the idea that metacognitive skills differ between levels and years of study. Yet, the role of social context and individual differences in metacognition could be key to improving academic performance at all levels of education.

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Skally, Mary Helen. "An exploration of the preparation of New Zealand nurse educators for their role in teaching postgraduate clinical nursing courses : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Nursing /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/337.

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Martínez, Amilpa Dolores. "La formación de investigadores en los programas de doctorados de la Universidad Veracruzana." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/667009.

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FUNDAMENTACIÓN TEÓRICA Y CONTEXTUAL: La Economía y la Sociedad del Conocimiento demandan la producción y difusión de conocimiento de vanguardia, por ello adquiere relevancia el postgrado en su labor de formación de investigadores. En favor de este nivel de estudio se emiten políticas internacionales, nacionales y universitarias, con el propósito de optimizar sus procesos educativos, curriculares, tutoriales, colegiados y administrativos que fortalezcan la conformación de cuadros especializados en investigación. OBJETIVOS: De los programas de doctorados de la Universidad Veracruzana se propone: 1) Valorar el efecto de las políticas educativas internacionales, nacionales e institucionales en el desarrollo de la investigación que realizan los estudiantes de postgrado. 2) Explorar las condiciones institucionales de los doctorados, bajo las cuales se organiza y realizan investigación sus estudiantes. 3) Examinar el papel que brindan los apoyos humanos y materiales, al desarrollo de la investigación de los estudiantes de doctorado. 4) Evaluar la operatividad didáctica del proceso de investigación desarrollado en los doctorados. METODOLOGÍA: Se aborda la investigación con una metodología mixta. Con base en guiones validados se realizan entrevistas semiestructuradas para recuperar información del Coordinador General de Posgrado y de los cuatro Coordinadores Regionales elegidos con muestreo completo. Del total de veintiséis Coordinadores de Doctorado, es seleccionada una muestra de casos típicos y extremos y se entrevistan a 8 de los típicos elegidos aleatoriamente y a 9 de los extremos con un total del 89.47% de esta muestra. Se realizan dos grupos focales con Directores de Tesis. Del total de 186 estudiantes, se aplica un cuestionario validado a 51 de ellos elegidos aleatoriamente, que equivale al 83.60% de esta muestra. Se analizan los datos con el Atlas.ti y el SPSS. Los datos de las distintas fuentes fueron triangulados. RESULTADOS: En el postgrado de la Universidad Veracruzana se identifican: a) una fuerte incidencia de las políticas nacionales en su desarrollo; b) una importante rendición de cuentas de la producción académica a costa de una intensa labor burocrática de los académicos; c) una carencia de modelo educativo del postgrado, vacío curricular ocupado por indicadores de naturaleza sumativa de productos y resultados del organismo nacional acreditador que guían los procesos de formación de investigadores; d) fortalezas en torno a las líneas de investigación de sus doctorados, desarrolladas por una valiosa planta académica que mediante enseñanza artesanal intuitiva y empírica, lleva a cabo su labor tutorial y colegiada con la cual diagnostican, planean, operan y evalúan el proceso formativo de investigación de los estudiantes, el que es realizado con recursos financieros, materiales y de infraestructura de mediana suficiencia; e) diversos procesos de incorporación de sus estudiantes a la vida académica del doctorado; f) procesos de aprendizajes por socialización de los estudiantes valorados por sus académicos como relevantes; g) un proceso de graduación con resultados positivos de índices de eficiencia terminal y el desarrollo de rasgos de competencia investigadora que incluyen habilidades, actitudes y valores. CONCLUSIONES: Consolidar la formación de investigadores en los doctorados de la Universidad Veracruzana demanda políticas institucionales del postgrado renovadas y la flexibilización de su estructura académico-administrativa para integrar sus funciones sustantivas y potenciar las fortalezas de sus académicos y colegiados. Medidas que debieran incluir una ruta propia de investigación y un modelo educativo para el postgrado, con mayor apoyo financiero para lograr también la oferta equitativa de sus doctorados.
THEORETICAL AND CONTEXTUAL BACKGROUND: Economy and Knowledge Society demand for the production and dissemination of Avantguard knowledge. This is the reason why postgraduate studies become relevant in the making of researchers. International, national and university policies are issued in favor of this level of studies with the purpose of optimizing educational curricula, tutorials, and collegiate and administrative processes to strengthen the makeup of specialized research bodies. OBJECTIVES: Regarding the PhD programs of the Universidad Veracruzana, the following is proposed: 1) Assess the effect of international, national and institutional education policies within the development of the research carried out by postgraduate students. 2) explore the institutional conditions of PhD programs under which, research is organized and carried out by the students 3) examine the role of human support and materials for the development of research of the students in PhD programs 4) evaluate the educational effectiveness of the research process developed in PhD programs. METHODOLOGY: The research is achieved with a mixed methodology. Based on validated scripts, semi structured interviews are carried out in order to retrieve information from the General Coordinator of Postgraduate Studies as well as from the four Regional Coordinators elected, having a complete sampling. A sample is selected from the total of twenty six Coordinators of PhD Programs. The sample belongs to typical as well as extreme cases. 8 of the typical cases and 9 extreme cases randomly selected are interviewed. This cases represent 89.47% of the total sampling. Two focal groups with their thesis directors are created. From the total of 186 students a questionnaire is randomly applied to 51, representing 83.60% of the total sampling. Data collected are analyzed using Atlas.ti and SPSS. The data from the different sources were triangulated. RESULTS: In the Postgraduate studies at the Universidad Veracruzana the following is identified: a) a source for a strong occurrence of the national policies in its development b) an important accountability as to the academic production at the expense of an intense bureaucratic work by the academics c) the lack of a postgraduate education model, a curricula gap occupied by indicators of summative nature as to the products and results from the national accreditation body which lead processes of researchers’ training. d) the strengths around research of PhD students, developed by a valuable academic body which though empiric, intuitive artisanal teaching achieves its tutorial and collegiate task. Such a task involving diagnosis, planning, operation and evaluation of the training process for students’ research. This, achieved with financial resources, materials, and infrastructure that are not fully sufficient e) diverse incorporation processes of such students to the academic life of the PhD f) learning processes through socializing of the students valued by their academics as relevant. g) a process of graduation with positive results in the rating of efficiency and the development of traits related to research competence that include abilities, attitudes and values. CONCLUSIONS: Consolidate the training of researchers in the PhD programs in the Universidad Veracruzana calls for renovated postgraduate institutional policies and for the flexibility of it academic-administrative structure to incorporate its main functions and boost the strengths of its academics and collegiate members. Those measures should include a proper path of research and an educational model for the PhD, with more financial support to also achieve an equitable offer for their PhD students.

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Farhat, Nádia Moura. "Saberes pedagógicos: um estudo com docentes de pós-graduação lato sensu de uma IES." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16102017-122810/.

