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Dissertations / Theses on the topic 'Postgraduate'

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Published: 4 June 2021

Last updated: 29 January 2023

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1

McKenna, Sioux, Jenny Clarence-Fincham, Chrissie Boughey, Harry Wels, and den Heuvel Henk Van. "Strengthening postgraduate supervision." SUN Press, 2017. http://hdl.handle.net/10962/66645.

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Preface: Since 1996 the number of students enrolled for Master’s study in South Africa has more than doubled, while doctoral enrolments have almost tripled (Cloete, Mouton and Sheppard 2015). Such enormous growth has had major implications for supervision, especially in a context where only 39% of academics have doctorates themselves. If South Africa is to come close to the National Development Plan target of 5 000 doctoral graduates per year by 2030, the pressure on supervisors is likely to continue apace. But supervision is of course not simply a matter of applying technical skills to churn out highly competent postgraduate scholars. It is a teaching craft coupled with research acumen and deep personal commitment. This book reflects on how a range of supervisors are making sense of this complex endeavour. The Strengthening Postgraduate Supervision book brings together 15 chapters written by 18 academics from 16 disciplines in 11 institutions. The authors work across all three institutional types found in higher education in South Africa: traditional universities, comprehensive universities and universities of technology. Through this rich array of contributions, supervision is presented never as a ‘best practice’ to be generically implemented but rather as a nuanced pedagogy to be nurtured through critical reflection. The chapters mix theoretical considerations of the postgraduate process and personal narratives of supervision practice. Most of the authors can be described as emerging supervisors, with a few contributions from more experienced supervisors, but all have in common a deep desire to forge inclusive environments that foster meaningful postgraduate research and nurture a new generation of scholars. It is through the sharing of these academics’ concerns and constraints, competencies and celebrations that this book adds to our understanding of postgraduate supervision in South Africa.

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2

Friedrich-Nel, H., and JL Mackinnon. "EXPECTATIONS IN POSTGRADUATE SUPERVISION: PERSPECTIVES FROM SUPERVISORS AND DOCTORAL STUDENTS." Interim : Interdisciplinary Journal, Vol 12, Issue 1: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/292.

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Published Article
The relationship between the postgraduate supervisor and postgraduate student is commonly described in the literature because of the interesting and sometimes even complex dynamics involved in this process. However, the literature is not always very explicit about the specific expectations of those involved. The findings of a qualitative case study, completed at an American research intensive university (Indiana University, Indianapolis, Indiana, USA) are communicated in the article. Despite the complexity of the research supervision process, the expectations associated with the supervision process remains a unique experience of collaborative learning. A commitment is required from each of the role players to communicate expectations initially and continuously. Furthermore it was noted that an environment should be created for students in which they are respected as colleagues.

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3

Govender, K. K. "Developing and validating tools to assess postgraduate service quality and the postgraduate service experience." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/597.

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This paper reports on further attempts to develop and validate instruments to improve the measurement of higher education quality, more especially postgraduate research service. A 26-item postgraduate research service quality (PGSQUAL) instrument as well as a six-item postgraduate service experience (PGSERVEXP) instrument were developed and validated among recent postgraduates at a large research university in South Africa. From a response rate of almost 53%, after subjecting the data to factor analysis and, determining the Cronbach's alpha values, it was ascertained that the respective research instruments were found to be fairly reliable and valid measures of postgraduate research service quality and of the overall postgraduate research service experience.

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4

De, Klerk Vivian A. "The discourse of postgraduate seminars." Linguistics and Education, 1995. http://hdl.handle.net/10962/d1011584.

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Video recordings of a range of postgraduate seminars in the Arts Faculty at a South African university were made and analyzed, in order to define the current nature of this particular form of educational practice in South African tertiary institutions. Recent demographic changes in formerly White universities are having a significant effect on the nature of interaction in formal discussion groups. Despite a common perception that at a tertiary level tutors and students are equally entitled to speak and all contributions equally valued, this article reveals that postgraduate seminars are sites of competition for the floor and that there are significant imbalances in participation by different groups in this competitive speaking environment; it is further argued that these imbalances reflect different (culture- and gender-specific) assumptions about what constitutes appropriate participation and also, to some degree, previous learned discourse patterns associated with schooling experience.

