Dissertations / Theses: 'Universities and colleges Graduate work Zambia'

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Pallow, Richard Brian. "Graduate Advisor System." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2917.

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The purpose of this project is to update the architecture and design of the California State University San Bernardino Graduate Advisor System. This system allows potential students into the Master of Science degree program in Computer Science to complete their application online.

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Barnett, 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.

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Higher education as a field of study has an extensive history in the United States of America. However, regrettably, this history has segments working in obscurity. One such segment was the work of graduate programs in the field of higher education at Historically Black Colleges and Universities (HBCUs). The purpose of this study was to trace the program development of graduate certificate, concentration, and degree programs in the field of higher education at HBCUs. This study was driven by one research question. What is the history of higher education as a field of study at Historically Black Colleges and Universities?This investigation unearthed eight universities confirmed to have held, or currently hold, the nine graduate programs in the field of higher education at HBCUs. The eight universities listed chronologically by inception of their graduate programs in the field of higher education were Tuskegee University (1965), Texas Southern University (1974), Alabama Agricultural and Mechanical University (1980), Hampton University (1980s), Grambling State University (1986), Tennessee State University (1998), Morgan State University (1998/1999 & 2001), and Jackson State University (2004).This study used a blended research design. A historical organizational case study (Bogdan & Biklen, 2003) and a multi-case study (Bogdan & Biklen, 2003) were blended into what proceeded as a historical organizational multi-case study. Additionally, grounded theory methodology was used to detail what drove the development of those graduate programs in the field of higher education at HBCUs.Findings of the study revealed that graduate program development in the field of higher education at HBCUs generally began with internal and/or external overtures with the purpose of developing a current body of practitioners with specialized knowledge in the areas of student personnel, as managers and higher education leaders. Key individuals were typically recruited to write or initiate the programs with the major market being the immediate geographic area; but as programs developed, their markets expanded. Some of the consequences of delivering these established programs were being both visible and vulnerable, although the programs had an opportunity to serve as resources to their institutions and other communities.
Department of Educational Studies

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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.

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In 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.

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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.

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Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.

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Burdsall, 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.

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Why do some master's level students feel confident in completing their programs and some do not? Why do some feel connected to their department and some do not? Why do some feel legitimate as graduate students and some do not? This research proposes that there may be differences in how master's students understand the graduate student role based on whether they went directly from high-school through their bachelor's to their master's, or if they took time off between their bachelor's and master's program. This thesis used in-depth interviews with twelve second-year master's students at Portland State University to explore these questions: six with students who had a linear trajectory through higher education and six with students who had a break after completing their bachelor's and before returning for their master's (broken trajectory students). Students from both groups began their programs with questions about their ability to perform at a master's level. Broken trajectory students were more likely to have thought through their chances of success and entered their programs 'knowing' that they would successfully co~plete the programs even when they questioned their academic abilities. Students from both groups overall felt a progressive increase in feelings of connection to their departments. The linear trajectory students entered their programs with some established feelings of connection with other graduate students. The broken trajectory students did not have these established connections, but desired connection with other serious students. Overall, students from both groups experienced increased feelings of legitimacy as graduate students, but the criteria by which they judged their legitimacy differed between groups. Linear trajectory students used academic ability as a primary measure of legitimacy, where broken trajectory students used having a clear understanding of why they were in graduate school as the standard to determine whether they "belonged in college." The two groups also differed in the source of their student role standard: broken trajectory students used professors as their role reference group, whereas the linear trajectory students used peers and undergraduate students. This thesis closes with a discussion of the implications of this research for theory, programs, and current models of persistence.

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Nag, 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.

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Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.

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Wan, 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.

