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Academic literature on the topic 'Tertiary education strategy 2002'

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Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Tertiary education strategy 2002"

Zepke, Nick. "Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga." Journal of Management & Organization 15, no. 1 (March 2009): 110–21. http://dx.doi.org/10.1017/s1833367200002911.

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AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.

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Arnott, Margaret. "Governing Strategies and Education Policy: the SNP in Government, 2007–2016." Scottish Affairs 25, no. 1 (February 2016): 45–61. http://dx.doi.org/10.3366/scot.2016.0110.

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This article considers education policy under the SNP Governments from 2007–2016. It deals with aspects from primary, secondary and tertiary education. The main approach of the article is to examine the role of education policy within the broad context of SNP governing strategy. Education is treated as a key element of strategy throughout the policy period. The SNP's long-term strategic aim is independence for Scotland. The article examines ways in which governing strategy, and education policy in particular, were used by the SNP within the constraints of devolution during the period 2007–2016. The political background to that strategy changed significantly during the period. The article discusses the opportunities and challenges presented to the SNP in the context of diverging views on education and other elements of economic and social policy within the UK, particularly in the period after the 2015 General Election.

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Furness, Jane, and Judy Hunter. "Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls." New Zealand Annual Review of Education 22 (December 19, 2017): 66. http://dx.doi.org/10.26686/nzaroe.v22i0.4149.

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Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.

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Rahman, Mohammad Mosiur, and Manjet Kaur Mehar Singh. "Language ideology of English-medium instruction in higher education." English Today 36, no. 4 (August 8, 2019): 40–46. http://dx.doi.org/10.1017/s0266078419000294.

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English-medium instruction (EMI) has been perceived as a key strategy through which universities, propelled by academic, political, social and economic motives, respond to the influence of globalisation (Altbach & Knight, 2007). This has been fuelled by the fact that English, defined as the global common language, is needed to create the knowledge base in global tertiary education (Fishman, 2000). In the process, English has become the universal second language of advanced education (Brumfit, 2004), due to the value attached to the language in present times and the advantage of using the language in the existing global language order (Zhang, 2017). These motivations have contributed to the global phenomenon of English being the medium of instruction (MOI), and higher education has been the venue where EMI could be implemented more consistently (Dearden, 2014). This has resulted in the generation of a growing body of work on how universities plan their language policies (Liddicoat, 2016).

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Alonso-Soto, Daniel, and Hugo Nopo. "How do Latin American migrants in the USA stand on schooling premium? What does it reveal about education quality in their home countries?" International Journal of Manpower 39, no. 6 (September 3, 2018): 855–79. http://dx.doi.org/10.1108/ijm-06-2017-0140.

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Purpose Indicators for quality of schooling are not only relatively new in the world but also unavailable for a sizable share of the world’s population. In their absence, some proxy measures have been devised. One simple but powerful idea has been to use the schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002). The purpose of this paper is to extend this idea and compute measures for the schooling premium of immigrant workers in the USA over a span of five decades. Design/methodology/approach In this paper, the authors focus on the schooling premia for the Latin American and the Caribbean region and compare them to those of migrants from other regions, particularly from East Asia and Pacific, India, Northern Europe and Southern Europe, all relative to immigrants from former Soviet Republics. The available data allow us to measure such premia for workers who graduated from school, either at the secondary or tertiary levels, in their home countries between 1940 and 2010. Findings The results show that the schooling premia in Latin America have been steadily low throughout the whole period of analysis. The results stand after controlling for selective migration in different ways. This contradicts the popular belief in policy circles that the education quality of the region has deteriorated in recent years. In contrast, schooling premium in India shows an impressive improvement in recent decades, especially at the tertiary level. Originality/value In this paper, the authors extend the idea of computing schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002) and present comparative estimates of the evolution of schooling premia in 17 Latin American countries for both secondary and tertiary schooling levels.

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Muller, Katja, Nazim Ghouri, Lynn Walker, and Sam Philip. "Prospective observational study of referrals to hospital diabetes specialist care team (2004–2008) at a tertiary care centre." British Journal of Diabetes & Vascular Disease 11, no. 6 (November 2011): 298–303. http://dx.doi.org/10.1177/1474651411429951.

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Aims Diabetes inpatient specialist teams (DISTs) support other departments to care for people with diabetes. The aim of this study was to evaluate the role of our adult DIST to ascertain the types of patients referred, reasons for referrals and the frequency of referrals. Methods Using prospectively collected data on our adult DIST activity (patients > 14 yrs), we retrospectively analysed all referrals over a 48-month period (October 2004–October 2008). We also performed a more focused study over a two-month period obtaining more detailed information on DIST–patient interaction. Results Over the 48 months of the study, more referrals were from medical (1879, 66%) than from surgical specialties (641, 23%). Most medical referrals were from the acute medical admissions unit (411, 14.4%); the most common referral being hyperglycaemia (339, 15%). Inpatient review was the most frequent task undertaken (76% of DIST–patient interactions), which included optimisation of medication and re-review, and 15% of reviews occurred at weekends. Following an education strategy for nursing staff, referrals for hypoglycaemia decreased (27.4% in 2005, 14.7% in 2008, p=0.04 for trend). Conclusion A DIST makes important contributions to diabetes care in all major hospital departments. Evaluating referral patterns can help identify educational needs.