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Esta pesquisa investiga os saberes pedagógicos de docentes do lato sensu. Para tanto, inicialmente, contextualiza o ensino superior no Brasil e a composição dos saberes docentes: disciplinares, experienciais e pedagógicos. Destes, explicitaram-se a composição e sua inter-relação com a identidade profissional docente, considerando a pedagogia universitária e didática, o processo de ensino e aprendizagem de adultos, o planejamento pedagógico, a prática pedagógica em aula, a formação docente e pesquisas recentes sobre o tema. A pesquisa de campo coletou o perfil dos docentes num questionário on-line e depois, por meio de entrevistas semiestruturadas, os saberes pedagógicos de oito docentes da IES selecionada. Os resultados confirmaram a hipótese inicial. Constatou-se que eles praticamente não tiveram formação pedagógica prévia a sua atuação docente, mas se conscientizaram da importância desses saberes durante seu desenvolvimento profissional, a partir da prática de sala de aula, sem contar com uma fundamentação teórica educacional. As principais dimensões pedagógicas destacadas nas declarações foram a relação construtiva com os alunos e o desenvolvimento de seu pensamento crítico e complexo. Essas constatações subsidiaram propostas relevantes como dar voz aos alunos do lato sensu para que se complementem os resultados obtidos, intensificar o repertório de metodologias que promovam a autonomia do aluno, ampliar a responsabilidade da IES mediante a promoção e o desenvolvimento de ações pedagógicas formativas com o apoio dos coordenadores dos cursos lato sensu e mobilizar o Ministério da Educação (MEC) para fortalecer a regulamentação desses cursos.
The present study aims to investigate the pedagogical know-how of postgraduate diploma professors. In order to do so, it shall first contextualize higher education in Brazil and the constitution of a facultys disciplinary, experiential and pedagogical know-how. It shall focus on such constitution and its interrelation with teachers professional identity, taking into account university and didactic pedagogy, adult teaching and learning processes, pedagogical planning, pedagogical practice in classrooms, teacher training, and recent studies on the topic. Our field research collected teachers\' profiles by means of an online questionnaire. Then, the pedagogical know-how of eight professors from the selected higher education institution was assessed with semi-structured interviews. The results confirmed our initial hypothesis: most of them had not undergone pedagogical training before they started teaching; they noticed their classroom practice lacked a theoretical framework and became aware of its importance during their professional development. The main pedagogical dimensions highlighted in their testimonies were constructive relationships with students, and the development of complex and critical thinking. These findings supported relevant propositions such as giving voice to students so as to complement the results achieved, enhancing the repertoire of methodologies that promote students autonomy, increasing the institutions responsibility by promoting and developing pedagogical training with the support of postgraduate diploma coordinators, and mobilizing the Brazilian Ministry of Education (MEC) to strengthen the regulation of these programs.

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Chirotto, Amanda Russo. "A influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP: uma an??lise sob a ??tica da teoria do capital humano." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2014. http://132.0.0.61:8080/tede/handle/tede/535.

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Made available in DSpace on 2015-12-03T18:35:30Z (GMT). No. of bitstreams: 1 Amanda_Russo_Chirotto.pdf: 2463342 bytes, checksum: e853ab3413087ef6feae9bdab1270480 (MD5) Previous issue date: 2014-09-04
The conceptual basis of the Human Capital Theory determines that one individual, upon acquiring more knowledge and skills, would increase their human capital value, and consequently increase their employability, productivity and income potential. Another important factor is that investment in education leads to an increase in future income, and would have the individual stand out in the society in the form of welfare and technological innovation (CUNHA; CORNACCHIONE JUNIOR; MARTINS, 2010). Considering this assumption, this study aimed to analyze the influence of the master s degree in alumni of the Accounting Sciences course from FECAP from the perspective of the Human Capital Theory. Therefore, a descriptive research was conducted, which used a quantitative and qualitative approach, comprising three steps: a) field survey with a questionnaire applied to all the alumni who graduated until August 30, 2013; b) document analysis of curriculum Lattes of all alumni who responded to the questionnaire, and c) inquiries of alumni PhD to analyze their professional, academic and social trajectory after the Master s degree. The sample comprised 180 alumni with Master s degree and 4 PhD. Data was analyzed using descriptive statistics, factor analysis, and analysis of interview transcripts. The survey results allowed us to identify that Masters in Accounting Sciences from FECAP are mostly male, mean age of 47 years, married, with children, residents in the city of S??o Paulo and majored in Accounting Sciences, whose main paid activity are the market and academy, most are employed in the private sector and have compensation exceeding R$ 9,000.00. The survey showed that there is an improvement in the salary range upon completion of the course. However, men receive the highest remuneration. When considering the main paid activity, data showed that the market pays better than the academy. Most chose the master's degree aiming to expand the possibilities of work, for personal fulfillment and satisfaction and to join and/or ascend the teaching profession. The main factors perceived by FECAP masters as most influenced by the master title (CUNHA, J. V. A., 2007) were: academic spirit, professional differentiation, analytical skills, employability, career opportunities, respectability and academic/professional recognition. When performing the factor analysis, three factors were obtained, considering only ten variables: Factor 1 - nominated Personal Satisfaction, Factor 2 - nominated Employability and Compensation and Factor 3 - nominated Professional Highlight. The academic contribution of FECAP masters focuses on the guidance and participation in examination boards. By analyzing the professional, academic and social history of the PhD in Accounting Sciences, we detected that respondents recognize their role as researchers and the importance of scientific production to society. It is possible to consider that the title has positively influenced FECAP alumni considering the factors recommended by the Human Capital Theory. However, it is still necessary to improve their participation in higher education institutions and their role as researchers, to increase scientific production.
A base conceitual da Teoria do Capital Humano estabelece que um ind??viduo ao adquirir mais conhecimentos e habilidades, aumentaria o valor do seu capital humano, e em consequ??ncia aumentaria sua empregabilidade, produtividade e rendimento potencial. Outro fator importante, ?? que o investimento em educa????o ocasiona um aumento de renda futura, e proporcionaria ao individuo destaque na sociedade na forma de bem-estar social e inova????o tecnol??gica (CUNHA; CORNACCHIONE JUNIOR; MARTINS, 2010). Diante deste pressuposto, o objetivo geral deste trabalho foi analisar a influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP sob a ??tica da Teoria da Capital Humano. Para que este objetivo pudesse ser atendido, foi realizada uma pesquisa descritiva, que utilizou de abordagem quantitativa e qualitativa, composta por tr??s etapas: a) pesquisa de campo com a aplica????o de um question??rio para todos os egressos formados at?? 30/08/2013; b) an??lise documental do curr??culo Lattes de todos os egressos que responderam ao question??rio e c) entrevista com os egressos doutores, para analisar a trajet??ria profissional, acad??mica e social dos egressos ap??s o mestrado. A amostra foi composta por 180 egressos mestres e 4 egressos doutores. Os dados foram analisados com base em estat??stica descritiva, an??lise fatorial e an??lise das transcri????es das entrevistas. Os resultados da pesquisa permitiram identificaram que os mestres em Ci??ncias Cont??beis da FECAP s??o majoritariamente do g??nero masculino, com idade m??dia 47 anos, casados, com filhos, residentes da cidade de S??o Paulo e com forma????o em Ci??ncias Cont??beis, tem como principal atividade remunerada mercado e academia, a maioria est?? empregada no setor privado e tem remunera????o acima dos R$ 9.000,00. A pesquisa apontou que h?? uma melhora na faixa salarial ap??s a conclus??o do curso, por??m, os homens recebem as remunera????es mais altas. Ao considerar a principal atividade remunerada os dados apontaram que o mercado remunera melhor que a academia. A maioria escolheu o mestrado visando ampliar as possibilidades de trabalho, para obter realiza????o e satisfa????o pessoal e para ingressarem e/ou ascenderem na carreira docente. Os principais fatores percebidos pelos mestres da FECAP como mais influenciados pelo t??tulo de mestre (CUNHA, J. V. A., 2007), foram: esp??rito acad??mico, diferencia????o profissional, compet??ncias anal??ticas, empregabilidade, oportunidades na carreira, respeitabilidade e reconhecimento acad??mico/profissional. Ao realizar a an??lise fatorial foram obtidos tr??s fatores, considerando apenas dez vari??veis: Fator 1 - nominado Satisfa????o pessoal, Fator 2 - nominado Empregabilidade e Remunera????o e Fator 3 - nominado Destaque profissional. A contribui????o acad??mica dos mestres da FECAP se concentra nas atividades de orienta????o e participa????es em bancas examinadoras. Ao analisar a trajet??ria profissional, acad??mica e social dos egressos doutores em Ci??ncias Cont??beis, contatou-se que os entrevistados reconhecem o seu papel como pesquisador e a import??ncia da produ????o cient??fica para a sociedade. ?? poss??vel considerar que o t??tulo influenciou positivamente os egressos da FECAP considerando os fatores preconizados pela Teoria do Capital Humano, por??m, ainda se faz necess??rio melhorar a participa????o dos egressos em institui????es de ensino superior e o seu papel como pesquisador, para o aumento da produ????o cient??fica.