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There has been a significant increase in the numbers of students undertaking doctoral study over the last 20-30 years. This means that the PhD is no longer solely an elite degree designed to prepare graduates for an academic career. Instead, emphasis has increasingly been placed on the role of the PhD in producing 'advanced knowledge workers' who are expected to make a contribution to the production of knowledge in a knowledge-driven economy. This has led to an increased focus on the educational dimension of the PhD and the educational processes involved in developing students to become researchers in a range of contexts. However, the educational processes involved in the PhD are complex and differ across higher education systems, institutions and disciplines. They include formal and informal activities and involve a large number of actors with different expectations about the aims and outcomes. This study aims to gain an in-depth understanding of the educational processes of the PhD by exploring the complexity underlying these processes. The research was based on case studies in six departments. The case studies focused on the PhD processes of the six departments from three disciplines in four higher education institutions in England. Interviews with PhD Programme Directors, supervisors and students were complemented by analysis of institutional and departmental documents. The research was guided by a multi-level framework to examine the institutional, departmental, interpersonal and individual levels, and the inter-relatedness between levels. As such rich narratives provide insight into factors such as the PhD thesis and its influence on the supervisory relationship, formal initiatives such as assessment and coursework, and the Skills Training Programme and its underlying notion of employability. Three forms of complexity were identified. The first relates to the fact that the educational processes are individualistic in nature, and there is a need to understand the influences of the personal, social, educational and professional domains of the individual students and supervisors independently and collectively in shaping these complex processes. The second underlines the tensions and potential contradictions within and between actors as a result of the interpretation and implementation of these processes across the four levels. The third concerns a tension between the need for these processes to remain individualistic and the pressure for departments and institutions to provide standardised processes for all students. By identifying and gaining a greater understanding of these complexities, this research contributes to a more comprehensive understanding of the educational processes of the PhD based on grounded empirical evidence. This understanding is important in developments for enhancing the quality of PhD education, and in developing programmes which support students to become researchers in a range of different employment contexts.

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Stephenson, Sandra Lisa. "Master's Degree studies at Rhodes University : access and postgraduate readiness." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011783.

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This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in 1904, over the ten year period 1999-2008. It also sought to capture the essence of 'postgraduate readiness': the generic (non-certificated) attributes which academics expect graduates to possess in order to undertake Master's degree study. While the majority of students enter Master's level via the formal route (which at Rhodes is an Honours or 4-year bachelor's degree), a significant number are admitted based on the recognition of prior learning (RPL), a practice which is encouraged in South African higher education national policy as a means of widening access and also of acknowledging that learning can take place in ways other than 'formally'. The findings show that while RPL is well defined nationally at the undergraduate level, the concept of RPL at the postgraduate level is vague and largely left to institutional discretion. No national, and few institutional, guidelines are available on which to base the assessment of potential Master's degree students who do not have Honours degrees. Interviews with Deans, supervisors and policy makers at Rhodes indicated that while there is institutional support for admitting alternative access candidates, there is a general perception of deficit compared to those entering the Master's with formal qualifications. However, the statistical findings showed no significant difference in success rates or time taken to completion between students with and without Honours degrees. In addition, comments from supervisors with extensive experience of alternative access students praised the diversity and rich life experience which such students brought to their studies and their peers. The study concludes that an institutional culture characterized by resistance to change, risk and externally imposed regulations at Rhodes has resulted in weak implementation of the University's RPL policy, little marketing or publicizing of alternative access routes to postgraduate study, and low numbers of RPL enrolments at the Master's level. A framework for the assessment of potential Master's candidates - both RPL and formal admissions - for use at Rhodes University and potentially also at other higher education institutions, is proposed in conclusion.

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Smith, Sherwood E. "The experience of African-American faculty in adult education graduate programs." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027091.

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The current data (Otuya, 1994) show that African-Americans represent less than two percent of the male full professors and less than seven percent of the female full professors. "Demographicchanges provide compelling reasons for increasing concern about the continuing under-representation of ethnic and racial minorities in adult and continuing education programs"(Ross-Gordon, 1990; p. 13).The purpose of my research was to investigate the frustrations and rewards of African-American faculty (AAF) in Adult Education programs of graduate study. Adult educators were defined as fulltime graduate faculty teaching in adult education programs. Individual semi-structured telephone interviews were used to gather the evidence from the total population of eight individuals. Resumes served as further sources of evidence. Domain analysis was used to organize the evidence. The information serves to aid in the retention and tenuring of more African-Americans and informing non-African-American faculty. The evidence collected showed the experience of AAF to have important themes on frustrations and rewards:1.Lack of senior faculty who share their research interests or as specific role models within the field and institution,2.Committee and student involvement expectations that were perceived as different for AAF then their White peers3.Daily challenges to their knowledge by students and peers were presented in the conversation as events during which "people tried to dismiss or diminish them." Success in meeting these challenges was often a validating experience for AAF4. The positive feelings of seeing their students succeed5. Being true to the African-American community, their family, their personal values and God was important to AAF.The research indicated that African-Americans as faculty experienced a wide range of frustrations and rewards. For these AAF the frustrations and rewards did not cause them to leave the profession. Many of the frustrations presented were items that could be address by the employing universities. Many of the rewards were perceived as not receiving sufficient recognition in the tenure or professional development processes and both internal and external frustrations and rewards were important to these AAF.
Department of Educational Leadership

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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.