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Eman, El Sherief. "Augmenting Tertiary Students' Soft Skills Via Multiple Intelligences Instructional Approach: Literature Courses in Focus." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 230. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.230.

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The second half of the twentieth century is a witness to an unprecedentedly soaring increase in the number of students joining the arena of higher education(UNESCO,2001). Currently, the number of students at Saudi universities and colleges exceeds one million vis-à-vis 7000 in 1970(Royal Embassy of Saudi Arabia, Washington). Such enormous body of learners in higher education is per se diverse enough to embrace distinct learning styles, assorted repertoire of backgrounds, prior knowledge, experiences, and perspectives; at this juncture, they presumably share common aspiration which is hooking a compatible post in the labor market upon graduation, and to subsequently be capable of acting competently in a scrupulously competitive workplace environment. Bunch of potentialities and skills are patently vital for a graduate to reach such a prospect. Such bunch of skills in a conventional undergraduate paradigm of education were given no heed, being rather postponed to the post-graduation phase. The current Paper postulated tremendous merits of deploying the Multiple Intelligences theory as a project-based approach, within literature classes in higher education; a strategy geared towards reigniting students’ engagement, nurturing their critical thinking capabilities, sustaining their individualistic dispositions, molding them as inquiry-seekers, and ending up engendering life-long, autonomous learners, well-armed with the substantial skills for traversing the rigorous competition in future labor market. Keywords: Multiple intelligences, teaching Literature, motivation, autonomous learning, critical thinking.

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Cho, Jinhyun. "Campus in English or campus in shock?" English Today 28, no. 2 (May 17, 2012): 18–25. http://dx.doi.org/10.1017/s026607841200020x.

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With the acceleration of globalization, universities in East Asia are increasingly under pressure to compete internationally, and ‘internationalization’ of tertiary education in the region has topped the education reform agenda of each government (Mok & James, 2005). In an effort to join the league of world-class universities and attract international students, East Asian universities have expanded the number of English-medium lectures (EMLs) offered as part of their internationalization strategy, and no country has embraced the move more than Korea (Newsweek, February 26, 2007). As of 2010, all the classes at the Korean Advanced Institute of Science and Technology (KAIST) are conducted in English only and 93 percent of classes at the Pohang University of Science and Technology (POSTECH), the nation's two best science and engineering universities, with rates of EML averaging around 10 to 30 percent among the top 7 universities in Korea as of the first half of 2008 (Chosun Ilbo, March 10, 2008). Reforms of Korean universities characterized by the introduction of EMLs have been praised by many local as well as top international media such as theNew York Timesand theScience Magazine. Often lost amid the hype, however, are the challenges facing local students in learning complex material in English, a language which most have learned only as a foreign language and to limited levels of proficiency. This article compares opinions expressed in the mainstream media with those from university presses run by student organizations that have been most active in expanding English-medium programs by analyzing articles related to EMLs. The aim of this comparative research is to find out if there are any observable differences in views presented by these two types of print media, in an attempt to shed light on the move to EMLs in this exclusively monolingual country.

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Rymarzak, Małgorzata. "University Space Management Exemplified by Selected European Entities." Real Estate Management and Valuation 22, no. 2 (July 8, 2014): 22–29. http://dx.doi.org/10.2478/remav-2014-0014.

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Abstract The rapid changes taking place in the environment of academic institutions (market rules in tertiary education, the greater availability of university education, globalization and internationalization, emergence of knowledge-based societies) force them to adjust to the new environment and to adopt a new approach to management, (Friga, Berris, Sullivan 2003; Jajszczyk 2009; Clarysse, Mosey, Lambrecht 2009; Law, Ho 2009; Amthor, Metzger 2011; Leja 2013), as well as to competition and value creation. Due to the pressure of their environment, universities have to be more efficient, functional and effective (Antonowicz 2005; Robbins 2008). They are increasingly more and more often expected to be more effective in their work, open to the outside world, and more entrepreneurial (Keast 1995; Etzkovitz, Webster 2000; Etzkovitz 2004; Kirby 2006). Without meeting these expectations, success on the market cannot be achieved. In many renowned European universities, the strategic role of real estate as an asset creating the value of the entity has long been emphasized. This means that the effective use of space and implementation of a rational space management policy enable the entity to enhance its value and affect its economic condition (Wolski, Załęczna 2011; Konowalczuk, Ramian 2012). The existing space management expertise of foreign universities makes it possible to implement this knowledge in the process of university management in Poland. The basic goal of this paper is to present the nature of the space management process, as well as chief indicators that are used in selected European universities to assess the degree of estate utilization. In other words, space management solutions used outside of Poland will be sought, which can help to resolve the problems of many Polish tertiary institutions.

