Academic literature on the topic 'Universities and colleges Graduate work Zambia'
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Journal articles on the topic "Universities and colleges Graduate work Zambia"
Fatima, Jabeen, and Muhammad Naseer Ud Din. "Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 29. http://dx.doi.org/10.19030/cier.v3i12.921.
Full textEcton, Walter G., Carolyn J. Heinrich, and Celeste K. Carruthers. "Earning to Learn: Working While Enrolled in Tennessee Colleges and Universities." AERA Open 9 (January 2023): 233285842211404. http://dx.doi.org/10.1177/23328584221140410.
Full textMeans, Jennifer. "Academic Preparation for the School-Based SLP: A National Survey." Perspectives on School-Based Issues 10, no. 3 (October 2009): 96–100. http://dx.doi.org/10.1044/sbi10.3.96.
Full textMcCutcheon, Jessica M., and Melanie A. Morrison. "It’s “like walking on broken glass”: Pan-Canadian reflections on work–family conflict from psychology women faculty and graduate students." Feminism & Psychology 28, no. 2 (November 20, 2017): 231–52. http://dx.doi.org/10.1177/0959353517739641.
Full textYang, Fen. "Resource Collection Algorithm for Entrepreneurship and Employment Education in Universities Based on Data Mining." Mobile Information Systems 2022 (April 12, 2022): 1–10. http://dx.doi.org/10.1155/2022/6038255.
Full textSinuraya, Junus, and Friendly. "Classification of Graduate Profiles Based on Graduate Tracer Study Using Algorithm Naive Bayes Classifier." Jurnal Teknovasi 7, no. 02 (October 1, 2020): 59–68. http://dx.doi.org/10.55445/jt.v7i02.17.
Full textPhillips, John R. "Of Promise and Peril: Doctoral Study in Public Administration in the 21st Century." Public Voices 12, no. 2 (November 23, 2016): 73. http://dx.doi.org/10.22140/pv.87.
Full textMwelwa, Kapambwe, and Ailwei S. "Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills Amongst Graduating Students in Selected Social Science Degree Programmes in Zambia." International Journal of Educational Methodology 7, no. 4 (November 15, 2021): 649–68. http://dx.doi.org/10.12973/ijem.7.4.649.
Full textZhao, Hui Qin, and Hong Wang. "How to Do Well Graduate Employment of Colleges and Universities under the Low Carbon Economy Environment." Advanced Materials Research 573-574 (October 2012): 821–25. http://dx.doi.org/10.4028/www.scientific.net/amr.573-574.821.
Full textLin, Feng. "Research on Employment Data Mining for Higher Vocational Graduates." Applied Mechanics and Materials 686 (October 2014): 290–94. http://dx.doi.org/10.4028/www.scientific.net/amm.686.290.
Full textDissertations / Theses on the topic "Universities and colleges Graduate work Zambia"
Pallow, Richard Brian. "Graduate Advisor System." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2917.
Full textBarnett, Nicole C. "Higher education as a field of study at historically black colleges and universities." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1378143.
Full textDepartment of Educational Studies
Dison, Arona. "Research capacity development of individuals at three South African university research centres." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7177_1253849279.
Full textIn South Africa, there has been recognition of the need for increasing research capacity at South African universities and within the national science system. Furthermore there has been a need to address imbalances in the racial and gender profile of researchers. There has been a growth of application-oriented, multidisciplinary research centres at South African universities in response to changing national and international knowledge contexts. Many research centres have a research capacity development component and run postgraduate programmes in collaboration with academic departments. This it was relevant to investigate what types of contexts these centres provide for research capacity development and postgraduate education. In this study, individual research capacity development was examined as a process of identity formation and socialisation through social, organisational and epistemological lenses.
Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.
Full textBurdsall, Tina Dawn Lillian. "Do I Really Belong Here? : The Effects of Difference in Paths Through Higher Education on Graduate Student Perception on Legitimacy." PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/2926.
Full textNag, Anindita. "Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.
Full textWan, Chang Da. "An exploratory study of the educational processes of the PhD." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:b630c066-ff2a-4c53-8ca6-1e9ebdf78856.
Full textStephenson, Sandra Lisa. "Master's Degree studies at Rhodes University : access and postgraduate readiness." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011783.
Full textSmith, Sherwood E. "The experience of African-American faculty in adult education graduate programs." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027091.
Full textDepartment of Educational Leadership
Hunter, Maryke. "Postgraduate studies at the University of Stellenbosch : an exploration of students' perceptions." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53007.