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Thesis (MPhil)--University of Stellenbosch,2002.
ENGLISH 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.

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Reagon, Renee Anne. "Competencies required by South African, entry-level, library and information science graduates." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.

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

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

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Jack, Andrew S. "Tassel flipping a portrait of the well-trained youth-ministry graduate /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0188.

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Engelbrecht, Lambert K. "'n Maatskaplike ontwikkelingsgerigte perspektief op supervisie aan maatskaplikewerkstudente by opleidingsinstansies in Suid-Afrika." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52959.

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Thesis (PhD)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: The purpose of this study is to establish a theoretical and practical framework for supervision to social work students at training institutions that are based on the outcomes of developmental social work in South Africa, as contained in the White Paper for Welfare (1997). The motivation for this study is the contribution that it can make to the reality that the paradigm shift of the developmental perspective on supervision to students contains. This research was done based on an extensive literature study, which focused on the conceptualisation of supervision to social work students from a social developmental perspective. The systemic nature of supervision to students was examined, after which the models for supervision to students were analysed. The functions of supervision by means of the management, educational and support functions are also broadly defined. The empirical investigation of the study dealt with the current state of supervision to social work students at training institutions in South Africa. From the empirical investigation a social developmental perspective was developed, which indicates that supervision to social work students in South Africa can be defined as a process of education, support and management so as to develop students' competencies according to the outcomes of the training institution's field practice education programme, so that students can integrate the theory and practice of social work. Supervision also involves interactive guidance, based on educational needs, academic development and empowerment of students. The abovementioned perspective was evaluated by supervisors of students at tratrung institutions in South Africa, the majority of whom supported the perspective. From the social developmental perspective that was formulated, conclusions and recommendations were made that can serve as a framework for supervision of social work students. The framework for situation-relevant supervision, which is accounted for eco-systemically, is based on a competency model and is empowering in its nature. This is the contribution that this study makes to field practice education to social work students.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n teoretiese en praktiese raamwerk daar te stel vir supervisie van maatskaplikewerkstudente by opleidingsinstansies wat op die uitkomste van ontwikkelingsgerigte maatskaplike werk in Suid-Afrika, soos vervat in die Witskrif vir Welsyn (1997), gebaseer is. Hierdie studie is gemotiveer deur die bydrae wat dit kan Iewer tot die realiteit wat die paradigmaskuif van die ontwikkelingsgerigte perspektief in maatskaplike werk vir supervisie van studente inhou. Die ondersoek is gedoen aan die hand van 'n uitgebreide literatuurstudie, wat op die konseptualisering van supervisie aan maatskaplikewerkstudente vanuit 'n maatskaplike ontwikkelingsgerigte perspektief gefokus het. Die sistemiese aard van supervisie aan studente is ondersoek, waarna die aard van die modelle vir supervisie aan studente ontleed is. Die funksies van supervisie deur middel van die bestuurs-, onderrig- en ondersteuningsfunksie word ook breedvoerig omskryf. Die empiriese ondersoek van die studie het oor die huidige stand van supervisie aan maatskaplikewerkstudente by opleidingsinstansies in Suid-Afrika gehandel. Vanuit die empiriese ondersoek is 'n maatskaplike ontwikkelingsgerigte perspektief ontwerp wat daarop dui dat supervisie aan maatskaplikewerkstudente in Suid-Afrika omskryf kan word as 'n proses van onderrig, ondersteuning en bestuur om studente se bekwaamhede volgens die uitkomste van die opleidingsinstansie se praktykonderrigprogram te ontwikkel, sodat studente die teorie en praktyk van maatskaplike werk kan integreer. Supervisie behels ook interaktiewe Ieiding, gebaseer op onderrigbehoeftes, akademiese ontwikkeling en bemagtiging van studente. Die bogenoemde perspektief is deur supervisors van studente by opleidingsinstansies in Suid-Afrika oorwegend ondersteunend geevalueer. Vanuit die maatskaplike ontwikkelingsgerigte perspektief wat geformuleer is, is gevolgtrekkings en aanbevelings gemaak, wat as raamwerk vir supervisie van maatskaplikewerkstudente kan dien. Die raamwerk vir situasie-relevante supervisie, wat ekosistemies verantwoord word, gegrond is op 'n kompetensiemodel en bemagtigend van aard is, is dus die bydrae wat hierdie studie tot praktykonderrig aan maatskaplikewerkstudente bied.