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Dissertations / Theses on the topic "Tertiary education strategy 2002"

Papadopoulou, Maria. "Tertiary education and employment : Exploring the relationship between tertiary education, employment and overqualification across the EU." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158436.

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The dominant human capital theory-based perspective that education is crucial for economic success and employment has affected national and regional policies in education and employment worldwide. The present thesis critically assesses the target for increased number of tertiary education graduates in the current EU agenda for growth and employment (Europe 2020 Strategy). This target presumes that employment is positively related with tertiary education qualifications, and that there is an increasing demand for highly educated workers in the EU labour markets. Based on Eurostat data, our findings indicate that (i) more public spending on tertiary education does not seem to be associated with higher employment rates of graduates in the EU countries; (ii) in more than half of the EU28 member states, unemployment rates are not related with increased number of graduates; (iii) in most of the remaining EU countries, the increase in graduates is associated with higher graduates’ unemployment rates; (iv) increased number of tertiary education graduates relates with higher overqualification rates in the majority of the EU countries. These results accord with previous studies which find that investment in education alone is inadequate to explain complex socio-economic phenomena, such as graduates’ employment/unemployment. Moreover, they further support previous research works, which question the proclaimed increased need for highly educated workers in the EU labour markets. This, in turn, suggests that common European policies which target at increasing horizontally the number of graduates may further deteriorate the existing problem of overqualification in the EU. Without downplaying the importance of education and skills in employment, the current thesis contemplates that the disproportionate emphasis on the role of tertiary education in employment may falsely cultivate the perception that education per se can be the main solution for unemployment. Thus, it is likely to conceal the wider socio-economic reasons that influence a person’s ability to find, secure and advance in his/her job. Last, but not least, this perspective narrows down the role of tertiary education confining it to economic and employment purposes.

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Ashcroft, Craig, and n/a. "Academics� experiences of Performance-Based Research Funding (PBRF) : governmentality and subjection." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070125.162438.

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In 2002 New Zealand�s government set out to "accelerate" the nation�s "transformation into a knowledge society" (Ministry of Education, 2002a, p. 16). Underpinning the development of this so-called 'knowledge society' was a new approach in the way tertiary education was funded. This included introducing a new contestable model of research funding called Performance-Based Research Funding (PBRF). The research reported here was conducted at a critical juncture in the ongoing development and implementation of PBRF because it captures the experiences of fifteen academics as they encounter PBRF and the Quality Evaluation exercise for the first time. Their experiences of the inaugural 2003 Quality Evaluation exercise were examined using a discourse analysis approach informed by Michel Foucault�s (1926-1984) ideas of 'subjection' and 'governmentality'. 'Subjection' occurs when individuals shape their identities by responding to the multiple discourses that are available to them at any particular time and within any historical context (Foucault, 1969). 'Governmentality' refers to a particular instrument, technique or activity that guides and shapes conduct by producing a compliant human subject capable of supporting the interests and objectives of the state (Foucault, 1994a). In the case of academics this might mean conforming to PBRF policies and practices and participating in the development and transformation of a new 'knowledge society'. In this thesis I examine the potential for PBRF to reshape and redirect the nature of research and suggest that some assessment elements of the 2003 Quality Evaluation were flawed and, as a result, a number of participants in this study were now making decisions about their research that appeared contrary to their best interests. I also investigate PBRF as a field of compliance and argue that the Quality Evaluation exercise represents a technology of government that targets the activities and practices of New Zealand�s research academics with the effect of manifesting a more docile and compliant academic subject. I then question PBRF�s impact on the career aspirations and opportunities of academics and claim that the PBRF Quality Evaluation framework has already shifted from being a mechanism for distributing funds for research to one that identifies and rewards the most 'talented' researchers via institutional appointments and promotions. Finally, I interrogate the pursuit and practice of academic freedom and argue that as a consequence of PBRF, a number of participants in this study have positioned themselves in ways that could diminish and constrain their traditional rights to academic freedom. PBRF has the potential to locate academics within a new status-driven hierarchy of professional validation whereby the Quality Evaluation exercise will purportedly measure, evaluate and reward the most 'talented' researchers and the 'best' research. In this thesis I argue that the PBRF Quality Evaluation framework operates as a form of disciplinary power exercised as part of an international trend of intensifying audit and assessment practices in higher education. In this sense, I claim that PBRF exists as an instrument of governmentality capable of constituting a new type of academic subject by significantly shifting the way academics will have to think and conduct their professional selves in relation to their work and research.

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Van, der Schyff Sedick. "Men's attitudes and responses to the Gender Equity Strategy at South African Nylon Spinner Polymer Plant (2002-2004): Implications for an education and training intervention." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study investigated the attitudes and responses of male employees to the implemention of the Gender Equity Strategy and considered the implementation for the development of a gender education and training intervention. The study investigated the initial resistance to the introduction and implementation of the Gender Equity Strategy at the Polymer Plant by male employees.