Full textENGLISH ABSTRACT: Changing circumstances and new initiatives have made it necessary for Higher Education institutions to reflect on all aspects of their teaching portfolios. Recent global and national trends have had numerous implications for different aspects of the university as an entity, which in turn have important implications for teaching, and particularly postgraduate teaching. The need for greater transparency and efficiency is forcing universities into discussions around facing these challenges. The overarching aims of this study were twofold: firstly, to identify historical and current tendencies and patterns in postgraduate studies at the University of Stellenbosch and secondly, to determine the enabling and constraining factors relating to postgraduate studies at the University of Stellenbosch. It was decided to focus on both completed postgraduate students (years 1991 - 1999) as well as current postgraduate students (year 2000). Furthermore, "postgraduate" was defined as relating to all Master's and Doctoral students at the University of Stellenbosch. The empirical research for this study included three components. Firstly, two postal surveys were carried out at the University of Stellenbosch in 2000 in order to explore a representative sample of postgraduate students' attitudes and perceptions. Secondly, a secondary data analysis of existing data on the University database for postgraduate students was carried out in order to do an estimate of success- and follow through rates. Finally, interviews were conducted with coordinators of four postgraduate programmes at different departments in the Faculty of Arts at the University of Stellenbosch. Results show that the nature of postgraduate studies at the University follows the same form of dynamics, diversity and complexity that characterizes postgraduate studies worldwide. Although there has been an exceptional increase in the number of postgraduate students over the past decade, completion rates have stayed the same. This increase in numbers places enormous additional administrative, academic and managerial demands on the University. Although postgraduate students (both completed and current students) seem to have a general positive perception of the University, its academic and administrative services as well as the quality of postgraduate supervision, there are certain aspects that can still be improved upon. For example: the University has to realize that although the completion rates of postgraduate students have reasonably stayed the same over the last decade, the number of students who did not complete increased with almost 50%. The University has to put structures in place in order to cope with the increasing demands these students are placing on administration, departments and supervisors. Also, although it seems as if the University are open to the trends in higher education, they are not totally geared for part-time and non-resldentlal students. All four programmes in the Arts Faculty were initiated by individual academics within the departments. In terms of managing postgraduate students within departments, it seems that greater standardization regarding aspects of admission, administrative support, requirements for research proposals, examination and guidelines for the research components are needed. Supervisors and students both need to know what is expected from them. In terms of the supervisory process, supervisors must have guidelines in terms of what their responsibilities are and they have to realize the importance of their task. Students need to be informed about their rights and the whole process of postgraduate studies. Overall, it is the responsibility of the University, together with its postgraduate students and supervisors to ensure that the process of postgraduate studies is characterized by success, effectiveness and efficiency.
AFRIKAANSE OPSOMMING: Veranderende omstandighede en nuwe beleldsmaatreels maak dit noodsaaklik dat Hoer Onderwysinrigtings deurentyd besin oor aile aspekte van hul missies en funksies. Resente globale en nasionale tendense het verreikende implikasies vir verskeie aspekte van die universiteitswese, waarvan die gevolge vir die onderrigtaak, en in besonder nagraadse onderrig, van besondere belang is. Oproepe tot deursigtigheid, gekoppel aan die imperatief tot doeltreffendheid, is alles faktore wat universiteite tot besinning dwing. Die doel van hierdie studie was om die historiese en huidige tendense en patrone in nagraadse studie aan die Universiteit van Stellenbosch te skets asook om vas te stel wat is die bemiddelende en belemmerende faktore wat nagraadse studie by die Universiteit kenmerk. Daar is besluit om te fokus op beide afgestudeerde studente (vanaf 1991 tot 1999) asook huidige studente (ingeskryf in die jaar 2000). Verder is "nagraads" gedefinieer as verwysende na aile meesters en doktorale studente by die Universiteit van Stellenbosch. Die empiriese navorsing vir hierdie studie bestaan uit drie komponente. Eerstens is twee posopnames in 2000 uitgevoer om "n verteenwoordigende steekproef van nagraadse studente aan die Universiteit se persepsies rakende hul nagraadse studie te toets. Verder is daar "n sekondere analise uitgevoer van bestaande data op die Universiteit se databasis vir nagraadse studente spesifiek met die doel om sukses- en deurvloeikoerse van nagraadse studente te bepaal. Laastens is onderhoude gevoer met koordineerders van vier nagraadse programme aan verskillende departemente binne die Fakulteit Lettere en Wysbegeerte. Die resultate toon dat die aard van nagraadse studie aan die Universiteit van Stellenbosch dieselfde mate van dinamika, toenemende diversiteit en gepaardgaande kompleksiteit weerspleel as wat nagraadse studies wereldwyd kenmerk. Alhoewel daar "n buitengewone toename in nagraadse studentegetalle aan die Universiteit oor die afgelope dekade was, het die voltooiingskoerse van studente dieselfde gebly. Hierdie toename in getalle plaas geweldige ekstra administratiewe, akademiese en bedryfseise aan die Universiteit. Alhoewel nagraadse studente (beide afgestudeerd sowel as huidig) in die algemeen "n positiewe persepsie van die Universiteit, sy akadernlese en administratiewe dienste, sowel as die kwaliteit van nagraadse studieleiding blyk te he, is daar enkele sake waarop verbeter kan word. 50 byvoorbeeld moet die Universiteit besef dat alhoewel voltooiingskoerse konstant gebly het, het die getal van nagraadse studente wat nie voltooi nie, met ongeveer 50% gestyg. Die Universiteit moet strukture in plek stel om te kan voldoen aan die toenemende eise wat sy nagraadse studente aan administrasie, departemente en studieleiers stel. Alhoewel die Universiteit oop blyk te wees vir nuwe tendense in hoer onderwys, blyk dit dat hy nog nie heeltemal gerat is vir deeltydse studente en nle-resldenslele studente nie. AI vier die programme in die Fakulteit Lettere en Wysbegeerte het ontwikkel uit individuele akademici binne departemente. In terme van die bestuur van nagraadse studente binne departemente, is groter standardisasie van aspekte rakende toelating, administratiewe ondersteuning, vereistes rondom navorsingsvoorstelle, eksaminering en riglyne vir die navorsingskomponent van nagraadse studies nodig. Beide studieleiers en studente moet besef wat van hulle verwag word. In terme van die proses van studieleiding, moet studieleiers oor riglyne beskik van hulle verantwoordelikhede en verder moet die belangrikheid van die taak besef word. 5tudente moet ingelig word oor hulle regte en die proses van nagraadse studie. Die Universiteit, tesame met sy nagraadse studente en studieleiers, moet verseker dat die proses van nagraadse studies gekenmerk word deur sukses, effektiwiteit en doeltreffendheid.