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Madigan, John J. "Graduate liberal studies: a nontraditional, interdisciplinary approach to higher education." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39926.

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Educators, authors and policymakers continue to address the quality and focus of higher education in the United States. Some have noted the unprecedented number of students entering professional colleges and universities as a gateway to promising careers, while others have suggested that our schools lack the wherewithal to reconstitute the idea of a liberally educated person. Yet, over the past 16 years there has been considerable growth in the number of institutions that have established new graduate programs in Liberal Studies. This study examined the growth associated with those programs and addressed the issues of why the programs were started; whom they served; and, how they fit and operated within their host institutions. The methodology encompassed survey and case study research. The population consisted of the total number of schools actively affiliated with the Association of Graduate Liberal Studies Programs (AGLSP).
Ed. D.

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Quinn, Lynn. "A social realist account of the emergence of a formal academic staff development programme at a South African university." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003954.

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Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.

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Hill, Geof. "Promoting congruence between the inquiry paradigm and the associated practices of higher degree research." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36661/1/36661_Digitised%20Thesis.pdf.

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In this study I examine a number of educational practices in higher education from the insider perspective of a research student. By using my own stories of undertaking two research higher degrees, both with post-positivist research paradigms, I analyse the interrelationships between a student and their supervisors and examiners, and explore ways in which those relationships can be influenced by the student's nominated research paradigm. The research paradigm underpins the way in which a student undertakes their research and documents that research. Literature suggests that the research paradigm has potential to influence the supervision and examination of that research. In this study I have explored that potential with a particular focus on a research paradigm consisting of a constructivist ontology and a practice epistemology. While the use of my own story is not presented as being generalisable, the analysis generates a number of issues related to my own student practices and my expectations about supervision and examination of a higher degree. I believe these issues are relevant to other higher degree students and their supervisors and examiners.

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Bell, Chandra M. "Graduate Education Attainment and Salary: An Examination of Institutional Type, Major Choice, Gender, Race/Ethnicity, Parental Education and Work Experience Differences." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1273520207.

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Curcio, Isys Rodrigues. "Avaliação da eficiência e evolução de programas de pós-graduação em administração." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/1963.

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CAPES
Os programas de pós-graduação em Administração cresceram 40% entre os anos de 2009 e 2014, tornando necessária uma avaliação para assegurar a qualidade desses cursos, identificar as assimetrias regionais e de áreas estratégicas do conhecimento. O objetivo desta dissertação é utilizar a Analise por Envoltória de Dados (DEA – data envelopment analysis) e DEA Window para analisar a eficiência dos cursos e sua evolução entre os triênios. De acordo com as entradas e saídas adotadas essa dissertação contribui para a análise da eficiência acadêmica dos cursos. Foram utilizados dados da pós-graduação em Administração nas universidades brasileiras, dos programas que possuem doutorado em Administração, entre os anos de 2004 a 2006, 2007 a 2009 e de 2010 a 2012. No triênio de 2004 a 2006 23,5% dos programas avaliados foram eficientes. Entre 2007 e 2009 39% dos programas foram eficientes e entre 2010 a 2012 48,6% dos programas atingiram eficiência máxima. Ao resolver o DEA Window o período que se destacou foi 2007 a 2009 com o maior número de programas com eficiência máxima, na média por janelas mais da metade dos cursos estão com eficiência entre 99% e 80%. Observa-se o aumento das publicações qualificadas e no número de teses. Em compensação o número de docentes permanentes diminuiu em quase todos os programas. Diminuiu também o número de trabalhos publicados em anais de eventos técnico-científicos, já que, esses não contaram como produções bibliográficas.
The postgraduate programs in business grew 40% between 2009 and 2014, therefore, an assessment is necessary to ensure the quality of these courses, identify regional asymmetries and strategic areas of knowledge. The purpose of this work is to use the Data Envelopment Analysis (DEA) and DEA Window to analyze the efficiency of the courses and their evolution between the years. According to the inputs and outputs adopted this dissertation contributes to the analysis of academic efficiency of the Business in postgraduate couses. The data used is from programs in Brazilian universities that have a PhD in Business, between the years 2004 to 2006, 2007 to 2009 and 2010 to 2012. In the period from 2004 to 2006 23.5% of the evaluated programs were effective. Between 2007 and 2009 39% of the programs were efficient and between 2010 to 2012 48.6% of programs reached maximum efficiency. To solve the DEA Window the period that stood out was from 2007 to 2009 with the largest number of programs with maximum efficiency on window average more than half of the courses have efficiency between 99% and 80%. Observed an increase in qualified publications and the number of theses. In contrast the number of permanent teachers decreased in almost all programs. also decreased the number of papers published in proceedings of technical-scientific events as these did not count as bibliographic productions.