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Vobruba, Lukáš. "Kvalita vysokoškolského vzdělávání ve vybraných státech EU." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-114281.

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The aim of this thesis is to approach a meaning of quality in higher education. The education is perceived as a system where several kinds of investment are transformed into outcomes with an added value. Determining a methodology based on a correlation analysis enables the author to look for links in education systems of selected members of the European Union. These links are interpreted in order to point out the qualitative implications of potential decisions in terms of managing this system both at a central and institutional level. Approaches to quality of tertiary education are presented in order to define the means of quality assessment and selecting a policy of achieving it. The functioning principles of higher education institutions describe the institutions' structure and characteristics. These are complemented with the impact of the European Union initiatives. The properties of higher education are analysed using selected indicators which are assumed to have an influence on education quality. The reasons for their choice are explained and an enouncement of hypotheses is followed by the correlation. The analysis outputs are interpreted and contextualised in accordance to their usability for the stakeholders.

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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16443/.

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Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.

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Bateman, Douglas Richard. "Developmental education in Belize : toward a national strategy." 2009. http://hdl.handle.net/2152/11641.

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The issues and challenges for post-secondary education in Belize are many and have been exacerbated by the democratization of higher education in this young, small, developing, Caribbean nation. Improving access to tertiary education is understood as essential to the development of nations throughout the world and increasing access to higher education is an important element in regional development and integration. Despite significant growth in the tertiary education population, the Caribbean region continues to lag behind the developed world in post-secondary enrollment and Belize's enrollment of the 18-24 year old cohort is among the lowest in the region. As the tertiary system in the Caribbean has been democratized and the enrollment numbers have increased, developmental education programs have been introduced to protect the quality of college credit courses and to ensure that students are academically prepared for success at the tertiary level. This research was designed to assess the effectiveness of developmental education offered in the junior colleges of Belize and to examine student and faculty perceptions of developmental education programs in Belize. St. John's College Junior College (SJCJC), located in Belize City, and its Summer Development Program (SDP) provided the case study for this research. Since SJCJC's summer bridge program has been replicated at other junior colleges in Belize, this research contributed to understanding a national approach to developmental education. The investigator used a mixed methods approach relying on quantitative and qualitative methodologies. The research questions were: What percentage of students who enrolled in SJCJC's SDP passed the next level gateway course in the subject for which they required remediation? How does this compare with the success rate of students not enrolled in SDP courses? What percentage of students who took one or more courses in the SDP graduated within two years? How does this compare with the graduation rate of students that had not enrolled in SDP courses? What are SDP students' perceptions of the program? What are SDP faculty members' perceptions of the program? How do these perceptions relate to the effectiveness of the program as determined by research questions #1 and #2?
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Daniel, Ryan James. "Challenging the orthodoxy : an alternative strategy for the tertiary teaching of piano /." 2005. http://eprints.jcu.edu.au/25.

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Nundulall, Reetha. "Mentorship as a strategy to improve research output at tertiary institutions : case study of University of Johannesburg." Thesis, 2010. http://hdl.handle.net/10321/609.

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Submitted in fulfilment of the requirements for the Master of Technology: Public Management, Durban University of Technology, 2010.
Research production is increasingly becoming a focal point in higher education transformation. Merging of higher educational institutions has produced various challenges ranging from changing the focus from purely teaching functions to both research and teaching. While novice researchers (i.e. those that are training to become researchers) are expected to develop capacity by engaging in research through various means, the aim of capacity development is to enable young researchers (i.e. those who are developing a profile as researchers) to publish in high impact publications which attracts funding in the form of subsidy from the Department of Higher Education and Training (DoHET). The manners in which tertiary educational institutions promote research output through capacity development initiatives are important from the perspective of attracting funding. The researcher undertook this study to explore mentorship as a means to increase research output at a merged tertiary institution. A case study using a mixed method approach was adopted. The literature reviewed indicated that mentorship was popular in many fields but there is a paucity of data evident on mentorship as a means to increase research output for researchers. The researcher obtained views and perceptions from academic staff members from sample faculties with regards to an implementation of a formal research mentorship program (REMP). Semi-structured interviews with the deans of four sample faculties and analyses of institutional documentation was also undertaken to ascertain institutional and faculty support and development for research. The findings of this study are useful not only to the case study institution, but to all HE institutions, especially merged institutions and the public management sector.

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"Strategy use in advanced EFL readers: identifying and characterizing the patterns of reading strategies employed by tertiary EFL studies." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074333.