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Rose, Nicole, Helge Fischer, Frank Richter, and Maria Müller. "Organisatorische Aspekte in der mediengestützten postgradualen Weiterbildung." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138264.

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Von 2008 bis 2013 stellt das sächsische Staatsministerium für Wissenschaft und Kunst ein Budget von 27 Mio. Euro für die „Ent- wicklung von Konzepten, Auf- und Ausbau von Strukturen und Netzwerken postgradualer Bildung, insbesondere unter Nutzung neuer Medien" (SMWK, S. 6) aus den Mitteln des Europäischen Sozialfonds (ESF) zur Verfügung. Damit sollen digitale Medien zum immanenten Bestandteil von akademischen Weiterbildungsangebo- ten in Sachsen werden.

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Rose, Nicole, Helge Fischer, Frank Richter, and Maria Müller. "Organisatorische Aspekte in der mediengestützten postgradualen Weiterbildung." Hochschuldidaktisches Zentrum, 2013. https://ul.qucosa.de/id/qucosa%3A12375.

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Von 2008 bis 2013 stellt das sächsische Staatsministerium für Wissenschaft und Kunst ein Budget von 27 Mio. Euro für die „Ent- wicklung von Konzepten, Auf- und Ausbau von Strukturen und Netzwerken postgradualer Bildung, insbesondere unter Nutzung neuer Medien" (SMWK, S. 6) aus den Mitteln des Europäischen Sozialfonds (ESF) zur Verfügung. Damit sollen digitale Medien zum immanenten Bestandteil von akademischen Weiterbildungsangebo- ten in Sachsen werden.

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Lee, Hsin-I. "L'adaptation des étudiants en programme d'échange interuniversitaire franco-taïwanais : pourquoi et comment envisager un programme préparatoire de FLE à leur intention." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2046.

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L’étude dont nous présentons ici les résultats a pour objet l’étudiant sinophone (taïwanais) confronté au séjour d’un programme d’échange interuniversitaire avec la France. Cette étude s’intègre dans l’axe II de la section Adis-langues du laboratoire ICAR. Elle s’appuie sur l’hypothèse que l’étudiant taïwanais rencontre des difficultés d’adaptation à la fois sur le plan linguistique, culturel et méthodologique universitaires. Ces difficultés révèlent des manques, certains identifiables à travers l’analyse des besoins primordiaux du public étudié, analyse dont les résultats permettent ainsi de circonscrire les pistes d’un programme préparatoire de français langue étrangère (FLE) améliorant l’adaptation de ces étudiants aux études supérieures françaises. Nous avons travaillé sur des enquêtes par questionnaire sur deux années universitaires et en deux temps. Ces enquêtes ont été conçues dans le but d’identifier les besoins des étudiants, étape préalable indispensable à la mise en œuvre du processus de tout programme d’apprentissage visant un public cible, processus comprenant lui-même trois opérations essentielles : identifier les principaux besoins langagiers, culturels et méthodologiques universitaires ; formuler les objectifs d’apprentissage ; définir les contenus d’apprentissage. Pour étudier ces besoins, nous avons adopté une démarche plus heuristique que la méthode expérimentale proprement dite. Nous avons ainsi proposé aux étudiants cibles une enquête en ligne avant leur départ en France et une seconde après quelques mois de séjour en France. Notre travail s’appuie sur les résultats obtenus, à partir desquels nous avons établi des pistes pour un programme de FLE destiné à préparer en amont les étudiants taïwanais à venir vivre en France pour y poursuivre des études d’enseignement supérieur, avant de formuler des perspectives pour des études futures plus approfondies
We present here the results of a study dealing with Chinese-speaking students (Taiwanese) when attending a student exchange program with France. This study is part of the axis II of Adis-language section of the ICAR laboratory. It is based on the assumption that the student meets Taiwanese adjustment difficulties in both linguistic, cultural and methodological university. These difficulties reveal some deficiencies identified through the analysis of the primary needs of the public studied: analyzing the results and helping define the tracks of a preparatory program of French foreign language (FLE), improving the adaptation of these students to French advanced education.We worked on questionnaire surveys over two academic years and in two phases. These surveys were designed to identify student needs, essential preliminary step in the implementation process of any learning program to a target audience, process itself including three essential steps: identifying the main language, cultural, and methodological needs for postgraduate education ; formulating learning goals ; defining learning content. To address these needs, we have adopted an approach which is more heuristic than true experimental method. We offered target students an online survey prior to their departure to France and a second one after a few months living in France. Our work is based on the collected results, from which we have established tracks for a FLE program to prepare upstream Taiwanese students to come to live in France to pursue higher education studies before making prospects in their future further studies

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Romero, Sánchez Baldomero Eduardo. "Análisis pedagógico del Plan de Formación Individual del Residente de Medicina Familiar y Comunitaria." Doctoral thesis, Universidad de Murcia, 2008. http://hdl.handle.net/10803/11072.