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van, der Linde A. S., and S. M. Holtzhausen. "AN IMPROVEMENT-ORIENTED INVESTIGATION INTO SUPERVISION PRACTICES AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE: A CASE STUDY." Journal for New Generation Sciences, Vol 6, Issue 2: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/507.

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Published Article
Postgraduate supervision and research training are core academic activities for most higher education institutions. Worldwide, including in South Africa, there is concern about the quality of postgraduate training in higher education institutions, the length of time it takes postgraduate students to complete their postgraduate studies, and the high percentage of students who terminate their studies. Against the backdrop of these concerns, the quality of research supervision is essential for the successful completion of studies. However, ensuring the quality of the input dimension within South African postgraduate supervision is complicated – the reasons being that the process is entangled with issues of power, desire, and differences in relation to supervision practices, along with rapid higher education transformation demanding more quality and accountability, etc. Therefore it is recommended that the supervision process be monitored for improvement purposes and to address context-specific needs. This article reports on an improvement-oriented investigation into the current supervision practices at the case study university.

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6

Schmidt, Michaela. "How to manage your PhD thesis : development of a process model of self-regulation to foster postgraduate students /." Hamburg : Kovač, 2009. http://d-nb.info/996716505/04.

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7

Dowler, Richard C. "Naval Postgraduate School Scheduling System (NPS_x001B_p3_x001B_s)." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23728.

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8

Voytkevich, N. I. "Speaking activities for postgraduate English learners." Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18945.

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9

Erenoglu, Burcak. "Naval Postgraduate School anechoic chamber evaluation." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FErenoglu.pdf.

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10

Koczela, Diane M. Walsh Dennis J. "Promoting distance education at Naval Postgraduate School /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA311277.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1996.
Thesis advisor(s): Ted Lewis, James C. Emery. "March 1996." Bibliography: p. 125-127. Also available online.

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11

Hederra, Francisco J. "Timetabling courses at the Naval Postgraduate School." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA288398.

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12

Smits, Paulus Bernardus Antonius. "Effectiveness of postgraduate education in occupational medicine." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/62429.

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13

Smith, Kevin J. "Naval Postgraduate School Solar Cell Array Tester." Thesis, Monterey, California. Naval Postgraduate School, 2010. http://hdl.handle.net/10945/4990.

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Approved for public release; distribution is unlimited
Educating space professionals is an expensive endeavor. The use of technologies such as CubeSats can cut the cost giving space professionals real world experience in satellite design, testing, integration and operations. The Naval Postgraduate School-Solar Cell Array Tester (NPS-SCAT) will be the first of what may be many CubeSats developed by the Space Systems Academic Group, Small Satellite Laboratory. This thesis analyzes the NPS-SCAT program from the program managers point of view and provides an overview of the development of the program from an un-qualified Engineering Design Unit (EDU) to a fully qualified EDU. Also included in this thesis is a description of the subsystems and full cost analysis that covers the total costs from concept to flight unit.

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14

Wilson, Daryl, and Dean Stouffer. "Demand response at the Naval Postgraduate School." Monterey, California. Naval Postgraduate School, 2008. http://hdl.handle.net/10945/10324.

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MBA Professional Report
The purpose of this MBA project is to assist the Naval Postgraduate School's Public Works department to assimilate into a Demand Response program that will not only benefit the school but also the community. Demand Response programs are open to any residential or business customer that is tied into a local power grid. Through varying Demand Response programs, the Naval Postgraduate School has the potential to help the local power grid by curtailing energy consumption during peak times and in return benefiting from rebates and support services that can help to adopt better energy saving practices.

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15

Nolan, Jeffrey S. "Naval Postgraduate School Scheduling Support System (NPS_x001B_p4_x001B_s)." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23981.

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16

Hicks, William Scott, and James Fletcher Hunter. "Unit costing at the Naval Postgraduate School." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28623.

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The purpose of this thesis is to discuss the implementation of unit costing at the Naval Postgraduate School (NPS). The research focuses on establishing a methodology to translate current financial accounting data at NPS into a format suitable to support the objectives of unit costing; specifically, improved visibility of the total cost of school operations and determination of the cost per graduate. Additionally, an overview of the new Department of Defense unit cost budgeting and resourcing system is included

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17

Koczela, Diane M., and Dennis J. Walsh. "Promoting distance education at Naval Postgraduate School." Thesis, Monterey, California. Naval Postgraduate School, 1996. http://hdl.handle.net/10945/32172.

