To see the other types of publications on this topic, follow the link: Student development programmes.
Dissertations / Theses on the topic 'Student development programmes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Student development programmes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Goodwin, Maryna, and n/a. "Identifying and overcoming barriers to the implementation of student development programmes in ACT high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050801.165422.
Full textAbstract:
My study is of the provision of career education, health education, personal development
and student development programmes for students from Years 7 to 10 in ACT high
schools.
My purpose was to identify why these programmes are not available to all students and
what can be done to make them available.
The methods I used were an examination of a longitudinal case study of "Bellbird" High
School in parallel with a survey of the current system perspective.
Although the study focuses on the ACT in Australia, reference is made to the international
literature, as well as local, regarding the attitudes of students, parents and teachers to
career education, health education, personal development and student development
programmes; data collection and interpretation; and the implementation of change.
I have used data from three different survey instruments administered at "Bellbird" High
School, at five year intervals, in 1978/79, 1984 and 1989. I have used another instrument
at system level twice, in two consecutive years, in 1988 and 1989. Each of the
instruments was developed for a specific purpose and not for gathering data for this
study.
All three surveys at "Bellbird" High School were designed to determine the attitudes of
students, parents and teachers to aspects of the curriculum. They provided both
quantitative and qualitative data.
Basically, I have compared the 1979 and 1989 numerical data, and used the 1984 material
for confirmation of significant issues. In addition to using qualitative data from these
three instruments, I have also used comments from curriculum committee and School
Board documents and evaluation reports from the Living Skills Programme.
At system level, a questionnaire was designed to gather data about the provision of career
education and health education in high schools in the ACT. This instrument, included
questions about barriers to these programmes and strategies for overcoming the barriers.
The findings were distributed to the schools. The procedure was based on the 'Research,
Development and Diffusion' model.
People associated with the successful implementation of the programmes under
investigation were interviewed to find out what barriers they had faced, how they
overcame them and what suggestions they had for overcoming other baniers to these
programmes.
Using the data CO-jointly with the literature and my own knowledge of cumculum
implementation, I have proposed an action plan for "Bellbird" High School to extend the
provision of its student development programme to all students.
In conclusion, the suitability of the proposed action plan for use in other ACT high
schools is appraised and general principles for the system are drawn out.
2
Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.
Full text
3
Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.
Full textAbstract:
Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
4
Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.
Full text
5
Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.
Full textAbstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
6
Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.
Full text
7
Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.
Full text
8
Bowers, Carla J. "The freshman transition process /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620451&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full text
9
Van, Heerden Maria Susanna. "Providing and managing student development and support in higher education in a developing country." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07212009-144105.
Full text
10
Webber-Davis, Yvette McCarthy John R. "An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1992.Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
11
King, Kathryn Claire. "Underprepared community college students the role of academic self-concept and sense of belonging in developmental education /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textAbstract:
Thesis (Ph.D.)--Michigan State University. Dept. of Higher, Adult, and Lifelong Education, 2008.Title from PDF t.p. (viewed on Mar. 30, 2009) Includes bibliographical references (p. 125-138). Also issued in print.
12
Dunbar, Katrina Monique. "Exploring at-risk student writers in academic success programs and the role instructors play in their evaluation /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131559489.pdf.
Full text
13
Hodum, Tommy L. "An investigation of how students, faculty, and administrators within a particular liberal arts college perceived a new-student orientation program's effect on students' social integration and retention." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4741.
Full textAbstract:
Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
14
Ogunsola, Elizabeth Stephens Hines Edward R. Brickell John L. "Perceptions of the relationship between intervention strategies and student persistence in special services for disadvantaged students programs." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806862.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed August 26, 2005. Dissertation Committee: Edward R. Hines, John L. Brickell (co-chairs), Mary Ann Lynn, Franklin G. Matsler, Oliver J. Williams. Includes bibliographical references (leaves 157-164) and abstract. Also available in print.
15
Keelen, Kevin Michael. "Educational plans in achieving student transfer goals results from a private, two-year institution /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925733431&sid=9&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
16
Simon, Faizel. "Factors influencing the dropout of students from a cricket and development programme at a University in the Western Cape Metropole." University of the Western Cape, 2021. http://hdl.handle.net/11394/8083.