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Based on the findings, a Model of Advanced L2/FL Reading Strategies was proposed to account for strategy use of both good and weak readers, as well as the impact of text difficulty level and text type on their strategy use. The model developed appears to accommodate the complex and rich strategy use of the good and weak EFL readers in this study, and has potential for application to L2/FL readers who share more or less similar features. Finally, this dissertation discusses the theoretical and methodological significance of the study, and possible pedagogical implications to enhance students' strategy use.
The major findings indicated that good and weak readers knew and used the same strategies, and employed bottom-up strategies similarly. The key difference was the greater use of top-down strategies by good readers, which suggests that good readers are more concerned with achieving the overall meaning of the text. One surprising finding was that weak readers used metacognitive strategies more frequently. This finding can be explained in terms of the nature of monitoring activities.
The present study employed think-aloud methods to investigate the patterns of reading strategy use of good and weak advanced EFL readers and also the impact of different text types and text difficulty levels on strategy use. Eight good readers and eight weak readers read twelve texts using think-aloud techniques. The texts selected included two text types, causation and description; and two levels of text difficulty. The collected think-aloud protocols were analyzed to identify the strategies used by the participants, and to develop the Coding Scheme. The Coding Scheme developed includes forty identified strategies, classified into three categories---bottom-up, top-down, and metacognitive---according to their processing operations, which were further broken down into eleven subcategories based on their processing load and functional purposes.
The study also found that text type did not have an impact on the overall strategy use of good and weak readers, and only a slight impact on their choice of certain strategies. On the other hand, text difficulty had a strong impact on good readers' strategy use, but only a slight impact on weak readers'. This showed that good readers can flexibly adapt their wide repertoire of strategies to more difficult reading tasks but weak readers tended to read less flexibly.
Pang Soi Meng.
"August 2006."
Adviser: Peter Skehan.
Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0512.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2006.
Includes bibliographical references (p. 343-380).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
School code: 1307.

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Erasmus, Margaretha. "Transforming distance learning in South Africa with emerging technologies: the academic view." Thesis, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3057_1259064038.

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Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word &ldquo
student&rdquo
. For example: what should we really call an adult involved in life long learning? The term &ldquo
student&rdquo
seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: &ldquo
How can we improve distance learning in South Africa with emerging technologies?&rdquo

review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.

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Books on the topic "Tertiary education strategy 2002"

Social Democratic Party. Working Party on Education and Training. Tertiary education for all: A strategy for the education and training of the 16-19s. London: SDP, 1985.

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Bursary Council of South Africa. Conference. Towards a national strategy for funding tertiary education: 1993 Conference proceedings and papers. Braamfontein: The Council, 1993.

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Council, Scottish Tertiary Education Advisory. Future strategy for higher education in Scotland: Report of the Scottish Tertiary Education Advisory Council on its review of higher education in Scotland. Edinburgh: H.M.S.O., 1985.

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Dakubu, M. Information communications technology development strategy plan in the tertiary education sector in Ghana: Study project commissioned by the National Council for Tertiary Education (NCTE) and submitted to the NCTE. Accra: National Council for Tertiary Education, 2002.

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Women's World Congress (2002 Makerere University). Women's World Congress: 21st [-] 26th July 2002, Makerere University, Uganda : "Our Place" and turn-to-tea/coffee : anti-aids rural community education strategy. Jinja, Uganda: Ttabo Foundation, 2002.

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Cornwall and South Devon Education Purchasing Consortium. Library Project Steering Group. Health libraries for a new millennium: A strategy for Cornwall and South Devon, 1999 to 2002 : a report from the Library Project Steering Group of the Cornwall and South Devon Education Purchasing Consortium to NHS Executive South West. Dartmouth: Dart Publishing, for the Cornwall and South Devon Education Purchasing Consortium, 1999.

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Tertiary education sector: Research and innovation strategy. Gaborone: Tertiary Education Council, 2010.

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Unit, Sprito Playwork, ed. Quality training, quality play: The national strategy for playwork education, training and qualifications, 2002-2005. London: Playwork Unit, 2002.

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Unesco, ed. Medium-term strategy 2002-2007: Contributing to peace and human development in an era of globalization through education, the sciences, culture and communication. Paris: Unesco, 2001.

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Aleshkovskiy, I. A., G. F. Belyaeva, A. T. Gasparishvili, K. E. Ziskin, A. A. Ionov, O. V. Kruhmaleva, V. V. Lysenko, et al. The education system of a Russian region: a comprehensive analysis. Kemerovo State University, 2021. http://dx.doi.org/10.21603/978-5-8353-2648-8.

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The monograph was prepared within a project of the Vernadsky-Kuzbass Scientific and Educational Consortium. It presents a comprehensive study of the 2010–2018 education system of Kuzbass carried out by the Center for Education Development Strategy at M.V. Lomonosov Moscow State University. The study compared the education systems in Kuzbass and other regions of Russia, drawing on related statistical data and reference materials. It also involved sociological surveys to identify the attitude of educators at three levels – general secondary, secondary vocational and tertiary – to the development of the regional education system. The authors’ conclusions and recommendations became a basis for the Strategy of Education Development in Kuzbass. The book is addressed to professionals working in education, management and sociology of education, as well as those with a general interest in the problems and trends of modern education.