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

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Marcus, Benjamin J. "Predictors of Engagement in the Community Affected by HIV and AIDS." Scholarship @ Claremont, 2009. http://scholarship.claremont.edu/cgu_etd/6.

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The goal of this study was to explore factors that lead to engagement in the community affected by HIV and AIDS (CAHA). An additional goal of this study was to better understand the relationships between psychological sense of community (PSOC) and social identification (SI), and their connections to two classes of motivations: community concern motivations (CCM) and esteem enhancement motivations (EEM). These constructs predicted two types of engagement in CAHA: AIDS activism and intentions for future participation in community related activity. Analyses were conducted on existing data (Omoto, 2005). The results indicate that PSOC and SI should be considered as independent constructs that uniquely explain community engagement. CCM were found to mediate these relationships, potentially explaining their links.

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Mdyogolo, Winkie. "Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in Eastern Cape Province." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/512.

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The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
Govan Mbeki Research and Development Centre

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Marcolina, Flávia. "Caracterização e análise das inovações nos cursos de mestrado em Administração em universidades da região sul do Brasil." reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/972.

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Esta dissertação se insere na linha de Pesquisa de Gestão da Inovação e Competitividade, vinculada ao curso de Mestrado em Administração da Universidade de Caxias do Sul (UCS), que tem por objetivo estudar a relação entre a gestão da inovação e a competitividade no contexto global, tendo em vista a inserção da UCS na região de abrangência da Serra Gaúcha. Especificamente, a pesquisa caracterizou e analisou as inovações implementadas nas Práticas de Gestão nos cursos de Mestrado Acadêmico em Administração da Universidade de Caxias do Sul (UCS), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Vale do Rio dos Sinos (UNISINOS), Universidade Federal de Santa Maria (UFSM) e Universidade do Vale do Itajaí (UNIVALI). Por meio da metodologia de estudo de caso, descritivo e exploratório, a pesquisa relata as práticas de gestão e os processos inovadores que estão sendo realizados nestes cursos. A literatura abordada delineia os conceitos de inovação e tipos em quatro dimensões – inovações em produto, processo, marketing e organizacional. A análise de dados obtidos nas entrevistas realizadas revelou que estas universidades investem em inovações nas linhas de pesquisa e projetos que envolvem discentes, docentes e parcerias de instituições internacionais, oferecendo o curso de Mestrado como um produto de qualidade. Os cursos de MAA também apresentam uma integração com professores de universidades do exterior, fornecendo inovação em projetos. Verificou-se que os investimentos na inovação de um corpo docente podem modificar as linhas de pesquisa em parceria com empresas. Também foram considerados os investimentos em fomentos e editais que geram a aquisição de bolsas de pesquisa e recursos para as próprias universidades. Os resultados demonstraram que os cursos pesquisados são inovadores, porque realizaram pelo menos uma inovação no período da pesquisa, conforme indicado no Manual de Oslo (2009). Em sua maioria, as inovações estavam relacionadas a processos.
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This project fits within the Research for the Management of Innovation and Competitiveness program, linked to the Master of Administration at the University of Caxias do Sul (UCS), which aims to study the relationship between the management of innovation and global competitiveness, with a view to their inclusion in the south of the country, area covered by the UCS. Specifically, the search feature and discuss the innovations implemented in Management Practices in the Master in Academic Administration, University of Caxias do Sul (UCS), University Católica do Rio Grande do Sul (PUCRS), University of Vale do Rio dos Sinos (UNISINOS), Federal University of Santa Maria (UFSM) and University of Vale do Itajaí (UNIVALI). Through case study methodology, descriptive and exploratory, this research reported management practices and innovative processes that have been made in these courses. Through the concepts and types of innovation discussed in the literature in its four dimensions – innovation in product, process, organizational and marketing – the analysis of the collected data revealed that the universities invest in innovations in the projects of research which involve alumni, professors and partnerships with international institutions, offering the Masters Course as a quality product. Universities also have a knowledge innovation and integration with teachers from universities abroad by providing innovative design and stock paid in marketing strategies and Administration and Information. It has been verified that investments in innovation of an university can modify the projects of research in partnerships with other companies. The results also showed that the researched universities are innovatives, because effected at least one type of innovation during the data collection.