Full textAbstract:
Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)University student-athlete dropout continues to be a concern for many universities and has been the focus of many researchers globally. This qualitative study explored the factors that influenced students to dropout of a cricket and development programme at a university in the Western Cape metropole. Seven former student-athletes and two current administrators participated in this study. This study was guided by the Student Athlete Retention Model by Rivera (2004).
17
van, der Meer Jacques, and n/a. "Mapping first semester challenges : first-year students making sense of their teaching and learning environments." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.154312.
Full textAbstract:
This thesis investigates first-year students� challenges in making sense of the learning and teaching environment during their first semester at university. The aims for the research are threefold. Firstly, mapping the range of challenges students at one university faced in their learning and teaching environments in the first semester. Secondly, developing a greater understanding of those challenges. Thirdly, identifying what educational initiatives the university could consider that might assist students to meet those challenges. The challenges were examined in the context of changes in higher education.
My interest and motivation for this research project concerns improved practices in the first-year teaching and learning environment, rather than improved students. This means that I did not look for deficits within students, but for indications of what helps or does not help students� introduction to the new environment of academia. By mapping students� challenges in the first semester, I hope to contribute to the understanding of academic staff of the range of challenges students have to deal with.
The interpretation of the results and my line of argument are partly influenced and shaped by the theoretical framework of academic literacies, and the notion of de-familiarisation.
For this project, two data sources were used. The first source was data from a survey carried out in May 2004 amongst students enrolled in 100-level courses. The second source was data from interviews conducted with first-year students in the same year. In considering the analysis as a whole, a number of key issues could be discerned. These related to communication, academic skills, access to resources and help, and engagement and connection. The results showed that some of these issues had less to do with educational practices, and more to do with contested understandings of the nature of university education, and the nature of students now entering university. I argue that underlying these issues there are contentious questions of who should adjust or adapt to whom: students to the university, or the university to students?
Students� reported experiences further suggest that some teachers seemed more aware than others that first-year students face particular challenges. Students did not consider their experiences as reflective of the university as a whole. The university was experienced as an institution with divergent ways of organising courses, of valuing aspects of university learning, and of interpreting seemingly similar things. This suggests that where students experienced challenges, these were not necessarily a function of students� characteristics, or students� attitudes to studying, but of particular course environments.
The overall picture that presents itself, then, is that there are challenges that could be considered unnecessary. Whereas few students would experience all of the challenges identified in the results chapters, I argue that there are some aspects that warrant improvement. Improvement initiatives in first-year education, however, are not necessarily considered important by all academic staff. This is another contested issue in universities.
A more explicit introduction of first-year students to academia as a range of heterogeneous communities would respond to first-year students� needs for familiarisation and clarity, as well as reflect some of the values that universities could be said to espouse. Successful interventions in first-year education, however, will also depend on ongoing dialogue with staff about various contested issues, the changed and changing context of higher education, and related challenges and opportunities.
18
Richardson, Paula. "Study abroad teacher education programme : student perspectives on professional and personal development." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578063.
Full textAbstract:
The aim of this study is to explore the influence of a student teaching abroad programme using data collected from American and Canadian teacher education students who participated in a study abroad programme over a fifteen year period. Although there is a growing body of research into the impact of study abroad in a wider context, far less exists specifically on student teaching abroad and this makes systematic examination difficult This lack of information provided a major stimulus for developing my own research. This took the form of a longitudinal study which focused on the professional and personal perspectives of the participants' experience overseas on their subsequent lives and careers. The research sample of sixty-six participants completed a detailed online questionnaire and from this group eight participants were selected to take part in semi-structured face-to-face interviews. Students' responses indicated that a major benefit of a student teaching placement abroad was the opportunity it provided to observe and work in an educational system which was often very different from those they had previously experienced. Participants described how they felt they developed a range of personal attributes which enabled them to become more mature, confident, articulate and resourceful teachers. Their experiences were not without challenges and they identified a range of issues which they found difficulty with, including homesickness, the challenge of living in a different environment and teaching students for an extended amount of time (which was a new experience for many of the participants). The challenges experienced however helped to develop in students a growing sense of professionalism as they progressed through their placement. Many participants felt that the rich cultural experiences enhanced and extended their professional and personal development and gave them a confidence to work with a range of ethnically and culturally diverse learners in their subsequent teaching posts on their return to their home countries.
19
Patsika, Natasha. "Social connectedness, collaborative learning and student performance in an academic development programme." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/18424.