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This thesis defines and supports five recommendations for Naval Postgraduate School (NPS) to promote its distance education program. The research and interviews in this study were primarily done to find the current barriers and requirements needed to conduct distance education on a larger scale. The research began with defining the Department Chairmen's concerns with distance education at NPS. Each recommendation, developed from the concerns is supported by interviews with Department Chairmen, Educators, and Administrators as well as literary findings. Implementation requirements and benefits to both the DON and NPS are also provided for each recommendation. The first recommendation this thesis supports is for NPS to develop a mission and vision statement for distance education. The second is to establish a NPS Distance Education Support Center to centralize campus efforts in distance education. The third recommendation is to institute a NPS Distance Education Marketing Plan to find potential customers and increase distance education interest on campus. The fourth recommendation is for NPS to immediately determine the cost for distance education in order to request additional funding from DON. Finally, the study recommends NPS begin a pilot program as a model for future distance education for active duty officers in the fleet. The proposed pilot program presented in this study is with HSL-41, a LAMPS Mark-III Squadron. With these recommendations, this thesis looks to make NPS the 'Navy's Distance Education University.' This study concludes with a time-line for implementing these recommendations.

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18

Ahmed, Maria. "Embedding patient safety into postgraduate medical education." Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/14141.

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As frontline clinicians, junior doctors (trainees) are being increasingly recognised as powerful agents for change in improving patient safety. However, routine postgraduate medical education (PGME) offers little opportunity for trainees to develop the requisite knowledge and skills to advance safety improvement efforts. This thesis aims to build on the evidence base for patient safety education by developing and evaluating educational interventions informed by users, the existing literature, and educational theory. Section One (Chapters 1 to 3) sets the context for the thesis, providing an introduction to patient safety, relevant educational theory, and the role of education and engagement in improving patient safety. Subsequently, Section Two reports exploratory research to inform the development of a patient safety course for Foundation trainees – junior doctors at the very start of their careers. A systematic review reveals how the UK lags behind international efforts to deliver patient safety education for trainees, and highlights the need to address barriers to its sustainable integration into medical curricula (Chapter 4). An analysis of Foundation trainees’ portfolio entries demonstrates the feasibility of using patient safety incidents (PSIs) experienced by trainees as the basis for learning about patient safety (Chapter 5). Drawing on these findings, Section Three reports the development and evaluation of ‘Lessons Learnt: Building a Safer Foundation’. This is a novel patient safety programme designed to formalise the opportunity for all 1000+ trainees across a Foundation School to learn from PSIs in a structured, facilitated forum. The development and delivery of the programme is first described (Chapter 6), followed by empirical studies to develop senior faculty (Chapter 7), and to evaluate the impact of the programme on trainees’ learning both qualitatively (Chapter 8) and quantitatively (Chapter 9). In Section Four, a different approach is taken to explore non-technical skills (NTS) training for more senior trainees. A tri-continental interview study of 33 surgical team members underlines the need to improve debriefing as a core NTS in Surgery and explores the user perspective on effective debriefing in surgical training (Chapter 10). These findings are used to inform the development of the ‘SHARP 5-Step Feedback Tool for Surgery’ and to evaluate its impact through observation of 100 surgical cases (Chapter 11). A number of conclusions are drawn from the research. Patient safety education is well accepted by trainees and trainers alike, and results in improved safety competencies across knowledge, skill and behavioural domains. It is feasible to embed a large-scale patient safety programme into PGME and to engage senior doctors to support its delivery. Overall, these findings suggest that patient safety education not only improves ‘safety skills’ at an individual level, but may also promote the safety of the wider healthcare system through enhancing medical engagement in patient safety and fostering cultural change. The concluding Section (Chapter 12) summarises the findings in detail. Strengths and limitations of the research are discussed, and recommendations are drawn for accelerating the integration of patient safety education into PGME.

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19

Stouffer, Dean Wilson Daryl. "Demand response at the Naval Postgraduate School." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2008/Dec/08Dec%5FStouffer%5FMBA.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2008."
Advisor(s): Ferrer, Geraldo ; Dew, Nicholas. "December 2008." "MBA professional report"--Cover. Description based on title screen as viewed on January 29, 2009. Includes bibliographical references (p. 47). Also available in print.