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Este estudio pone de manifiesto la gran complementariedad existente entre la medicina y la pedagogía. La primera para poder satisfacer su demanda de asesoramiento pedagógico y de formación docente y la segunda para poder disponer de un nuevo escenario de formación en la práctica profesional fuera del contexto escolar. Para ello, se ocupa de identificar y analizar desde un punto de vista pedagógico los principales componentes de la formación postgrado de la especialidad de Medicina Familiar y Comunitaria (MFyC), atendiendo al siguiente esquema: tipo de formación, estructura, organización y metodología docente.En un primer apartado se justifica y delimita el problema de investigación a una especialidad concreta -la MFyC-, a un contexto, -la Región de Murcia- y a un momento formativo, -el inicio de la residencia (R1), que corresponde, según el nuevo Programa Formativo de la Especialidad a una rotación de 3 a 6 meses en el Centro de Salud-.Posteriormente se formulan los objetivos y se plantea la hipótesis que guiará todo el proceso de trabajo. El principal objetivo consiste en indagar en el Plan Individual de Formación que se establece o debería establecerse entre el tutor y su residente al inicio del primer y del tercer año de rotación (R1) en los Centros de Salud docentes de la Región de Murcia.
The present study highlights the wide interaction existing between Medicine and Pedagogy. The former can satisfy the claim of Medicine regarding the need of pedagogical consultancy and educational training. The latter offers a new scenario of education in professional practice outside the scholastic context. For such purpose, it identifies and analyses, from a pedagogical point of view, the core components of the Postgraduate Education of the specialist training of Family Medice, regarding the following domains: methods of learning, structure, organization and teaching methodology.Firstly, it justifies and defines the problem of research in a particular speciality -Family Medice, a context -Murcia Region-, and to a formative moment -the beginning of medical house Residency (R1), which consists of 3 to 6 months rotation in the Primary Care Centre, according to the New Specialist Educational Program-.Secondly, aims are established and the working hypothesis for the study is formulated. The fundamental purpose of this research is to enquire into the Learning Individual Program that there is -or there should be- between the preceptor and the student who is doing the clinical practice during the first year of rotation (R1) in the Teaching Health Centres of Murcia Region.

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Guyver, Robert Malcolm. "The development of knowledge bases for the effective teaching of primary history : case studies of postgraduates' reflections on initial teacher training." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288310.

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Espírito, Santo Marineuza Corrêa do. "A influência das práticas e da política de capacitação e qualificação docente na avaliação da pós-graduação: um estudo na Universidade Federal Fluminense." Universidade Federal Fluminense, 2015. https://app.uff.br/riuff/handle/1/862.

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Submitted by Marcia Silva (marcia@latec.uff.br) on 2015-11-04T19:55:08Z No. of bitstreams: 1 Dissert Marineuza Correa do Espírito Santo.pdf: 3171440 bytes, checksum: df09dea14d26bb585401e338d3ea33c7 (MD5)
Made available in DSpace on 2015-11-04T19:55:08Z (GMT). No. of bitstreams: 1 Dissert Marineuza Correa do Espírito Santo.pdf: 3171440 bytes, checksum: df09dea14d26bb585401e338d3ea33c7 (MD5) Previous issue date: 2015-10-07
A qualidade da pós-graduação Stricto Sensu no Brasil está relacionada diretamente com o nível de titulação do corpo docente. Sendo assim, acredita-se que o investimento na capacitação e qualificação docente deverá trazer benefícios para os seus Programas de Pós-graduação Stricto Sensu, para uma melhor avaliação. Neste contexto, surge o seguinte problema: como avaliar a influência da capacitação e qualificação docente no desempenho da pós-graduação stricto sensu? A partir dessa premissa, esta pesquisa visa a analisar a influência das práticas e da política de capacitação e qualificação docente nos resultados da avaliação da pós-graduação pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) na Universidade Federal Fluminense. Mediante pesquisa bibliográfica sistematizada, construiu-se um questionário que foi aplicado a uma amostra composta por Programas de Pós-graduação Stricto Sensu da UFF que obtiveram notas de 3 a 7 nas três últimas avaliações da CAPES. Mais especificamente esta amostra foi composta pelos seguintes programas: Física, Engenharias I – Civil, Engenharias II – Metalúrgica, Engenharias III – Produção e Mecânica, Geociências (Geoquímica), Geografia e História.O questionário, contendo dezessete questões, sendo dezesseis fechadas e uma aberta, abordou os fatores que são influenciados pela capacitação e a qualificação do corpo docente, além da influência dos critérios de inserção social e internacionalização na melhoria da qualidade dos programas de Pós-Graduação Stricto Sensu na UFF. Como instrumento de apoio a coleta de dados, utilizou-se a plataforma Survey Monkey, tendo sido enviados 240 convites, dos quais 60 foram considerados válidos.Paralelamente, foram feitos levantamentos dos afastamentos dos docentes para qualificação no país e no exterior, bem como dos resultados da avaliação da CAPES dos oito Programas de Pós-Graduação Stricto Sensu selecionados. Os resultados da pesquisa indicaram que os fatores relacionados com os critérios de avaliação da CAPES foram percebidos como muito influenciados pelas práticas e políticas de capacitação e qualificação docente e que a política adotada pela UFF deve ser melhor divulgada para os docentes, além da necessidade do seu aprimoramento e de planejamento institucional.Confirmou-se também a alta influência dos critérios da inserção social e internacionalização na melhoria dos Programas de Pós-graduação Stricto Sensu na UFF. Com base nesses resultados, podem ser estabelecidos parâmetros para a elaboração de políticas voltadas para a Pós-Graduação Stricto Sensu na Universidade, além de fornecer subsídios para realização de estudos nessa área em outras Instituições de Ensino Superior.
The quality of stricto sensu postgraduate studies in Brazil is directly linked to lecturers’ academic degrees. For that reason, it is reasonable to believe that investment in training and qualification of teaching staff should benefit Stricto Sensu Postgraduate Programs, with a view to their being better evaluated. In this context, the following problem arises: how to assess the influence of training and qualification of teaching staff on the performance of stricto sensu postgraduate studies? Based on this premise, this study aims at analyzing the influence of practices and policies for training and qualification of teaching staff on the results of the postgraduate program evaluation carried out by Coordenação de Pessoal de Nível Superior (CAPES) at the Universidade Federal Fluminense. Following from systematic bibliographic research, a questionnaire was devised and applied to a sample audience comprised of Stricto Sensu Postgraduate Programs from UFF which obtained grades 3 to 7 in the last three evaluations from CAPES. More specifically, this sample contemplated the following programs: Physics, Engineering I – Civil, Engineering II – Metallurgical, Engineering III – Production and Mechanical, Geosciences (Geochemistry), Geography and History. The questionnaire, which contained seventeen questions, with sixteen open questions and one closed question, dealt with factors which are influenced by training and qualification of teaching staff, as well as the influence of social insertion and internationalization criteria on quality improvement of Stricto Sensu Postgraduate Programs at UFF. The instrument for support to data collection used was the Survey Monkey® platform, through which a total of 240 invitations were sent, with 60 considered valid. In parallel, the leaves of absence taken by teaching staff for study in Brazil and abroad was surveyed, as well as the results of CAPES evaluation of the eight Stricto Sensu Postgraduate Programs selected. The survey results showed that the factors related to the CAPES evaluation criteria were perceived as being heavily influenced by the practices and policies for training and qualification of teaching staff and that the policy adopted by UFF must be better communicated to teaching staff, besides the need for its improvement and for institutional planning. The strong influence of social insertion and internationalization criteria on the improvement of Stricto Sensu Postgraduate Programs at UFF was also confirmed. On the basis of these results, some parameters for the elaboration of policies concerning the Stricto Sensu Postgraduate Programs at the University may be established, and the study may also contribute to studies in this area at other higher education institutions.