Full textAbstract:
This study investigated the relationship between social connectedness, collaborative learning and the academic performance of students in an academic development (AD) programme at a South African university. A final sample of 119 students responded to a survey questionnaire containing the campus connectedness scale and the collaborative learning scale, each measured on a six-point Likert scale. A multiple regression analysis revealed that social connectedness is a significant predictor of academic performance, which was measured using grade point average (GPA). The study found that collaborative learning did not contribute to variations in GPA, however it did relate positively to social connectedness. The results provide useful information to staff in the AD programme about elements of the programme that are succeeding in supporting student achievement. Includes bibliographical references (pages 49-54).
20
Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.
Full textAbstract:
This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identifiedDoctor of Philosophy (PhD)
21
Watson, Shannon Timm. "Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.
Full textAbstract:
Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.
22
Scaggs, Alisha. "C.U.B.S. : creating unique beginnings for student involvement on campus /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566276.pdf.
Full text
23
Donahoe, Jennifer E. "Evaluation of the freshman seminar program at Eastern Illinois University and its perceived impact on first-year student development /." View online, 2000. http://ia301519.us.archive.org/1/items/evaluationoffres00dona/evaluationoffres00dona.pdf.
Full text
24
Holliday, Joseph P. "The road to belonging in college learning communities : a case study /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3035566.
Full textAbstract:
Thesis (D. Ed.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 211-216). Also available for download via the World Wide Web; free to University of Oregon users.
25
Khuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb, and Busisiwe Goba. "A case study of a teacher professional development programme for rural teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.
Full text
26
Hans, Garelda Nicolette. "Addressing the needs of underachieving students in an extended curriculum programme." University of the Western Cape, 2014. http://hdl.handle.net/11394/5120.
Full textAbstract:
Magister Educationis - MEdThe purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The primary goals of support services in higher education are to support students holistically and reduce barriers to learning in the teaching and learning environment. One of the faculties in a South African university established a support unit to assist with the low throughput level. The academic support unit is housed in the Academic Development Department (ADD) in a faculty. The unit attempts to address the needs of underachieving students in the Extended Curriculum Programme (ECP). The thesis first identifies the challenges the ECP students are experiencing. Then, support services in the university and in the support unit are described. Thereafter, the challenges experienced by the centre of support services in the university and the support unit are illuminated. Qualitative data was gathered through individual interviews with senior management. Then, a focus group discussion with tutors who volunteer in a support unit was facilitated and lastly the staff members employed in the support unit were also interviewed individually. The thesis was able to identify the intrinsic and extrinsic barriers to learning the ECP students are experiencing. It became evident that the support services available in the university and the support unit are not sufficient to address the needs of the students. The challenges the support service centre of the university and the support unit are experiencing are twofold. The first is a lack of organisational resources that hinders service delivery, the second is a lack of skills and expertise in attain structures that limits the provision of support services.
27
Werner, Stuart C. "Influences of an integrated teaching model and selected background characteristics on developmental studies student achievement in a community college." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/29328.
Full text
28
Porterfield, Kent T. "The impact of residential life program participation on the task and lifestyle development of traditional college seniors /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988690.
Full text
29
Ahn, Seung Hee. "A study of leadership development programme for gifted primary school students in South Korea." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2178/.
Full textAbstract:
This thesis investigates leadership development in the gifted primary school students of South Korea. It ultimately aims to make suggestions toward the formulation and implementation of a model leadership gifted curriculum and programme specific to the Korean cultural and educational setting. The bases of the suggestions were assembled from three sources: literature pertaining to the relevant topics of the thesis, available leadership gifted curricula and programmes, and the perspectives of Korean gifted educators. The views of the Korean gifted teachers were investigated using mixed methods or methodological triangulation; the measurement instruments employed in this study were a tripartite questionnaire survey and complementary semi-structured interviews. Fifty Korean gifted teachers teaching at mainstream national and state primary schools, Centres for the Gifted, and specialised gifted schools partook in the questionnaire survey. Two Korean gifted teachers from mainstream state primary schools and the director of the Korean Educational Development Institute (KEDI) were interviewed to supplement the data collected through the questionnaires. The results illuminated the Korean gifted educational context and highlighted the lack and the need for leadership development for the gifted. Through the comprehensive review of the literature review, available curricula/programmes, and results of this study, final suggestions for a prospective leadership gifted curriculum and programme were made. Three main guidelines were proposed; firstly, a model of the prospective contents of leadership gifted education, named the Four Areas Leadership Model (FALM); secondly, the suggestions for the implementation of the FALM in a curriculum format; finally, the suggestions for the implementation of the FALM in a programme format. The FALM adopted the framework of Parker's (1983) Leadership Training Model, and its implementation as a programme was adapted from Renzulli's (1976, 1986) Enrichment Triad Model's implementation scheme which was considered appropriate to the Korean context.