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Book chapters on the topic "Tertiary education strategy 2002"

Gorinski, Ruth, Cath Fraser, and Lyn Ayo. "Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education." In Teachers as Learners, 217–41. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_11.

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Papadima-Sophocleous, Salomi, Elis Kakoulli Constantinou, and Christina Nicole Giannikas. "Introduction." In Tertiary education language learning: a collection of research, 1–6. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.51.1251.

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University language centres provide language-based courses to students of all disciplines. The principal raison d’être of a university language centre is to support any number of learner types, with a variety of reasons for learning a second or foreign language at tertiary level. These may include students and staff, external partners, and members of the public as part of a wider outreach strategy (Critchley, 2015). Language centres offer credit-bearing language courses and language enhancement programmes, general education, and service learning subjects. They also offer subjects for postgraduate research students and masters programmes. Qualities of pedagogic innovation, institutional adaptability, and effective use of technology have contributed to language centres’ successful development (Ruane, 2003). Nonetheless, faculties of language centres offer more than their teaching, as many are involved in research activities...

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Kanetaki, Zoe, Constantinos Stergiou, Christos Troussas, and Cleo Sgouropoulou. "Development of an Innovative Learning Methodology Aiming to Optimise Learners’ Spatial Conception in an Online Mechanical CAD Module During COVID-19 Pandemic." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2021. http://dx.doi.org/10.3233/faia210072.

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The COVID-19 pandemic struck humanity in February 2020. Closures of educational institutions, worldwide, resulted to the creation of emergency remote teaching environments as a substitute to face to face learning. The disruption caused in the academic community has stimulated innovative learning methods within all levels of the educational sector. New parameters affecting knowledge transmission are getting involved while students follow courses apart on a common virtual learning environment. This research is based on a first-semester Mechanical Engineering CAD module in tertiary education. A learning strategy has been applied by reforming the traditional face-to-face leaning mode to a fully remote learning environment. The methods applied have been tested using statistical analysis and have shown to contribute significantly in students’ spatial perception in 2-Dimentional Drawings. The outcomes of this research reveal a novel teaching strategy that improved students’ academic achievements in CAD during the lockdown. Specific aspects can be considered sustainable on their return back to normality.

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Ayo, Charles K., and I. T. Fatudimu. "The Nigerian e-Government Strategies (NeGST)." In Handbook of Research on E-Services in the Public Sector, 93–105. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-789-3.ch009.

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Nigeria has made frantic efforts towards achieving the millennium development goals (MDGs) as spelt out in the United Nations’ Agenda for the world. A critical assessment of the e-Government strategies in Nigeria is important being responsible for 20% of the population of the entire African continent. This paper presents a review of the e-Government strategies in Nigeria; the human capital development initiatives; the information and communications technology (ICT) diffusion and e-Inclusion. The global and continental ranking of the country is presented as well as recommendations to accelerate developments towards achieving the MDGs. Findings revealed that there are ongoing efforts in Nigeria to address the issue of poverty. The various initiatives of government include: the National/State Economic Empowerment Strategies (NEEDS/SEEDS), the Vision 2020, the National e-Government Strategy (NeGST) and a well-formulated National IT policy to mention a few. The little hindrance encountered in the research is that the available data was only up to the year 2005 and 2006 in some cases. However, based on the human capital development indices such as: economic empowerment and poverty reduction, education, health, employment generation, etc, it was observed that the adult literacy level of 64.2% is satisfactory and better results are expected before 2015. The life expectancy level is constant (54 years) from 2002 to 2007, which is the one of the lowest in Africa. On school enrolment, the major problem is access and poverty. It was observed that only 25% of primary school leavers made it to the secondary school level, while about 14% of the students at this level made it to the tertiary level. Similarly, the average percentage of female enrolment in schools is 45%. The health facilities are under-funded and are grossly inadequate both in quality and quantity. There is an average of 1,700 persons per hospital bed and the ratio of physicians to the populace is about 1:6000. This calls for a state of emergency in this sector. One major sector of the economy that is experiencing a boost is the ICT and Telecoms. The sector had brought about a teledensity growth of 0.73 to 37.05 from 2001 to 2007. Consequently, Nigeria has been named the fastest growing Telecoms nation in Africa and the third in the world, with a number of direct and indirect jobs created. Similarly, the rate of Internet diffusion is encouraging bearing in mind that the level was almost nonexistent in 1999. It is obvious that Nigeria would be able to bridge the divide by 2015. Generally, there are some meaningful developments in the country arising from the various poverty eradication schemes but the resultant effect has not imparted positively on unemployment. This is the opinion of the populace and hence the need for government to restrategize, otherwise, fulfilling MDGs by 2015 may not be realistic.

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Sutphen, Aminah A. "Investigating Scaffolding Writing Instruction." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, 169–96. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch011.