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20

Fischer, Helge, Nicole Rose, and Thomas Köhler. "E-Learning in der postgradualen Weiterbildung an sächsischen Hochschulen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-76442.

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Dieser Beitrag reflektiert den E-Learning-Einsatz in der postgradualen Weiterbildung aus der Perspektive des hochschulübergreifenden Strategie- und Unterstützungsprojektes Q2P (Qualitätssicherung und Qualitätsmanagement in der postgradualen Weiterbildung). Ausgehend von der regionalen Bestandsaufnahme hinsichtlich der E-Learning-Nutzung im akademischen Weiterbildungsbereich werden die Zielstellungen und Leistungsbereiche des Projekts vorgestellt. Die zentralen Projekterfahrungen werden in Form von begründeten Hypothesen präsentiert und sollen somit das gegenwärtige und zukünftige Handlungsfeld von E-Learning- und Weiterbildungsakteuren bereichern.

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21

Cyster, Grant Alexander. "Narratives in postgraduate studies: Stories of six master’s students who have experienced supervision-related challenges at a South African university." University of the Western Cape, 2019. http://hdl.handle.net/11394/6916.

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Magister Artium - MA
Postgraduate research throughput and problems associated with appropriate supervision are a key focus area for many higher education institutions around the world (Lessing & Schulze, 2012; Amehoe, 2014; Botha, 2016). Central to this challenge is the supervisory relationship, which by its very nature, is not one-sided. A productive and rewarding supervisory process requires that both student and supervisor(s) are committed to fulfilling clearly-articulated responsibilities relevant to the research project at hand (Eley & Jennings, 2005). Both student-centric and institutional factors have been found to contribute to low student throughput and to the time taken to complete postgraduate studies (Amehoe, 2014; Luescher-Mamashela, 2015). In South Africa, the higher education landscape is increasingly fraught with varied challenges, including issues of attrition and completion rates as they relate to postgraduate students. Some of the implications of the premature termination of postgraduate research are that various academic fields are deprived of potentially valuable research contributions, and there is a significant cost incurred by the affected students and supervisors (Lovitts, 2001; Lessing & Lessing, 2004), as well as the relevant faculties and institutions, and society at large. Additionally, a number of South African universities are still grappling with inequities resulting from the Apartheid era (Pillay & Karlsson, 2013). It is against this backdrop that this research, through a narrative research lens involving semi-structured interviews, explores and chronicles the stories of six Master’s students who have encountered supervision-related challenges. According to Pearson and Kayrooz (2004), a limited narrative research spotlight has been trained on the issue of postgraduate supervision from the student perspective. The primary objective of this study, therefore, is to facilitate a platform through which the six respondents are able to share the stories of their Master’s supervision experience. On a secondary level, the sharing of these student stories has the potential to enhance the postgraduate research experience, as Lovitts (2001) and Lessing and Lessing (2004) point out.

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22

Maasdorp, C., and S. Holtzhausen. "Undergraduate research preparation is crucial for postgraduate studies." Interim : Interdisciplinary Journal, Vol 8, Issue 1: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/362.

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Published Article
Worldwide, including in South Africa, involvement in research is making increasing quality demands on higher education institutions in terms of sustaining high-level research capability and involvement on an efficient and effective basis. These are complex issues, particularly when concerns such as the quality of postgraduate training, lengthy postgraduate completion rates and the high percentage of suspension of postgraduate studies are present. These are just some of the issues leading to this improvement-oriented study investigating new-generation postgraduate students at a case-study university of technology. The research methodology applied in this study was primarily a qualitative research method, supported by a quantitative research element.

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23

Davidson, David Franklin. "Radiation surveys of the Naval Postgraduate School LINAC." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School; Available from the National Technical Information Service, 1992. http://handle.dtic.mil/100.2/ADA255162.

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24

Gunal, Murat. "Modification of the Naval Postgraduate School Lidar System." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA304245.

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25

Mallo, Gary. "Modification of the Naval Postgraduate School Lidar System." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA284987.

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26

Belgum, Stephen A. "Activity based costing at the Naval Postgraduate School." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA297692.

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27

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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28

O''''Neill, Mary. "Measuring the predictors of postgraduate nurses' thinking skills." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728388.