30
Gay, Carla Jean. "Student ambassador program: Meeting a need in higher education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1685.
Full text
31
Mogashana, Disaapele Gleopadra. "The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16601.
Full textAbstract:
Includes bibliographical referencesThe interplay between structure and agency: How Academic Development Programme students 'make their way' through their undergraduate studies in engineering. This study explores and seeks to explain the ways in which a group of Academic Development Programme (ADP) students 'made their way' through their studies in engineering at the University of Cape Town. Underpinned by Bhaskar's realist philosophy of social science, the study uses Margaret Archer's morphogenetic realist social theory to explore the interaction between the university (social and cultural relations) and the students (agential relations). Data was generated through a series of three interviews with each of 12students in the fourth year of their studies and through an analysis of selected university documents. Margaret Archer's morphogenetic approach, which allows for the temporal analytical separation of structure, culture and agency, provides methodological and analytical tools to investigate interactions between their respective emergent properties. It posits that structure and culture predate the actions of agents who transform it. As such, structural and cultural emergent properties condition the situations in which agents find themselves. Furthermore, agents' personal emergent properties, such as corporate agency and reflexivity, allow them to deliberate on their courses of actions. Key to this theoretical approach is the notion that structure and culture do not act in a deterministic way; their properties can only become powers when they are activated by agents' projects. With regard to structure, it was found that the combination of a fragmented curriculum, a shortened examination period, and unfavourable examination timetables all served as potential constraints to students' projects. With regard to culture, it was found that the ideas of mainstream students and lecturers about ADP students exacerbated such ADP students' experiences of marginalisation and exception. Moreover, the study found that the mainly black student enrolment of the Academic Support Programme for Engineering in Cape Town (ASPECT) was experienced by students as racial prejudice. While the findings suggest that students thus found themselves in extremely constrained circumstances, they were also found to have exercised corporate agency and different modes of reflexivity to overcome some of their constraining circumstances. Following an analytical process of retroduction, the study suggests that the ADP, although it facilitated students' entry into the university, simultaneously positioned them within a situational logic of constraining contradiction and as such exacerbated their experiences of exception. Moreover, it is argued that, although the university has made major structural changes to accommodate students from disadvantaged educational backgrounds, the ideas that shape the ADP space perpetuate the view that these students have an educational' deficit'. In conclusion, the study suggests that higher education should reconsider the idea of separate programmes, as their inherent situational logic appears to work against some of their fundamental goals, which are to facilitate redress and to widen participation.
32
Cui, Fengqiao (Vanessa). "The 'wicked' problem of employability development in HE degree programmes : experiences, understandings and peceptions of lecturers and students." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4423/.
Full textAbstract:
For more than a decade, universities around the world have been placed with great responsibility to develop their students’ employability for political, economic and social reasons. Though many policies, research and practices have tried to address the issues and challenges employability development in HE faces, to date it remains a ‘wicked’ problem for higher education. Through a close up research framework, this study explored and examined the experiences, understandings and perceptions of lecturers, and students from two English Post 92 degree programmes, in an educational discipline, regarding employability and employability development. In order to illuminate some of the critical issues, in an attempt to understand ‘why employability development is so problematic to higher education’, this study took a reflexive phenomenological approach to look at how lecturers and students make sense of employability and employability development, through their own experiences. As well as looking at the two groups separately, it also compared their perceptions and understandings to highlight any dissonances they have, which are crucial to the complex and ‘wicked’ problem of employability development in their programmes. As lecturers and students hold diverse perspectives on employability in HE that is often in conflict, it was expected that there would be no “one size fits all” solution. In addition, this study found that employability has certainly added complexities to higher education. Certainly, it has led the students and lecturers to have complex issues within their roles and identities, in relation to employability development in their programmes and in HE in general. As such, this study reflexively examined those issues, and concludes that although employability development in HE will remain complex and ‘wicked’, through reflexive research and practices, vital issues relating to lecturers’ and students’ roles and responsibilities can be illuminated and solved.