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Ruiz, De Castilla Inés. "Scholarship of schoolteachers in Peru: an experience of public-private collaboration, beyond the University Social Responsibility." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123967.

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The current university organizations have assumed responsibility for the connection between the university and society and promote the process of public-private agreements, as developed between the Pontifical Catholic University of Peru (PUCP) and the National Scholarship and Educational Credit Program (PRONABEC) of the Government of Peru, in order to promote, and develop, their experience in the training of teachers of the Public School Magisterial in order to improve the teaching performance and the quality of learning in students.This article presents some guidelines developed during the execution of the President of the Republic Scholarship (2014-2015) and which in various ways explain the vocation of service and commitment to educational development, which PUCP has been carrying out since its founding as a university institution.In this regard, the University devoted resources and resources beyond what was agreed in the signed agreements, assuming the mission as a proper process of University Social Responsibility (USR) in a positive experience that far exceeded the expectations projected for the benefit of educational quality of teachers and students of the country.
Las organizaciones universitarias, como la Pontificia Universidad Católica del Perú (PUCP), han asumido con responsabilidad la labor de conexión entre la universidad y la sociedad y promueven el proceso de convenios público privados, como el desarrollado con el Programa Nacional de Becas y Crédito Educativo del Perú (Pronabec), para favorecer y desarrollar su experiencia en capacitación de docentes de la Carrera Pública Magisterial con el fin de mejorar los rendimientos docentes y así contribuir a la calidad educativa de los aprendizajes.La Beca Docente Presidente de la República contribuyó en la formación personal y académica de docentes de la carrera pública magisterial peruana, quienes, a través de un concurso de mérito, accedieron a conformar una elite de profesionales que se benefició de la valiosa contribución que aportaron las universidades participantes del proyecto, en especial, la Pontificia Universidad Católica del Perú, que puso a disposición de los alumnos becarios de Maestría, las competencias y capacidades que exige la educación y sociedad actuales. En ese propósito, se destinaron esfuerzos y recursos más allá de lo estipulado en los Convenios marco firmados, asumiendo la misión encomendada como un proceso propio de responsabilidad social universitaria (RSU) en una positiva experiencia que superó, largamente, las expectativas proyectadas, en beneficio de la calidad educativa de amplios sectores del país.
Organizações universitários atuais, assumiram a responsabilidade pelo trabalho de ligação entre a universidade ea sociedade e promover o processo de parcerias público-privadas como desenvolvido entre a Pontifícia Universidade Católica do Peru (PUCP) com o Programa Nacional de Bolsas de Estudo e Crédito Educativo do Peru (PRONABEC) do Governo do Peru, para promover e desenvolver a sua experiência na formação de professores de Educador Pública, a fim de melhorar o desempenho educacional e qualidade do ensino da aprendizagem dos alunos.Este artigo apresenta algumas orientações desenvolvidas durante a execução do Bolsa de estudos Presidente da República (2014-2015) e de várias maneiras explicar a vocação de serviço e compromisso com o desenvolvimento educacional, a PUCP tem vindo a fazer desde a sua fundação como universidade. Nesse propósito da universidade, esforços e recursos para além do que foi acordado nos acordos assinados dedicado, assumindo a missão de si um processo de Responsabilidade Social Universitária (RSU) em uma experiência positiva que excedeu longa expectativas projetadas para o benefício da qualidade da educação de professores e alunos em todo o país.

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Honey, Michelle Lorraine Lewis. "Teaching and learning with technology as enabler: a case study on flexible learning for postgraduate nurses." 2007. http://hdl.handle.net/2292/2383.

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The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students’ assessed work and interviews with key stakeholders: student, teacher and the organisation. Data collection and analysis occurred simultaneously as an iterative process. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The survey was analysed using descriptive statistical analysis techniques. Finally, a rubric was constructed as a matrix for analysing assessed work. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. Flexible learning was found to improve access, choice, and provide an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as it is at this level where greater change can be made to improve support for flexible learning provision.

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Mugarura, John. "An inquiry into student support mechanisms in postgraduate nursing programmes at the University of KwaZulu-Natal : a students' perspective." Thesis, 2010. http://hdl.handle.net/10413/225.

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Background: Literature on postgraduate student throughput and success suggests a mismatch between registration, throughput and success rates among postgraduate students. Purpose of the Study: This study aimed at exploring and describing mechanisms used to increase throughput and success rates in Postgraduate Nursing Programmes at the University of KwaZulu-Natal. Conceptual Framework: The theoretical framework used in this study was derived from Tinto's proposed Theory ofInstitutional Action (2005). This theory is based on the assumption that learners' behaviour which is manifested in persistence or departure is never fully understood because only the act of leaving or staying is observed, not the underlying intentions behind the action. Research Methodology: Using a mixed methods paradigm, the whole target population of 83 participants was sampled for the quantitative aspect and 2 focus groups each consisting about 12 participants for the qualitative aspect were used. Data were collected using a questionnaire and an interview guide. Descriptive statistics and were used for quantitative data, while thematic content analysis was used for qualitative data. Results: This study revealed that the support mechanisms for increasing student throughput and success rates are structured in three phases: the pre-enrolment phase, the integration phase, and the engagement phase. During the pre-enrolment phase, support is offered in form of information to help students understand what is expected of them, inform students about the programmes offered, the cost of the programmes, duration of the programs and the available support services. During the integration phase, the support provided includes guidance about the registration process, information about programmes and disciplines offered, counselling regarding curriculum design, modules to select and required credits for completion, orientation, and helping international students with visa extension with repatriation issues. During the engagement phase, the support provided includes academic, psychosocial and financial services. Facilitating factors reported include: student interaction with academic staff to monitor and provide feedback, a responsive curriculum to learning needs through the teaching and assessments methods utilised, active student involvement, personal effort, prior learning and working experience, and enough learning resources. Barriers reported were inadequate information, insufficiency of student-lecturer interaction time, unsuitable psychosocial support for adult learners, lack of mentorship and academic advising services, lack of time to participate in co-curricular activities, limited time for studying, ineffective use of learning resources, and language barrier. Recommendations: The study revealed a need to provide a balance mixture the available support mechanisms because academic support dominated the support services offered. Findings also showed the necessity to adapt the psychosocial support to the needs of all categories of students including adult postgraduate students.
Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2010.

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Mafata, Mafata Paul. "Investigation of the use of a learning management systems in postgraduate educational technology modules : a case study." Thesis, 2009. http://hdl.handle.net/10413/1157.