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Throughout the Arabian Gulf and beyond, higher education students face the challenge of learning to write academic essays in English though possessing limited ability in the language. Scaffolding writing techniques provide support for them as they learn about essay structure while working within their Zone of Proximal Development (i.e. in the metaphorical space between what learners can accomplish unassisted and what they cannot do on their own). This chapter discusses the results of classroom research on how scaffolding writing instruction in English affected tertiary student writing outcomes in the Sultanate of Oman. Instructional techniques used in the study, which include aspects of the Hammond and Gibbons (2005) macro and micro ESL scaffolding model, as well as modeling and collaborative writing, are discussed in detail. The results of the study found that using scaffolding writing techniques revived students' forgotten knowledge of essay structure during approximately ten hours of instruction. In addition, data showed that students favored this instructional strategy.

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Delgado, Jose Ernesto Rangel, and Antonina Ivanova Boncheva. "Higher Education and Employment." In Advances in Business Strategy and Competitive Advantage, 132–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2779-5.ch007.

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The articulation of higher education and employment acquires special relevance due to its impact to the youth labor market. Some of the tendencies in the Mexican economy during the sixties and seventies and the beginning of the eighties until the 21st century are the following: the expansion of educational coverage, the urbanization of development and labor market, as well as the middle-class consolidation and graduate exclusion of the labor market. These factors oriented the higher education predominantly to human resources generation, firstly, for the industrial sector and, secondly, for the tertiary sector of the knowledge society with a large unemployment and underemployment of graduates.

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deHaan, Jonathan, and Neil H. Johnson. "Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning." In Educational Stages and Interactive Learning, 306–30. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch018.

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The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students’ oral communication development. Technical and pedagogical recommendations are offered.

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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

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deHaan, Jonathan, and Neil H. Johnson. "Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning." In Cross-Cultural Interaction, 699–723. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch040.

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The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students' oral communication development. Technical and pedagogical recommendations are offered.

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"The NCHE and the Other Tertiary Institutions (OTIs)." In The National Council for Higher Education and the Growth of the University Sub-sector in Uganda, 2002-2012, 187–94. CODESRIA, 2016. http://dx.doi.org/10.2307/j.ctvh8r20f.24.

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Conference papers on the topic "Tertiary education strategy 2002"

Zakaria, Ghaith, and Sonia Wilkie. "Applications for virtual reality experiences in tertiary education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0139.

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Providing authentic learning experiences is a stellar teaching and learning strategy to prepare students for their future careers. They cultivate and enhance students learning by providing hands- on, experiential learning opportunities. However, incorporating such activities can be challenging, logistically complicated and may encapsulate hazardous situations and safety concerns. When these challenges arise, Virtual and Augmented Reality can offer learning experiences to supplement the curriculum, and optimise the valuable time spent on location. This paper provides an overview of different pedagogical applications to incorporate virtual experiences, namely Virtual experiences to supplement and optimise real-world experiences; Simulations and virtual tours for inaccessible or remote locations; First-person point-of-view; and Virtual scenarios for dangerous situations, which is supported with examples of activities used in higher education.

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Richardson, Tony. "The New Tertiary Model and Its Low-Level Impact." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2564.

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There have been many articles written which describe the changing financial environment currently faced by tertiary institutions. In New Zealand our Universities and Polytechnics have faced a gradual per-student reduction in government funding over the past decade and, despite the public utterances of ministers of education, there is little evidence that this is anything but a continuing trend. This has pushed institutions towards the so-called “commercialisation of the education sector”. It means greater efficiencies in the delivery of courses, greater emphasis on the marketing of popular courses and reductions in the numbers of general and academic staff. The dreaded word “restructuring” has begun to be whispered in the corridors and staff lounges of Universities, a state akin to the whisperings of “downsizing” and “core business concentration” among the true corporates of our economies. Interestingly, this shift in tertiary institution modeling at the macro level has been reflected down at the micro level of individual courses and assessments and it is this low level change which has prompted this paper.

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Marsh, Cecille. "Strategic Knowledge of Computer Applications: The Key to Efficient Computer Use." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3094.

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There are many initiatives to train people in using Information and Communication Technology but several international studies have shown that despite adequate computing experience, many users do not make efficient use of computer applications. This may be caused by a lack of strategic knowledge that is difficult to acquire just by knowing how to use commands. Research by Bhavnani and others indicates that the efficient use of computers requires task decomposition strategies that exploit the capabilities offered by computer applications, and they maintain that these general strategies can in fact be built into an instructional framework. The researcher replicated Bhavnani’s work with technologically disadvantaged South African tertiary students in order to ascertain whether the instructional framework was effective for students with very different backgrounds, and also to ascertain whether it was sufficiently robust to be successfully implemented at a distance from the original designers. Transfer of strategic knowledge across computer applications was also investigated. An experimental research design was followed with experimental and control groups of Engineering students. The results showed that several of the students could be taught to recognize and exploit strategic knowledge. It is also apparent that the command instruction given to the control group was not sufficient for them to acquire such strategic knowledge. The results also indicated some transfer of strategic knowledge across the applications.