33
Fiadeiro, Henrique Manuel Ribeiro. "Erasmus experience : the impact on employability and development of skills." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14804.
Full textAbstract:
Mestrado em Gestão de Recursos HumanosO programa Erasmus é um programa de mobilidade entre estudantes de diferentes países que tem aumentado a cada ano. Este programa proporciona aos estudantes intercâmbios em países diferentes que lhes proporcionam uma experiencia diferente tanto ao nível pessoal como profissional. Esta dissertação tem como objetivo analisar algumas das vantagens deste programa, nomeadamente ao nível da aprendizagem e enriquecimento de competências e o impacto que o programa pode ter ao nível da empregabilidade relativamente aos estudantes que o experienciaram. Para a elaboração desta dissertação, foi usado como amostra um grupo de 118 estudantes que tiveram uma experiencia Erasmus em países diversos. Este grupo foi submetido a um questionário que procura analisar as perceções que os mesmos têm ao nível do seu desenvolvimento de determinadas competências e ao nível das perspetivas de empregabilidade antes e apos o intercâmbio. Os Resultados permitem-nos concluir que uma experiência Erasmus provoca nos estudantes um impacto positivo relativamente à perceção no desenvolvimento de competências e perspetiva de empregabilidade no seu futuro, sendo estes os tópicos desenvolvidos em detalhe nesta dissertação.
The Erasmus Programme is a mobility programme between students from different countries that is increasing year by year. This Programme gives the students exchange experiences abroad which allows them to have a different personal and professional experience. This dissertation has the goal of analysing some of the advantages of these exchanges, especially regarding the improvement of competences and the impact on their future employability. Regarding the literature review and the facts already discovered, we used a sample of 118 students who already did Erasmus. This group of students filled a questionnaire which had as its main goal, to analyse the perceptions they have regarding the development of competences and perspectives of employability before and after their exchange. The results allow us to conclude that an Erasmus experience has a positive impact on the students, regarding the perception they have about the development of competences and perspectives of employability in their future, and these are the topics analysed during this dissertation.
info:eu-repo/semantics/publishedVersion
34
Escobedo, Maria T. "Innovative developmental education: Student perceptions of the Watsonville Digital Bridge Academy." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2375.
Full textAbstract:
This multiple case study investigated impact and perceptions of students enrolled in the Watson Digital Bridge Academy Foundation Course at Cabrillo College in Watsonville, California. The Watsonville Digital Bridge Academy is an innovative community college program that integrates four theoretical frameworks in student learning: self-efficacy, accelerated learning, team management, and developing a desire for learning. Students identified three crucial components of the Foundation Course as impacting their success in and desire to continue college. First, students believed the self-assessment of their team networking skills was useful during and after the Foundation Course. As part of identifying their own team interaction style, students also reported they learned to understand and appreciate differences in others. Second, students believed the Learning-to-Learn skills made them more efficient learners, able to take notes and engage with texts. Students were amazed that they had read and written so extensively, and felt they could approach other college assignments with new skills. Third, students were energized by the social research project that required them to gather data from community sources, facilitate group discussions and speak in front of others. While each of these components resulted in important skills, the combination had a remarkable impact on these students' beliefs about themselves. Students described themselves as more self-confident, more aware of their own strengths and weakness, more capable of academic success because of their reading comprehension and note-taking skills, and more motivated to continue their education. This case study confirmed much of the literature about the importance of learning to manage teamwork and applying these skills to real-life community projects. Community colleges play a large role in helping at-risk students achieve economic and social advantages. The key to student success is to ensure that for high-risk students, the transition into a college learning environment is both challenging, as well as a safe and comfortable environment. The Watsonville Digital Bridge Academy Foundation Course presents a unique model designed to help students make a seamless transition into the college environment with the goal of teaching students essential academic skills to become successful in college.
35
Nolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.