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Reflection is an important concept in nursing education, and is regularly used to explore the application of theory to practice and ascertain knowledge arising from practice. The ability to think critically is an essential skill for students to acquire during their education to support effective patient care and evidence-based practice. Today, reflection and thinking skills are commonly embedded in nursing curricula as learning outcomes. This study explored the relationship between reflection and reflective practice as a teaching strategy on the thinking skills of postgraduate nursing students. The study also investigated how students reflected on situations in everyday practice and the factors that motivated them to learn and the approaches they used when studying and learning. A quantitative cross-sectional survey design was used. Participants (n=210) completed four self-reported questionnaires to measure their reflective abilities, motivation, thinking skills and approaches to learning. Data were analysed using descriptive and correlation analyses including multiple regression to explore multivariate relationships between the dependent variable thinking skills and the combined sets of independent variables for reflection, motivation and approaches to learning. A model was created that explained the relationship among the independent variables and their individual and distinct contribution to the model and specifically the predication of thinking skills as postulated in the hypotheses. The model showed that self-efficacy and habitual action were statistically significant and made a unique contribution to the model as predictors of postgraduate nurses’ thinking skills. The findings provide new insights to inform teaching practice and enhance learning experiences for postgraduate students.

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Weaver, M. "Language proficiency and the international postgraduate student experience." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28325/.

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In an increasingly competitive environment, with reduced government funding, full fee-paying international students are an important source of revenue for higher education institutions (HEIs). Although many previous studies have focused on the role of English language proficiency on academic success, there is little known about the extent to which levels of English language proficiency affect these non-native English speaking students’ overall course experience. There have been a wealth of studies considering the importance of adaptation to these students' academic success, but few studies on the relationship between adaptation and course satisfaction. Student satisfaction and loyalty behaviours have also been established as the main consequences of students' study experiences, with important strategic implications for HEIs as students become ever more discerning in their choice of institution. Although some higher education research has focused on the antecedents to student satisfaction and loyalty, this is an under-researched area, particularly in relation to international students. These gaps in the research were addressed through the development of a structural path model to test the influence of English language proficiency on desired institutional outcomes of satisfaction and loyalty, and the extent to which international students’ successful adaptation to their academic, social and cultural environments affects those desired outcomes. The moderating influence of a number of pre-entry attributes were also considered on the path relationships. Nine hypotheses were posited and tested with data collected from a survey conducted on 135 Masters students in one UK business school. Results were first subjected to factor analysis before the hypothesised model was tested with a structural equation modelling approach using AMOS software. The findings support five of the hypotheses, providing empirical evidence that English language proficiency plays a significant role in international students’ satisfaction with their course experience, as mediated by academic and social adaptation. Loyalty intentions are also indirectly affected by English language proficiency through satisfaction. In addition, results confirm that there are differences in the relational paths between international students who complete a pre-sessional course compared to direct entrants, and between collectivist and individualist cultural groups. This study gives important insights into the influence of English language proficiency on student satisfaction and loyalty. Gaining a more comprehensive knowledge of the dimensions which are important to postgraduates, both international and from the UK, is important for HEIs to continue to pursue a competitive advantage. In particular, by understanding the drivers of international students’ satisfaction and loyalty, HEIs will be in a much better position to develop strategies which promote and foster loyalty behaviours, which are so important in generating future revenue opportunities.

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Germanier-Manvell, Rachel. "Inter-student humour in the international postgraduate classroom." Thesis, Open University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582803.