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Studies (Alavi, 2000, Conole, 2004, Birch & Burnett, 2009,) reveal that technology has been capable of enhancing teaching and learning in various contexts. It is within such a context that this study investigated the utility of Learning Management System (LMS) in postgraduate teaching and learning at the Faculty of Education in the South African university. My focus was the experiences of both academic staff and postgraduate students in relation to the learning opportunities and challenges accompanying LMS as used as a teaching and learning platform. This study employed a mixed methods approach (a combination of quantitative and qualitative approaches), which was implemented in two phases, following a sequential order (Tashakkori & Teddlie, 2003). In phase one, a quantitative approach was employed. This approach engaged students in completing a questionnaire that comprised of close and open-ended questions. Furthermore, simple random sampling was applied to select the respondents for data production in this phase. In the second phase a qualitative approach, concerned itself with the production of in depth data). The sub-sample of the population from the questionnaire was used in the focus group and individual interviews with educational technology students. All those participants whose responses spoke better to the critical questions were selected. Three academics were selected for individual interviews. Convenience purposive sampling (Henning, 2004) was applied for the selection of the participants in this level. Non-participatory observation was applied for triangulation purposes. In terms of analysis, thematic analysis was used (Aronson 1994), with charts and statistics representing quantitative data and texts representing qualitative data. By means of guided analysis, research findings were interpreted (Hammonds, 1976). In order to discuss all these findings, the principle of construct-connect theory (Gagnon & Collay, 2000: Siemens: 2004) was used. The results revealed that both selected academics and postgraduate students knew the capabilities and challenges of the LMS. The implications of these capabilities and challenges for teaching and learning were discussed. The research concluded with a set of recommendations to ensure, the effective use of Learning Management System to support teaching and learning in the postgraduate sector.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

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"The development of Hong Kong pre-service EFL teachers' beliefs about communicative language teaching in a postgraduate diploma programme in education (China)." 2004. http://library.cuhk.edu.hk/record=b6073651.

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"Sept 2004."
Thesis (Ph.D.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (p. 308-321).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.

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Mushi, Restituta Thadeus. "Use of information and communication technologies (ICTs) by postgraduate students and academic staff for teaching and learning at the University of KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/5016.

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The application of information and communication technologies (ICTs) is changing the organization and delivery methods of higher education. The pedagogical and socio-economic forces which have driven higher learning institutions to adopt and incorporate ICTs in teaching and learning include greater information access and better communication and learning. ICTs are being used to support pedagogic practices that provide learning environments that are more learner, knowledge and assessment-centered. Universities are thus responding to the many changes and adjusting to new demands and advancements through the incorporation of ICTs into the various aspects of their operations. In light of the above, a study to investigate the use of ICTs for teaching and learning by academic staff and postgraduate students in the Social Science Schools of the Faculty of Humanities, Development and Social Sciences (HDSS) of the University of KwaZulu-Natal (UKZN), Pietermaritzburg, was carried out. The study's conceptual framework was drawn from Vygotsky's constructivist theory of learning which suggests that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts. Such meaningful contexts include the use of ICTs as tools that facilitate constructivist teaching and learning. The study used both qualitative and quantitative methods of data collection. The former was served by the use of a survey. Two questionnaires (one for academic staff and the other for students), administered by the researcher, were used as the main data collection tools. The questionnaires contained both closed and open-ended questions. In addition to the questionnaires, a focus group interview for postgraduate students was used to collect qualitative data. To increase the reliability and validity of the data collection tools, the researcher pre-tested the questionnaires before final distribution to the study population. Sampling followed a simple random stratified method for the survey and purposive sampling for the focus group interview. The target population for the study was academic staff and postgraduate students selected from the Faculty of HDSS. A total of 173 postgraduate students responded which yielded a response rate of 92% and all 53 academic staff responded which yielded a response rate of 100% for the academic staff. Data from the survey questionnaires was analyzed using SPSS® version 15.0 for Windows. Thematic content analysis was used to analyze the open ended questions obtained from the focus group interview. The findings indicated that a majority of academic staff and postgraduate students used ICTs for teaching and learning. Furthermore, the study identified various ICT hardware and software which were available at UKZN for teaching and learning and whether staff and students used these ICTs to support their teaching and learning. The study’s findings showed that a number of problems were experienced when using the ICTs for teaching and learning. The top three problems experienced were insufficient numbers of computers; slow network connections and poor support from the technical staff. Apart from the problems encountered when using ICTs for teaching and learning there were benefits to using the ICTs such as: ICTs facilitated communication and simplified interaction between academics and students: accessibility to learning materials was improved for students while academics considered that ICTs improved student’s skills. Lectures that could be delivered online were a positive benefit for academics. Furthermore, ICTs had enabled students to use computers more effectively to support their learning. Recommendations and suggestions to improve the use of ICTs for teaching and learning in general were made by the academic staff and the postgraduate students with regard to the findings and the literature reviewed.
Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

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De, Freitas M. S. ""I will get this degree" : an exploration of the motivations and coping skills of mature female postgraduate psychology graduates." Thesis, 2013. http://hdl.handle.net/10539/12579.

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This research study explored the dimensions of motivation that may exist for mature psychology graduates when completing their postgraduate degree. And because it is widely acknowledged that stress is often a close companion to motivation, specifically in the pursuit of academic goals, the study also investigated those aspects of coping skills these individuals employed to sustain their motivation in completing their studies. Eight mature female psychology postgraduates from four different South African public universities were identified using a non probability sampling technique. Semi structured interviews were then carried out with the eight participants; the interviews were then transcribed and analysed using content analysis. The results of the study indicated that self efficacy; intrinsic motivation, attribution and achievement goals all play a role in the students’ motivation. It further indentified perseverance as an important factor in the students’ completion of their studies. Positive beliefs, problem solving strategies and social support appeared to be the most widely used coping skills by this sample.

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Hart, Claire. "Marriage and participation in postgraduate study : exploring the motivations and experiences of married female psychology masters students." Thesis, 2013. http://hdl.handle.net/10539/12609.

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The profession of Psychology in post-apartheid South Africa has been dominated by women, despite attempts to address issues of equity, access and redress in recruitment and training. Certain obstacles to entering the profession, that may be specifically relevant to men, included the longevity and cost of training; the notion that Psychology is a ‘woman’s profession’; and the appeal of more lucrative job opportunities. Women, on the other hand, were often encouraged to enter female-dominated professions such as Psychology and financial support either from one’s family or an economically-independent partner facilitates the pursuit of this career trajectory. The purpose of this study was to explore the experiences of married females who were embarking on postgraduate study. Using semi-structured interviews, eight married female participants currently enrolled in Professional Masters programmes provided in-depth information on why they took on the dual adjustment of marriage and postgraduate study and what were the challenges and benefits associated with this process. Thematic content analysis was used to interpret these accounts which revealed that the dating phase of relationships often concluded as postgraduate study commenced due to the longevity of the study trajectory. To address the accompanying relationship insecurity, marriage was idealised as offering enhanced security and stability. Despite the notion that Masters and marriage would complement each other in order to overcome the difficulties of marriage and postgraduate study, a blurring of boundaries was experienced between the perceived challenges and benefits as the idealised complementarity was not actualised. Using feminist theory, the study added value to debates on the perpetuating influence of chauvinistic notions regarding marriage and career development for women inherent in the family life cycle theory, as well as explored the implications of the “feminisation” of the profession of Psychology on recruitment, training and future practice of female Psychologists.