Full textAbstract:
As online graduate programs gain popularity, it has become more important to understand how students enrolled in these programs develop their professional identities. Researchers have demonstrated that there are both benefits and drawbacks to participation in blended learning programs (which incorporate in person and online instruction). It is not known how students enrolled in blended clinical psychology PhD programs experience the in-person portion of these programs and what their experiences mean for their professional identity development. This study examined the perceived impact of one part of an online clinical psychology doctoral program, the in-person classroom experiences, on the professional identity of clinical psychology trainees. Drawing from theories such as actor network theory and transactional distance theory, the current study explored how interactions between students and professors shaped professional identity. The study was qualitative phenomenological, using NVivo software to organize interview data from participants enrolled in blended doctoral programs. There were 6 participants total. A total of 8 themes were found in the data. These themes included fear, expertise, improved understanding, adjusting, growth, change, dissatisfaction, and finding support. Students valued the time spent with professors and perceived themselves to have grown after participating in in-person intensives. The themes found gleaned insight into the professional identity development of students enrolled in blended clinical psychology doctoral programs. This study has implications for how training programs for those in blended programs can be improved, thus improving the quality of patient care.
36
Niemi, Alexander M. "The optimum model for student affairs for a small Christian college." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
Full text
37
Reyes, Jennifer Rexroth 1974. "Professional development in using CPM mathematics an action research team targets teacher response to student questions /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692353211&sid=25&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
38
Harris, Miles. "Assessing the impact of developmental mathematics on college students /." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1222193732.
Full text
39
Rugira, Janvier. "Development and evaluation of a psychological well-being programme for university students in Tanzania / J. Rugira." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9695.
Full textAbstract:
The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough.
It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary.
The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure.
Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home.
According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes.
From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure.
From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure.Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.
40
Chandler, Kristie B. (Kristie Byrne). "Importance and Responsibility of Student Development Goals Among Chief Academic and Chief Student Affairs Officers." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279083/.
Full textAbstract:
The purpose of the study was to determine if there were significant differences in the perceived importance and responsibility of student development goals between chief academic officers (CAOs) and chief student affairs officers (CSAOs). The population for this study consisted of CAOs and CSAOs at liberal arts institutions located in 15 southern states.
41
Smith, Leonard Cowper. "The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11803.
Full textAbstract:
Includes abstract.Includes bibliographical references.
The case studies that make up this thesis cover the three largest academic development programmes at the University of Cape Town. A variety of statistical methods are used to estimate the effect of educational interventions in selected first- and second-year academic development courses on the academic performance of academic development students in these courses and through to graduation, relative to mainstream students. In general, research in this area in South Africa and internationally has been characterised by small sample sizes and a lack of statistical rigour. Few studies control for the range of independent variables that can affect students’ academic performance, in addition to the academic development programme or course, and the great majority ignore the sampleselection problem that arises in the selection of students for academic development and mainstream programmes. The theoretical rationale underpinning this thesis is informed by the postpositivist and evidence-based approaches to empirical investigation. Demographic, academic and other data for some 9000 students for the years 1999?2005 was obtained from the university’s data base and academic departments. Statistical techniques including multivariate analysis and propensity score matching are used in an attempt to finesse the problems associated with the use of non-experimental data as students are selected into different courses and programmes.
42
Beckett, Andrew K. "Relationship between participation in a residentially-based freshman interest group and degree attainment." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4370.
Full textAbstract:
Thesis (Ph. D.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2007) Includes bibliographical references.
43
Cassell, Donna Elizabeth. "Career development outcomes of college student involvement in out- of-class activities: a liberal arts and sciences alumni follow-up study." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53925.
Full textAbstract:
Career development theory suggests that the exploration process, an important stage of early adulthood, is facilitated by meaningful involvement in a variety of activities. This theoretical tenet is widely accepted, yet little empirical evidence exists to demonstrate the extent to which exploratory behaviors, as exhibited in undergraduate involvement in out-of-class activities, serve to enhance the career development process and, consequently, the quality of occupational choice after graduation. The purpose of this study was therefore to analyze the degree to which college student involvement in educational, work, and leisure out-of-class experiences related to career development status and three dimensions of the initial work experience-career satisfaction, career stability, and occupational mobility.
Survey data were collected from 243 liberal arts and sciences bachelor’s degree recipients in Spring of 1986 who did not pursue additional education or homemaking on a full-time basis (52.6 percent return rate). Step-wise multiple regression results demonstrated modest, yet significant, relationships between involvement in categorical and summed educational, work, and leisure activities, as well as academic factors (college major and QCA), and satisfaction in career progress, satisfaction in current employment, career stability, and occupational mobility (R-squares ranged from .01 to .18). Relatively low Differential Career Status Scores made it impossible to generate significant results for the career development status criterion. These results provided little assistance in helping to define exploratory behaviors.