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Despite humour being encouraged as a resource for teachers, particularly language teachers, in the classroom, there has been scant investigation into students' humour in spoken interaction in the same context (though see Bell, 2002, 2005, 2009b). Addressing this gap using Linguistic Ethnography and a Conversation-Analysis- informed approach, this study investigates the interpersonal functions of inter-student humour (ISH) among international postgraduates at a transition point between the language classroom and the vocational environment. ISH's role in shaping identities as professionals, as well as in co-constructing transportable identities (Richards, 2006), is investigated, as are humour distribution in the class and the resources international postgraduates use when 'doing' humour. The extent to which ISH creates a conducive learning environment forthese students (Ryan and Viete, 2009) is also investigated. Data were principally video recordings alongside non-participant observation of classroom interaction supported by interviews. Students are demonstrated to use humour to heighten affiliative work. They use ISH to do normative (Long and Graesser, 1988), as well as positive and negative, face work (Brown and Levinson, 1987; Goffman, 1967). This study suggests that the students' professional orientation influences their humour, supporting Richards (2010). I highlight a notable difference in the sort of humour taught to learners of English, which tends to be in the form of context-independent jokes, or puns, and the sort of ii Rachel Gerrnanier-Manvell X2S62718 spontaneous context-bound humour observed as being used by non-native speakers of English in spoken interaction in the international postgraduate classroom. Consequently, I suggest that a practical implication of this study is that attention be paid in English preparatory classrooms to the sorts of spontaneous humour they use in spoken interaction. As using humour as a relation builder enhances international postgraduates' feeling of belonging (Ryan and Viete, 2009) their teachers should, this study suggests, privilege opportunities for ISH in their classrooms.

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31

Gomez, Joel. "Activity-based costing in the Naval Postgraduate School." Thesis, Monterey, California: Naval Postgraduate School, 2015. http://hdl.handle.net/10945/45193.

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Approved for public release; distribution is unlimited
The Naval Postgraduate School is required to report activity costs and set tuition rates annually. The requirement to adequately identify and charge appropriate tuition rates for Naval Postgraduate School programs is critical for complete cost recovery. This thesis reviews the Naval Postgraduate School product lines and applies Activity-Based Costing Theory to provide management with a standard to gauge program and price growth. All Naval Postgraduate School costs are assigned into service and production department costs. Service department costs (indirect and overhead) are accumulated individually and allocated to the Naval Postgraduate School product lines based on cost drivers. The Naval Postgraduate School student load and product line totals are used to reach an average cost per student year.

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32

Langford, Leonard L. "CALNPS Computer Analysis Language Naval Postgraduate School version." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/25723.

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Sanders, Mike W., and David G. Mascarin. "Naval Postgraduate School Cost Center Financial Management Guide." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/27153.

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34

Govender, K. K. "Exploring students' perception of postgraduate research service quality." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/617.

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Published Article
Given that education is a service, the postgraduate (PG) education environment has become increasingly competitive, and whilst the service quality perceptions of undergraduates have been extensively measured, similar postgraduate-based research, especially in South Africa, has been negligible. Furthermore, although the development of an ideal instrument to measure higher education service quality has also occupied the minds of several researchers over the years, not much has been achieved in the area of postgraduate research (PG) service quality. This paper presents the results of the assessment of the PG students' perception of research service quality by surveying the 2011 cohort of graduating postgraduates of one of the top five research universities in South Africa by using a specially developed postgraduate service quality measurement instrument (PSQUAL). By adapting the SERVQUAL instrument (Parasuraman, Berry & Zeithaml 1988), the PREQ (Drennan 2008) and SREQ (Ginns, Marsh, Behnia, Cheng & Scalas 2009), a 26-item postgraduate research service quality assessment instrument known as PGSQUAL was developed, validated and administered electronically to a population of 816 Master's and doctoral graduates.

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Lategan, L. O. K. ""Research education" : a concept wider than postgraduate supervision?" Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/660.

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This paper promotes the argument that although conventional postgraduate supervision is useful to address the research skills and competences of postgraduate students, a wider perspective is nonetheless required to educate and train any researcher (including postgraduate students upon their entrée into the world of research) to comprehend the demands made by research and how best these demands can be addressed. It is in this context that a more comprehensive concept of research education is promoted. The argument is based on the perspective that methodological understanding alone is not sufficient to assist a researcher in meeting the expectations of a research project. Research education refers to the training of researchers to be responsive to the research value chain. This includes aspects such as the formal research process, the importance of research ethics and integrity regarding the research project, the imperative to promote scholarship in research and the application of research results through technology transfer, innovation and incubation. Research education sensitizes the researcher to look beyond the scope of the academic research project and to extend the research to activities such as technology transfer, innovation, commercialization and partnerships. The aim of research education is to promote the wide range of aspects contributing to the understanding of what counts as research and its application.

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Sethi, Ahsan. "The impact of postgraduate qualifications in medical education." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/2d54dc4a-5be0-4ec3-9871-0e57b1523c46.