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Lee, Ha-hung Karen, and 李夏紅. "An analysis of the case of the promotion and regulation of teritary education research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964552.

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Ferreira, Michel Alves. "Para além das métricas: produção científica de docentes no contexto de dois programas de pós-graduação da UTFPR e questões de gênero." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2609.

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Esta dissertação objetiva discutir e mapear o volume de produção científica de docentes em dois programas de pós-graduação do Campus Curitiba da Universidade Tecnológica Federal do Paraná, a partir de três elementos: representatividade de homens e mulheres docentes em cada programa, volume de orientações e coorientações produzidas em um espaço temporal de catorze anos e o volume de publicações produzidas entre docentes homens e mulheres de cada programa nos últimos cinco anos. A problematização destes dados e informações levantados teve como fundamentos perspectivas de gênero, ciência e tecnologia, o que permitiu a comparação entre os programas selecionados para a pesquisa. É importante destacar que a natureza primeira desta pesquisa é quantitativa e interpretativa. Destaca-se também que as bases de dados oficiais (Plataforma Sucupira, Portais Capes, Plataforma Lattes e sítios dos programas), assim como a info/bibliometria, fizeram parte da composição dos aspectos quantitativos da pesquisa. Observou-se que em inúmeros casos, a produtividade das docentes mulheres foi superior com relação aos docentes homens, contrariando estudos que apontam que os homens produzem mais que as mulheres. Estas informações só foram obtidas quando foram consideradas médias de orientações/publicações de docentes por sexo, em detrimento apenas de análise dos números absolutos dispostos nas bases oficiais. Espera-se que a pesquisa motive ações institucionais para a desconstrução de possíveis estereótipos de gênero/sexo, assim como o fomento de pesquisas futuras sobre as relações de gênero, visibilidade da produção de docentes mulheres e as instituições acadêmicas, já que esta temática não é estanque.
This dissertation aims to discuss and map the volume of scientific production of teachers in two post-graduate programs in the Campus of Curitiba at the Technological Federal University of Paraná, from three elements: representation of men and women teachers in each program, volume of orientations and co-orientation produced in a timeline of fourteen years and the volume of publications produced between men and women teachers of each program in the last five years. The questioning of these raised data and information had as grounds gender perspective, science and technology, which allowed the comparison of the programs selected for the survey. It is important to highlight that the first category of this research is quantitative and interpretive. It is also pointed out that the databases (Sucupira Platform, Capes Portals, Lattes Platform and sites of programs), as well as the info/bibliometrics, took part in the composition of the quantitative aspects of the research. It was observed that in many cases, the productivity of women teachers was higher in relation to men teachers, and this information could only be obtained when the average of orientations/publications of teachers by sex was considered, rather than just absolute numbers of analyses shown in official bases. It is expected that the survey will motivate institutional actions for the deconstruction of gender/sex stereotypes, as well as the promotion of future research on gender relations, visibility of production of women teachers and the academic institutions, since this issue is not imperious.

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Van, Der Waag-Cowling Noelle Milto. "A study of research in the Faculty of Military Science, Stellenbosch University 1990-2009." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80157.