In contrast, participation (a critical component of involvement) in specific undergraduate activities indicated strong, yet curious, relationships with all criteria variables when compared to those who did not participate. Interestingly, t-tests demonstrated that former students who met with career counselors, referred to career-related written materials, used computer assistance programs, and attended related seminars were less satisfied with their current employment, less stable, and more mobile. Conversely, those who were members of professional and social organizations, employed in internships, and engaged in intramural sports, and enrolled in the Cooperative Education and ROTC Programs experienced opposite results. Participation in various activities, therefore, may serve to facilitate or inhibit aspects of the career development process.Ed. D.
44
Coleman, Octavia D. Kennedy Larry DeWitt. "An analysis of the perceptions of senior and junior students regarding the effectiveness of academic advisement in a teacher education program." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633390.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.
45
Rault, Pamela Vrana. "College Leadership Programs and Citizenship Development: Preparing Students to be Agents of Social Change." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/694.
Full textAbstract:
The purpose of this study was to explore how and to what degree student involvement in a leadership program prepares them for responsible citizenship. Specifically, this multi-case investigation explored the differences between how curricular and co-curricular leadership development programs approach citizenship development. Students' perspectives and experiences were collected through interviews. Document review and interviews with program administrators were also conducted during the data collection process. A case report for each leadership development program was compiled in order to manage all raw data collected. Interviews were audio taped and transcribed for analysis. Data analysis included cross-case analysis, partially ordered meta-matrices, and the use of taxonomies. The results of the study may provide student affairs administrators with empirical based knowledge regarding student values that will offer guidance and recommendations in altering program structure in order to prepare students be active citizens in their community.
46
Nicholas, Lionel John. "The development of a university-based sex counselling programme in the age of AIDS." University of the Western Cape, 1993. http://hdl.handle.net/11394/8447.
Full textAbstract:
Philosophiae Doctor - PhDThe sexual behaviours, attitudes, beliefs and communication of 1896 black first-year university students were examined by means of a structured questionnaire for their contribution to the development of a university-based sex counselling programme. The areas of sexuality investigated included intra-familial communication about contraception and sexuality, belief in sex myths, knowledge of and myths about AIDS and the manner of acquisition of sex knowledge. The results of this study are consistent in reflecting much greater deficits in the knowledge of respondents about sexuality than encountered in the literature. Statistically significant gender differences were found for intra-familial communication about contraception, prejudice towards AIDS victims, knowledge of the modes of HIV infection, prejudice towards homosexuals, belief in myths about sexuality, age at which sex information was acquired, the preferred source of information about sexuality, attitude towards pre-marital intercourse, experience of pre-marital intercourse, belief about the acceptability of abortion, experience of pre-marital intercourse and worry about masturbation. No gender differences were found for belief in myths about high-risk AIDS infection, exposure to sex information within educational institutions and approval of sex education. The statistically significant gender differences which were found for most of the questionnaire items reflect the different sexual socialization experiences of respondents. Male and female students may therefore require counselling interventions geared to their respective needs Concern about AIDS has become central to university student sexual behaviour as well as protection against rape and sexual harassment and male responsibility for contraception. All campus counsellors will eventually experience the impact of AIDS and other sexually·transmitted diseases in their sessions with clients. Sexual harassment, rape, contraceptive failure and abortion will also increasingly impact on counselling sessions and require the university-based counsellor's involvement in broader university-wide prevention programmes as well as group based interventions. The development of a university-based sex counselling programme requires comprehensive interventions ranging from individual counselling to human sexuality courses. An awareness of the high profile sexuality problems as perceived by students, is essential for the development of preventive programmes at the group and academic class level as well as at the level of inf luencing uni versi ty policy. Knowledge of the merits of different theoretical positions and interventions for particular sexual problems is crucial for counselling intervention or referral. A systemic model of intervention for sexuality problems is proposed. The task of university-based sex counselling programmes is made more onerous by the paucity and ineffectiveness of sex information students are exposed to, the lack of sex education in the schools and the inadequate quality and degree of intrafamilial communication about sexuality. A significant proportion of respondents engage in pre-marital sexual intercourse without the benefit of adequate sex knowledge. The results of this study emphasize the need for research on the sexuality of, black South Africans, the particular vulnerabilities of first-year university students to sexuality problems and the dire need for structured sex education programmes at school as well as university.
47
Cinclair, Carol. "The Effects of Participation in a Buddy System on the Self-Concept, Academic Achievement, Attrition Rate, and Congruence Level of Community College Developmental Studies Students." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331958/.