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Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sparse. This study investigated the impact of postgraduate qualifications in medical education on graduates’ educational identities, practices and career progression. The study design is mixed methods using the explanatory model. The first study comprised of an online survey of graduates from the Centre for Medical Education, Dundee between 2008 and 2012. The data collected were sequentially explored in more depth through semi-structured interviews in the second study. To increase the range and scope of enquiry a third study was carried out, which involved a 10 month follow-up of a new cohort of face-to-face students (2013/14) through the course and to the workplace. The quantitative data were analysed using non-parametric statistics on SPSS 21, and constructivist grounded theory analysis was used for the qualitative data in ATLAS.ti 7. I found that a qualification in medical education enhances theoretical foundations in educational practices, with increased self-efficacy and engagement in scholarly activities. The qualification encourages transformational changes and epistemological development as a teacher, researcher, leader and learner. Many participants attributed their career progression to the qualification. The graduates were able to lead various educational changes in the workplace and they described substantial performance attainments. I also found their work environment and personal factors influenced the impact of these qualifications. A conceptual framework based on an increased understanding of the identity development of healthcare educators was also developed. This is the first study on the long-term effects of a degree-awarding course in medical education on healthcare professionals worldwide. The findings have implications for the educators, course directors, healthcare organisations and professionalisation of the speciality.

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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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Zakaria, Sohaimi. "Information processing strategies and styles in relation to instructional design : a grounded theory approach." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251412.

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Wen, Jiaxin, and Di Sha. "Chinese students' view on motivation to pursue postgraduate studies." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17242.

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This study aimed to investigate the motivation of whether pursuing postgraduate study or not among Chinese students in Inner Mongolia University and Dalian Nationalities University. All in all fourteen specific questions were designed in the questionnaire. Psychodynamic theory, social cognitive theory and Bronfenbrenner’s ecological theory have been employed to analyze the data. The results indicate that students’ motivations to pursue postgraduate studies have both internal and external causes. For those who want to pursue postgraduate studies, the internal causes can be listed as following: a higher degree for a decent job and students’ thirst for knowledge. The external causes include peer influence and extra expectation to fulfill parents' dreams. Those who do not want to pursue postgraduate studies hold more than a different idea on the relation between a better job and a higher degree. They think they can find a good job without a higher degree, and higher education level will not make any difference.

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Russo, Paul John. "An information architecture for the Naval Postgraduate School enterprise." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA289699.

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Thesis (M.S. in Information Technology) Naval Postgraduate School, September 1994.
Thesis advisor(s): Magdi Kamel, Arthur Schoenstadt. v.2 is Appendix D. "September 1994." Bibliography: v.1 (p. 242-271). Also available online.

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Wiedenhoeft, Paul Eric. "Analysis of the Naval Postgraduate School computer network architecture." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA289749.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1994.
Thesis advisor(s): A. Schoenstadt, James C. Emery. "September 1994." Bibliography: p. 153-161. Also available online.

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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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Lane, Cathie Anne Clinical School St George Hospital Faculty of Medicine UNSW. "Optimising Australian postgraduate medical education and training in nephrology." Awarded by:University of New South Wales. Clinical School - St George Hospital, 2009. http://handle.unsw.edu.au/1959.4/44662.

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The optimal manner in which to train nephrologists has not been studied. The objectives of this research were to determine:- 1. The educational and historical basis underpinning the Australian nephrology training program. 2. The drivers surrounding a career choice in nephrology. 3. What constitutes an ???ideal??? nephrologist and how nephrologists spend their work time, thereby identifying skills and attributes to be fostered in training. 4. Impediments to training, including examination of the available workforce. Five sub studies were undertaken, utilising a combined quantitative and qualitative approach (mixed methods): 1) A national Basic Physician Trainee (BPT) questionnaire, 2) a national nephrology workforce study, and in-depth interviews of: 3) nephrology patients, 4) nephrology trainees and 5) practicing nephrologists. New findings arising from this research reveal: doctors choose nephrology as a career if exposed to the specialty in a positive manner with good role models, however, there are a range of modifiable factors that make nephrology unattractive to many BPTs; workload is high, impacting negatively on training and trainee recruitment; Nephrologists spend most time in the management of dialysis and transplant patients but have a range of other roles in day to day practice, essential information to develop a competency based training program; availability of nephrologists for training is suboptimal and will likely worsen; Patients and doctors apply and weight parameters differently when defining an ???ideal nephrologist???. Both groups believed that specialist knowledge remains an essential requirement but patients focused more on good communication skills. This research provides evidence that the training program should incorporate training in advanced communication and basic research skills and promotion of an holistic approach to patient care. There is no formal alignment of training with assessment. Trainees and nephrologists believe that feedback is critical to learning, yet the assessment process is not underpinned by sound educational principles. This can be rectified using the findings of this research in conjunction with curriculum development and performance assessment. This research should provide an approach to the examination of training that is applicable to many internal medicine specialties. Importantly, nephrology training can now be improved with sound educational principles, underpinned by the findings of this research.