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Aboo, Fazana. "Non-academic factors contributing towards performance of postgraduate open distance learning accounting students." Diss., 2017. http://hdl.handle.net/10500/23393.

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South Africa has a low throughput rate in the public higher education sector which leads to severe skill shortages that are urgently required by the country. In particular, the financial skills shortages are severe, especially those of accountants and chartered accountants. Keeping in mind the vastness of the University of South Africa’s (Unisa’s) market share of accounting students in South Africa, it is important to understand the distinct challenges related to retention and throughput of students pursuing an accounting qualification at an open distance learning institution such as Unisa. If one considers the landscape of accounting education in South Africa, the unique challenges faced by accounting students at Unisa and the recent scholarly addresses on retention and throughput of distance education students, as well as the disadvantaging factors with which Unisa students are faced, this study contributes to the theoretical comprehension of students’ retention and throughput rates in accounting education at postgraduate level. The focus of the current study was mainly on non-academic factors affecting the performance of accounting students at postgraduate level, since much research has already been done on academic factors that affect the performance of accounting students. Many studies are focussed on students at undergraduate level; therefore, in this study, postgraduate students studying towards becoming a chartered accountant were chosen.
Financial Accounting
M. Phil. (Accounting Sciences)

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Woodcock-Reynolds, Hilary Julian. "The use of browser based resources for literature searches in the postgraduate cohort of the Faculty of Humanities, Development and Social Sciences (HDSS) at the Howard College Campus of the University of KwaZulu-Natal." Thesis, 2011. http://hdl.handle.net/10413/7784.

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The research reflected here examined in depth how one cohort of learners viewed and engaged in literature searches using web browser based resources. Action research was employed using a mixed methods approach. The research started with a survey followed by interviews and a screencast examining practice based on a series of search related exercises. These were analysed and used as data to establish what deficits in using the web to search for literature existed in the target group. Based on the analysis of these instruments, the problem was redefined and a workshop intended to help remediate deficiencies uncovered was run. Based on this a recommendation is made that a credit bearing course teaching digital research literacy be made available which would include information literacy as a component.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

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39

Otou-Mbezele, Mylène C. "Enseignement de la traductologie au Brésil : étude ethnographique à l'Universidade Federal de Santa Catarina (UFSC)." Thèse, 2016. http://hdl.handle.net/1866/18771.

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Le Brésil est un pays qui attire présentement l’attention du monde entier. En effet, les spécialistes de tous les domaines ont les yeux rivés sur ce pays émergent. En ce qui concerne la traductologie, la situation n’est pas différente. Le Brésil suscite l’attention des traductologues de partout qui s’intéressent au dynamisme des pratiques traductionnelles et de la réflexion théorique sur la traduction dans le pays. L’objectif de ce mémoire est de dresser un portrait de l’enseignement de la traductologie au Brésil, plus particulièrement de la Pós-Graduação em Estudos da Tradução (PGET) de l’Universidade Federal de Santa Catarina (UFSC). Ce programme, créé en 2003, constitue le premier programme spécialisé en traductologie au Brésil et le premier doctorat en traductologie en Amérique latine. En 2016, la PGET compte près de 200 étudiants à la maîtrise et au doctorat. Après un parcours des différentes théories d’apprentissage et d’enseignement de la traduction existantes, nous décrivons les principaux travaux en enseignement de la traductologie. Cette description nous révèle que l’enseignement de la traductologie reste un sujet de recherche peu exploré. Nous avons porté notre attention sur le Brésil parce qu’il compte des effectifs d’étudiants spécialisés en traductologie qui se démarquent au niveau mondial. Nous commençons par tracer l’historique de l’enseignement de la traduction depuis 1968, date de la création du premier programme de traduction au Brésil à la Pontifícia Universidade Católica do Rio de Janeiro. Puis, nous abordons l’historique et la structure de la PGET de l’UFSC, notre objet d’étude central. Grâce à une étude ethnographique sur le terrain, nous décrivons les caractéristiques de l’enseignement de la traductologie à la PGET/UFSC, le profil général de ses étudiants et professeurs, la matière enseignée et la méthodologie d’enseignement des professeurs.
Brazil is a country which attracts the attention of the whole world. Indeed, specialists from all fields are fascinated by this emerging country. The situation is not different when it comes to Translation Studies. Brazil captivates the attention of Translation scholars worldwide, who are interested in the dynamism of its translation practices and theoretical reflection on translation. The objective of this thesis is to draw an overall picture of Translation Studies teaching in Brazil, more particularly in the Pós-Graduação em Estudos da Tradução (PGET) of the Universidade Federal de Santa Catarina (UFSC). This program, established in 2003, is the first specialized programme in Translation Studies in Brazil, and the first PhD in Translation Studies in Latin America. In 2016, there are about 200 students who are registered at Master’s degree and PhD level in the PGET. After an overview of different theories on translation teaching and learning, we describe the main publications in Translation Studies teaching. That description reveals that Translation Studies teaching is still a rather under-exploited field. Our interest in Brazil has been motivated by the fact that it has an important number of students specializing in Translation Studies, which is above the world average. We start by going through the history of translation teaching since 1968, date of creation of the first Translation program in the Pontifícia Universidade Católica do Rio de Janeiro. We then engage in the history and the structure of the UFSC’s PGET, our main subject of study. Using an ethnographic field study, we describe the main features of the teaching of Translation Studies at the PGET/UFSC, the general profile of its students and teachers, the subjects taught and the teachers’ teaching methodologies.

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40

Butler, Herman Gustav. "A framework for course design in academic writing for tertiary education." Thesis, 2007. http://hdl.handle.net/2263/27887.