Books on the topic "Universities and colleges Graduate work Zambia"
Kidwell, Clare Sue. Graduate school and you: A guide for prospective graduate students. Washington, D.C: Council of Graduate Schools, 1989.
Find full textMaresi, Nerad, June Raymond, and Miller Debra Sands, eds. Graduate education in the United States. New York: Garland Pub., 1997.
Find full text1938-, Kimmel Isabel, ed. The graduate grind: A critical look at graduate education. New York: Falmer Press, 2000.
Find full textBoard, Graduate Record Examinations. Directory of graduate programs. Princeton, N.J: Educational Testing Service, 1985.
Find full textRossman, Mark H. Negotiating graduate school: A guide for graduate students. Thousand Oaks, Calif: Sage Publications, 1995.
Find full textNegotiating graduate school: A guide for graduate students. 2nd ed. Thousand Oaks, Ca: Sage Publications, 2002.
Find full textCouncil of Graduate Schools in the United States. Global perspectives on graduate education: Proceedings of the strategic leaders global summit on graduate education. Washington, D.C: Council of Graduate Schools, 2008.
Find full textGlobal perspectives on graduate education: Proceedings of the strategic leaders global summit on graduate education. Washington, D.C: Council of Graduate Schools, 2008.
Find full textCollaborative futures: Critical reflections on publicly active graduate education. Syracuse, New York: The Graduate School Press, Syracuse University, 2012.
Find full textKrivoruchenko, Vladimir Konstantinovich. Sistema podgotovki doktorov i kandidatov nauk v Rossii: Istorii︠a︡ i sovremennostʹ. Moskva: Nat︠s︡ionalʹnyĭ in-t biznesa, 2008.
Find full textBook chapters on the topic "Universities and colleges Graduate work Zambia"
Palfreyman, David, and Paul Temple. "5. Students: getting in, getting on, getting out." In Universities and Colleges: A Very Short Introduction, 78–96. Oxford University Press, 2017. http://dx.doi.org/10.1093/actrade/9780198766131.003.0005.
Full textBurrell, Darrell Norman, Calvin Nobles, Maurice Dawson, Eugene J. M. Lewis, S. Raschid Muller, Kevin Richardson, and Amalisha S. Aridi. "Innovative Legitimate Non-Traditional Doctorate Programs in Cybersecurity, Engineering, and Technology." In Applications of Machine Learning and Deep Learning for Privacy and Cybersecurity, 175–88. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9430-8.ch009.
Full textGillum, J. Barton, Nicole DeVaul, and Souheil Ghannouchi. "Post-Baccalaureate Pre-Medicine Programs." In Advances in Medical Education, Research, and Ethics, 139–54. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9617-3.ch008.
Full textScaff, Lawrence A. "The Discovery of the Author." In Max Weber in America. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691147796.003.0012.
Full textEpler, Pam. "Dual Licensure Programs." In Collaborative Models and Frameworks for Inclusive Educator Preparation Programs, 150–64. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3443-7.ch009.
Full textGirardi, Tamara. "New Creative Writing “Classroom”." In Critical Examinations of Distance Education Transformation across Disciplines, 1–14. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch001.
Full textHeft, James L. "Campus Ministry and Academics." In The Future of Catholic Higher Education, 203–16. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568880.003.0015.
Full textPierce, Susan Resneck. "The Importance of Mission." In Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.003.0005.
Full textFreeland, Richard M. "Evolution of the College-centered University: Tufts and Brandeis, 1945–1970." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0011.
Full textConference papers on the topic "Universities and colleges Graduate work Zambia"
Wei, Yuan. "The training of researchers in the use of statistics in China." In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00404.
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