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Grady, Abdurazak M. "Technology transfer with special reference to international postgraduate education." Thesis, University of East London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482063.

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Morariu, Adrian, Jaja Marshall, Ricky Rivera, Christopher Roberto, Adrian Morariu, Jaja Marshall, and Ricky Rivera. "Marketing the Naval Postgraduate School to Navy URL Officers." Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/9849.

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Approved for public release, distribution is unlimited
MBA Professional Report
Approved for public release, distribution is unlimited
This MBA Application Project was designed to market the Naval Postgraduate School to all branches of the military, Defense Department, and those concerned with National Security. The intent was to create a position for NPS as the center for defense-related information and knowledge and on the career map for all military officers worldwide. However, the authors determined that the critical area of research should focus on addressing the decreasing trend of Navy URL Officer enrollments at NPS. The starting point for this project was a review of the existing organizational strategic guidance. Throughout the process of assembling a marketing plan, NPS's strategic plan was continually reviewed to ensure marketing strategy was aligned with the desired strategic direction of the school. The tools of strategic analysis were used to assess the organization's external and internal environment, stakeholders, and current direction. Research indicated a growing concern for the decline in Navy URL Officers attending NPS. The authors developed some recommendations for successfully implementing the marketing goals of the school while incorporating the school's strategic plan. It is the desire of the authors that those charged with marketing the institution will utilize marketing tactics that are congruent with these strategies. The resulting marketing plan is a clear plan of action, which is consistent with the NPS's goals.

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Drapp, Brian T. "Indirect mission support costs at the Naval Postgraduate School." Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/8525.

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Approved for public release; distribution is unlimited
This thesis provides Naval Postgraduate School management and administrators with a tool for reviewing and possibly reducing indirect mission support costs. This thesis develops a computerized activity-based costing model for indirect mission support costs at the Naval Postgraduate School by identifying cost drivers and associated cost flows for resources and support activities. Cost drivers and associated cost flows were identified through archival research and unstructured interviews with Naval Postgraduate School personnel. Estimated cost allocation figures are calculated which can be used as a starting point to improve cost allocations at Naval Postgraduate School

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Ho, Kenneth, and 何健宇. "Student migration among mainland Chinese postgraduate students in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45825506.

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Wilson, James Roger. "Postgraduate education and professional military development: are they compatible?" Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28455.

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This thesis examines the utilization of graduate education for graduates of the Naval Postgraduate School, Manpower, Personnel, and Training Analysis (MPTA) curriculum, from December 1986 through June 1991. The study focuses on four areas: 1) developing a list and rank structure of billets requiring the xx33P code granted upon completion of the education, 2) tracking the careers of the officers following their graduation from the curriculum, 3) examining career progression paths to find places where timely utilization could be undertaken, and 4) examining the designator composition of population. The study determined that utilization for the period December 1986 thourgh June 1991 was 22.2%. Assuming that all officers still in the two- tour Department of Defense utilization window were assigned to utilization billets as their next assignment, the utilization rate would rise to 52.5%. This was deemed unacceptable, and the recommendation was to require an eighteen-month utilization tour immediately following completion of the curriculum. This would cause the utilization rate for MPTA graduates to rise to 97%.

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Jolly, Martin E. "Video teleconferencing feasibility study at the Naval Postgraduate School." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23810.

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Lewis, Gerard M. "Naval Postgraduate School 1990 mainframe procurement: a case study." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/43757.

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Approved for public release; distribution is unlimited
This thesis is a case study which reviews the chronological events surrounding the Naval Postgraduate School's (NPS) 1990 mainframe computer procurement. The focus is on the issues which resulted in a protest in 1989 by PacifiCorp Capital, Inc., a systems

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