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Academic writing is generally regarded as the most important communication medium through which people in the tertiary academic context choose to communicate their ideas. It is also well known that it is sometimes an arduous process for students to become accustomed to the requirements (the conventions and conditions) that hold for the production of appropriate written texts in this context. The initial impetus for the current study was provided by what appeared to be a significant problem that some supervisors at the University of Pretoria identified in terms of the academic writing ability of their postgraduate students. This study therefore investigates postgraduate academic writing with regard to a number of such issues, and does so within the broader confines of academic literacy. The ultimate purpose of this investigation is to discover how writing interventions may be designed that offer appropriate assistance to students who experience difficulty with their writing. The study commences with an attempt to find support for treating 'academic discourse' as a potentially productive area of academic enquiry. It therefore presents an account on the nature of a 'discourse community', and attempts to ascertain whether there are any grounds on which 'academic discourse' may be regarded as a unique type of discourse used for specific communicative functions in the tertiary academic environment. It further discusses critically some of the traditional features of academic texts. The research then proposes thirteen design principles that serve as injunctions that should be considered in the development of writing courses, and proceeds to a critical discussion of the most important approaches in the teaching and learning of writing. What is evident from this discussion is that none of the historical approaches will, on their own, enable one to design justifiable writing courses. As a result, an eclectic approach is required in order to integrate the strengths of these approaches into a strategy for writing course design that is theoretically and practically justifiable. Subsequently, the critical interpretation of the literature in the first part of the study is used in the design of a framework for writing course design in tertiary education. This framework consists of six focuses that stand in a relationship of dynamic interaction towards a description of the context in which tertiary students write. Thus, relevant aspects concerning the writer, text, reader, institutional context and one's approach to writing are all essential elements that should be carefully considered in terms of their potential influence on the eventual design of materials that will constitute a writing course. The rest of the study consists of an application of the proposed framework that addresses firstly, the perceptions of supervisors at the University about the academic literacy ability of their postgraduate students, as well as their requirements for academic writing. It then proceeds to an investigation of a specific group of students' (from the Faculty of Natural and Agricultural Sciences) perceptions about their own academic literacy ability and a determination of their perceptions and expectations of academic writing at university. Because the information that was collected (by means of questionnaires) in both cases mentioned above is mainly perceptual in nature, it was considered essential to determine the academic literacy ability of students in the study group by means of a reliable testing instrument. A written text that these same students produced was further analysed in order to establish possible writing difficulties they experienced. In addition, it was important to confirm certain findings from the supervisor questionnaire, and more specific information had to be collected on particular writing issues that could inform discipline specific writing course design (this was accomplished through focus group interviews with supervisors of the School of Agricultural and Food Sciences). A combination of all the prominent findings of the empirical work mentioned above, as well as insights gained in the literature survey, is then used to make justifiable suggestions for the design of writing course materials for students in the study group. Finally, a number of issues were identified that could not be addressed by this study and, therefore, suggestions are made for future research that may investigate these matters.
Thesis (DPhil ( Linguistics))--University of Pretoria, 2007.
Unit for Academic Literacy
DPhil
Unrestricted

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41

Matee, Marie. "Perceptions of staff and students concerning support offered to students the MA (Social Behaviour Studies in HIV/AIDS) at the University of South Africa." Diss., 2012. http://hdl.handle.net/10500/6086.

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The MA Social Behaviour Studies in HIV and AIDS as a postgraduate degree requires students to work and conduct research independently. The purpose of the study was to gauge the perceptions, attitudes and experiences of second year students and key personnel concerning student support. A mixed methods research design was used. It was found that students and staff regarded support in a positive light, although concerns about insufficient resources were expressed. Students expressed needs for specific academic and research support. Staff tended to romanticise the reasons for students enrolling for the degree. Possible conflicting expectations of the degree and the amount and type of support offered were found between the staff and the students and also among various staff members.
Social Work
M.A. (Social Behaviour Studies in HIV-AIDS)

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Matee, Marie. "Perceptons of staff and students concerning support offered to students the MA (Social Behaviour Studies in HIV/AIDS) at the University of South Africa." Diss., 2012. http://hdl.handle.net/10500/6086.

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The MA Social Behaviour Studies in HIV and AIDS as a postgraduate degree requires students to work and conduct research independently. The purpose of the study was to gauge the perceptions, attitudes and experiences of second year students and key personnel concerning student support. A mixed methods research design was used. It was found that students and staff regarded support in a positive light, although concerns about insufficient resources were expressed. Students expressed needs for specific academic and research support. Staff tended to romanticise the reasons for students enrolling for the degree. Possible conflicting expectations of the degree and the amount and type of support offered were found between the staff and the students and also among various staff members.
Social Work
M.A. (Social Behaviour Studies in HIV-AIDS)

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43

Huang, Li-fang, and 黃麗芳. "A Study on the Teaching Willingness and Learning Attitudes for the Postgraduates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/82487826759444746565.

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碩士
國立屏東教育大學
華語文教學碩士學位學程
100
The purpose of this study is to investigate the current condition and the relevance of the teaching willingness and learning attitudes for the postgraduates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area and how they are different with demographical variables. In order to reach the study purpose, this study adopted the investigation method of the questionnaire and interview. “The Questionnaires of the Teaching Willingness and Learning Attitudes for the Postgraduates of Graduate Institutes of Teaching Chinese as a Second Language” were developed by the researcher. The study objects include 112 postgraduates of the three Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area. The effective samples are 97 in total. The data were analyzed by Descriptive Statistics, Pearson Correlation Method, and Multiple Regression Analysis Methods. The important findings were conluded as follows： 1.The teaching willingness for the postgraduates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area was positive. 2.The learing attitudes for the postgraduates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area were well. 3.Variant demographical postgradeates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area had different teaching willingness. 4.Variant demographical postgradeates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area had different learning attitudes. 5.For the postgraduates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area, the higher teaching willingness, the better learning attitudes. 6.For the postgraduates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pintung Area, teaching willingness has influence on learning attitudes. Finally, based on the research results, suggestions were offered for future postgraduates of Graduate Institute of Teaching Chinese as a Second Language, educational administrative organization, and future researchers.

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Sung, Yichang, and 宋亦璋. "A Study on the Learning Motivation for the Students of Teaching Chinese as a Second Language and Postgraduates of Graduate Institutes of Teaching Chinese as a Second Language in the Greater Kaohsiung-Pingtung Area." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/72693546442170978506.

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碩士
國立屏東教育大學
華語文教學碩士學位學程
101
The purpose of this study is to investigate the learning motivation for the students of teaching Chinese as a second language and postgraduates of graduate institutes of teaching Chinese as a second language in the greater Kaohsiung-Pingtung area. In order to reach the study purpose, this study adopted the investigation method of the questionnaire were developed by the researcher and semi-structured interview. The author sent out 135 questionnaires and retrieved 35 valid copies by students of teaching Chinese as a second language. The retrieve rate was 25.9%. The author sent out 54 questionnaires and also retrieved 35 valid copies by the postgraduates of graduate institutes of teaching Chinese as a second language. The retrieve rate was 64.8%. The author got the results by using software packages SPSS20.0 including descriptive statistics, t-test, one-way AONVA. The result fo essential investigations were as below： 1. The learning motivation for the students of teaching Chinese as a second language and postgraduates of graduate institutes of teaching Chinese as a second language in the greater Kaohsiung- Pingtung area are" cognitive interest". 2. The students of teaching Chinese as a second language graduated from college departments "external expectations" motivation is significantly different. 3. The marital status of teaching Chinese as a second language’s students in motivation of "social contact" is significantly different. 4. The career of postgraduates of teaching Chinese as a second language in motivation of "social stimulation" and "external expectations" motivations are significantly different. 5. The marital status of postgraduates of teaching Chinese as a second language in motivation "social stimulation" and "external expectations" are significantly different. 6. The gender, age and graduated from university departments of teaching Chinese as a second language’s students and postgraduates of teaching Chinese as a second language are no significant differences in the motivation. The basis of the findings and conclusions of this study, namely the students of teaching Chinese as a second language and postgraduates of graduate institutes of teaching Chinese as a second language as well as classes in schools to make recommendations as future studies.

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Dissertations / Theses on the topic 'Postgraduate teaching'

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