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Parr, Sharon. "Organising Information And Procedures For Effective Communication Across Multinational Campuses." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2554.

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The Faculty of Informatics and Communication at Central Queensland University (CQU) is well known for providing a quality product and service to its customers. CQU’s central campus is located in Rockhampton. CQU operates within a complex tertiary environment, and offers its programs and courses from a multitude of campuses around the world. The organization of information and procedures that define the way in which the Faculty does business is a complicated process that requires a high level of interaction between staff and associated partners. Communicating through email is convenient; however, it can be ineffective if it is not understood correctly and completely at the receiving end. This paper presents an overview of how the Faculty of Informatics and Communication operates in a complicated tertiary environment and how it uses different communication tools to effectively coordinate the delivery of its educational product and is able to build relationships with remote campuses.

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V. Ramani, K., and T. S. Lakhia. "e-Governance for Municipal Hospitals: Subsidy Vs Quality of Healthcare Services." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2561.

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Ahmedabad Municipal Corporation (AMC) in the state of Gujarat, India looks after the basic needs of its four million citizens. AMC offers primary, secondary, and tertiary healthcare services at subsidized rates. The load on AMC tertiary healthcare hospitals has been increasing rapidly, stretching the hospital resources beyond limits. Insufficient resources at these hospitals call for increased allocation of AMC funds to provide a satisfactory level of service. However, AMC is unable to allocate a larger share of its finances to the health sector owing to similar demand from other sectors. AMC authorities are therefore concerned about their ability to offer quality healthcare services at subsidized rates. In this paper, we describe a few e-Gov. applications to address and resolve the issues related to costs, revenues, subsidy, and the quality of services, so that AMC can meet its social obligations in the health sector satisfactorily. Some of our recommendations have been already implemented, while others are under consideration.

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Wilson, Vicky. "Lessons in Reality: Teaching Project Management, Professionalism and Ethics to Third Year IT Students." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2588.

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It is widely accepted amongst tertiary educators that IT students need first hand experience of working in teams and in managing projects if they are to be effective in the workplace. In 2001 the School of Computer and Information Science at Edith Cowan University undertook a major restructure of its courses that resulted in the development of eight ‘core’ units that are taught in a range of courses across the School. One of these was a third-year unit called ‘Project Management, Professionalism and Ethics’. This case study documents the research that was undertaken to determine the unit content and its subsequent development and delivery. It discusses the formal and informal feedback received from students and staff after its delivery in semester 2, 2001 and what will be done to develop the unit into a fully integrated online ‘situated learning’ experience.

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Monday, Ann. "A Strategy for Developing End-user Developers: ‘I Thought I Hated Every Minute of It, But I Learnt Such a Lot’." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2540.

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A continuing challenge for university lecturers is to develop successful programs that challenge students whilst at the same time responding to a ‘customer’ driven market place. In 2000, two new courses were introduced into a business degree program as a result of feedback from past and present students and the business community. These courses aimed to explore the wider issues of end-users developing small-scale applications to support their role at work whilst possessing a limited skill set in applications development. In each year (2000 and 2001) a different approach was adopted. This paper reflects upon the teaching of these two courses over the two-year period, the responses of students to the different approaches and the extent to which the learning outcomes were achieved.

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Ankomah, Paul, and Trent Larson. "VIRTUAL COMMUNITY AS A STRATEGY FOR SKILLS DEVELOPMENT: THE CASE FOR DIASPORA GHANAIAN FACULTY ASSISTING TERTIARY INSTITUTIONS IN THE CENTRAL REGION OF GHANA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0349.

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J. Beirne, Thomas, H. David Brecht, and Eugene Sauls. "Using the Web to Serve Students as Information Clients." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2440.

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This paper presents an information-client strategy for an academic department’s use of the web. The goals of this strategy are to maintain the department’s range of course offerings in the face of low enrollments and budget constraints, serve different student constituencies, and engage faculty who have diverse web-capabilities and interests in web-sites and web courses. The paper illustrates web-delivery technology that is currently available rather than develop advances in web course or web site methods. Our discussion is based on our experience as accounting educators at a state-supported, commuter campus. We explain the intent of our academic department’s web pages and assess their effectiveness. The paper is developed from the perspective of a Business School’s Accounting Department that primarily teaches Accounting students. It deals with issues and IT capabilities representative of a non-information-technology faculty and non-IT-focused students.

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K. Murphy, Catherine. "Student Content Analysis of Business News Coverage." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2544.

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Content analysis of media coverage provided a setting for group work, critical thinking, research, and data analysis. The analysis was motivated by a series of news stories that had damaged the reputation of the local community. The question was whether local news coverage was negative toward the business community. A business class addressed the problem and found that articles that business would view as favorable predominated. Based on their research, the class formulated a public relations strategy. Although this setting is a business class, content analysis of news media would work in other classes that emphasize critical thinking and problem solving.

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