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Thesis (MPhil)--Stellenbosch University, 2013.
Bibliography
ENGLISH ABSTRACT: The changing higher education environment in South Africa has led to a greater emphasis being placed on research production at universities. Currently Stellenbosch University is one of only a handful of strongly research intensive universities in South Africa. The Faculty of Military Science at the South African Military Academy functions (operates) within a partnership agreement between the Department of Defence and Stellenbosch University. The aim of officer education at SAMA is to imbue young officers with a knowledge framework and the attributes of a broad liberal education. As a full Faculty of the University it is incumbent upon personnel in the Faculty to engage in knowledge production and associated scholarly pursuits. This is critical for several reasons: Firstly, for the required intellectual development of each scholar, secondly so as to ensure high quality teaching, and thirdly for funding purposes which are essential for the effective functioning of all faculties. Research is furthermore absolutely indispensable with regards to its contribution to the international and national scientific reach and reputation of the Faculty. To date the Faculty of Military Science has been the lowest performing faculty of Stellenbosch University every year by some considerable margin. The main research question of this study seeks to identify and interpret the reasons for this. In so doing both a bibliometric study and a more qualitative study of the environmental factors between 1990 and 2009 have been conducted. In closing the predominant factors which either drive or inhibit research are identified and possible interventions are suggested.
AFRIKAANSE OPSOMMING: Die veranderende hoër onderwys omgewing in Suid-Afrika het tot 'n groter klem op navorsing produksie by universiteite gelei. Die Universiteit van Stellenbosch is tans een van slegs 'n handvol sterk navorsingsgeoriënteerde universiteite in Suid-Afrika. Die Fakulteit van Krygskunde by die Suid-Afrikaanse Militêre Akademie funksioneer binne die raamwerk van 'n vennootskapsooreenkoms tussen die Departement van Verdediging en die Universiteit van Stellenbosch. Die doel van offisiersopvoeding by die SAMA is om jong offisiere met 'n kennis raamwerk en die eienskappe van 'n breë liberale opvoeding toe te rus. As 'n volle Fakulteit van die Universiteit is dit die plig van die fakulteitspersoneel om betrokke te raak in kennisproduksie en verwante wetenskaplike aktiwiteite. Dit is vir 'n paar redes van kritieke belang. Eerstens, is dit nodig vir die intellektuele ontwikkeling van elke akademikus, tweedens verseker dit hoë gehalte-onderrig, en derdens word dit vereis vir befondsingsdoeleindes vir die effektiewe funksionering van alle fakulteite. Navorsing is ook absoluut onontbeerlik vir die nasionale en internasionale wetenskaplike omvang en reputasie van die Fakulteit. Die Fakulteit Krygskunde was tot op hede die laagspresterende fakulteit van die Universiteit Stellenbosch en die agterstand vergroot elke jaar met 'n aansienlike marge. Die sleutel navorsingsvraag van hierdie studie poog om te redes hiervoor vas te stel en te verduidelik. Gevolglik is beide ‘n bibliometriese en ’n kwalitatiewe studie van die faktore wat kennisproduksie in die Fakulteit tussen 1990 en 2009 beinvloed het, gedoen. Ter afsluiting is die oorheersende faktore wat navorsingsbestuur inhibeer geïdentifiseer en moontlike intervensies is voorgestel.

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Gliddon, Judith P. "The processing and interpretation of feedback by PhD candidates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/312.

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This study takes a close look at the characteristics of the feedback received by PhD candidates and explores how they then interpret that feedback. Over 200 PhD candidates participated in the study by providing data over a six month period using a custom-built Internet-interfaced database. Each candidate completed a self-concept test both at the beginning and again at the end of this period. In between, they completed an 'e-diary' in which they recorded data about every feedback interaction that they experienced over the six months. From the data collected, the Researcher developed a model showing how feedback is processed and the effect that this process has on PhD candidates.

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

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

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Silva, Margarida Montejano da. "A organização do trabalho pedagogico : limites e possibilidades do curso de pedagogia." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252635.