Full textAbstract:
This dissertation sought to determine the effects of a buddy system on a student's self-concept, academic achievement, attrition rate, and congruence levels. The buddy system treatment randomly paired two students for the purposes of sharing ideas, working on assignments, getting to know each other, and supporting one another. The study included three randomly selected sections of pre-college level, developmental writing classes from the Brookhaven College of the Dallas County Community College District. Three other classes served as the control group, and one instructor taught all six sections of the course. Three instruments were used as measures of change: the Tennessee Self-Concept Scale (TSCS), designed by William H. Fitts, measured self-concept levels; the Personality and Educational Environment Scale (PEES), created by Roger Boshier, measured congruence levels; and a written paragraph measured achievement levels in English. Attrition percentages were based on the number of students enrolled during the second week of class who were not present during the sixteenth week of class. To test for significance, an analysis of covariance procedure was used on the TSCS, PEES, and written paragraph results, and a test for the difference between proportions for independent groups was used on the attrition percentages. The class sections were nested under either the experimental or the control group to identify significant differences between class sections. On the TSCS, a significance of .96 among sections and .48 between groups indicated no significant change had occurred in self-concept levels. For the PEES, a significance of .30 among sections and .75 between groups indicated no change had occurred in congruence levels. Finally, on the paragraph assessment, a significance of .87 among sections and .31 between groups showed no change had occurred in achievement levels. However, the test for significance of the difference between attrition percentages revealed that the buddy system treatment was an effective method of retention.
48
Scholtz, Zena. "Exploring the development of a mentorship programme for teachers through a reflexive democratic practice." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2127.
Full textAbstract:
Thesis (MEd (Education Policy Studies))--University of Stellenbosc, 2006.This thesis explores the possibility of developing a mentorship programme for teachers through a reflexive democratic practice in order to support student teachers at the Cape Peninsula University of Technology (Bellville Campus), when they do their internship in the host schools. It argues that critical dialogue and reflection are at the core of practices that are more democratic and that the development of a mentorship programme within the context of a community of practice holds transformative possibilities for teaching and learning. Aspects of current practice at the schools and at the academy, which may enhance or hinder the development of a reflexive democratic practice, are identified. It is hoped that a critical analysis and reflection of the research findings will contribute to the improvement of the practice teaching experience of the student teachers as well as contribute to the development of an effective mentorship programme.
49
Humphrey, Bonnie L. "The effect of learning communities on the success of developmental education students /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164513.
Full text
50
Kloppers, Magdalena Maria. "Die invloed van Feuerstein se instrumentele verrykingsprogram op die ontwikkeling van denkvaardighede by onderwysstudente / Magdalena Maria Kloppers." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2865.
Full textAbstract:
This study was undertaken in an attempt to establish the cognitive development of student teachers and to determine the impact of Feuerstein's Instrumental Enrichment programme on the development and/or improvement of the cognitive skills of student teachers. A literature study was undertaken to highlight the importance and nature of thinking abilities necessary for learning, as well as the role of Feuerstein's Instrumental Enrichment programme in this regard. Explanatory mixed method research by means of testing, as well as a narrative analysis was employed. An empirical study with a pre-experimental research design in which intervention research was incorporated was conducted over a period of twelve weeks with twenty four second-year student teachers majoring in Mathematics. The students were randomly assigned to two groups. A pretest
with the DAT-L test was administered to both groups to determine the extent of their thinking skills development. After the pre-test group 1 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks in an attempt to develop and/or improve thinking skills. After the intervention program group 1 was tested again with the DAT-L test in order to determine if the intervention programme had developed and/or improved thinking skills or not. After this, group 2 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks. After the six week period both groups were tested again with the DAT-L test to determine the impact of the intervention programme on the thinking skills of group 2 and to establish what happened to the thinking skills of group 1 during the period in which they were not exposed to the intervention. In support of the data gained through the test results, participants were requested to write up their perceptions of and experiences related to the Feuerstein Instrumental Enrichment programme in a narrative. The narratives were analysed and the results were utilized to support the data obtained with the quantitative study. Results indicated that room exists for improving the thinking skills of student teachers and that Feuerstein's Instrumental Enrichment programme possesses the latent potential to improve and develop thinking skills. The study is concluded with recommendations on how to develop and improve thinking skills.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.