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Orientador: Mara Regina Lemes De Sordi
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo tem por objetivo compreender como os sujeitos, formadores de professores, entendem e praticam a organização do trabalho pedagógico (OTP) em Cursos de Pedagogia e o quanto este entendimento interfere na formação de novos docentes. Diante disso, propõe uma compreensão da realidade a partir da verificação de três cursos de Pedagogia, nos quais busca identificar a lógica dos projetos pedagógicos e as contradições presentes nos espaços de formação de professores. A abordagem da pesquisa é qualitativa e os recursos utilizados foram: a observação em sala de aula, entrevistas, questionários e analise do projeto político pedagógico (PPP). A partir dos dados coletados, algumas categorias de análise surgiram, destacando-se a Práxis Pedagógica; o Trabalho Coletivo; o Projeto Pedagógico e a Organização do Trabalho Pedagógico. Por meio dessas categorias constatou-se que nem tudo que está dito nos PPP ocorre de fato e nem tudo que ocorre na realidade dos cursos está explicitado nos mesmos; que o discurso dos sujeitos apresenta um distanciamento da prática; que há uma confusão conceitual sobre trabalho coletivo e alguns equívocos na compreensão de OTP e que, apesar das dificuldades apresentadas pelos sujeitos na realidade prática, existe a intenção de realizar uma práxis transformadora, bem como a consciência dos limites que os cercam. Muito embora a avaliação não apareça de forma ostensiva nos PPP, ela se revela nos objetivos e nas ações dos sujeitos, se fazendo presente nos moldes estabelecidos pela Educação Tradicional. A realidade dos três cursos mostra que a compreensão da Organização do Trabalho Pedagógico exige um entendimento do trabalho enquanto emancipador do homem, do conhecimento enquanto libertador deste homem e da educação enquanto caminho que possibilita a superação das contradições atuais, realçando, com isso, o papel imprescindível do Projeto Político-Pedagógico na construção de coletivos e na elaboração de um novo sentido às relações educacionais. Por fim, destaca o Curso de Pedagogia enquanto espaço legítimo para a teoria e prática da formação de professores e a construção de uma práxis transformadora da realidade
Abstract: The objective of the present study is to understand how individuals involved in the training of future teachers understand and practice the pedagogical work organization in education courses, and how such understanding interferes in the preparation of new teachers. Its proposal is to understand this reality based on the observation of three Education Courses, trying to identify the logic of the pedagogical projects and the contradictions present in education courses. It has a qualitative approach, based on classroom observation, interviews, questionnaires, and analysis of the political-pedagogical project (PPP). Some analysis criteria were defined, namely Pedagogical Praxis, Collective Work, Pedagogical Project, and Pedagogical Work Organization. Studying these categories, we came to the conclusion that not all that is stated in the PPP actually happens, and not all that happens is stated in the PPP; that the individuals discourse shows a gap between practice; and that there is a conceptual confusion between collective work and pedagogical work organization. Despite difficulties in the everyday practice, individuals show a sincere intention of performing a transformation practice, as well as an awareness of the limitations involved. Although evaluation is not a clear issue in the PPP, it is ever present in the objectives and practices of the individuals according to the patterns established by Traditional Education. Observation of the three courses showed that the understanding of Pedagogical Work Organization requires the comprehension that the objective of that work is the emancipation of human beings; that knowledge delivers the human being; and that education is the way to overcome the present contradictions, enhancing the fundamental role of the PPP in the elaboration of a new meaning for the educational relationships. Finally, it enhances the Education Course as the legitimate instance for theoretical and practical training of teachers-to-be and for the construction of a praxis capable of transforming the existing reality
Doutorado
Ensino, Avaliação e Formação de Professores
Doutor em Educação

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Mazzetti, Antônio Carlos. "Internacionalização dos Programas de Pós-Graduação com foco em Desenvolvimento Regional: intenções, contradições e assimetrias." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3159.

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Esta dissertação está inserida no contexto da temática da internacionalização da Educação Superior e das implicações de tal movimento no âmbito dos Programas de Pós-Graduação, mais especificamente, os que têm como foco o Desenvolvimento Regional. Assim sendo, tem por objetivo analisar as relações existentes entre as estratégias e as ações de internacionalização realizadas pelos Programas de Pós-Graduação em Desenvolvimento Regional e possíveis intersecções com as políticas de Ciência e Tecnologia no contexto brasileiro. Para tanto, buscou-se um embasamento teórico com autores que pudessem trazer subsídios históricos e atuais acerca do tema, assim como dados e informações em órgãos e instituições relevantes e com força política, nos cenários nacional e internacional. Desta forma, evidenciaram-se intenções, contradições e assimetrias a partir de uma abordagem ampliada e de concepções de estudiosos do assunto, através de um panorama histórico que se segue até uma realidade constituída de tensões, especialmente em relação à forma competitiva como o tema tem sido tratado globalmente, bem como, diante das incertezas e equívocos políticos percebidos no âmbito nacional. Ainda que o tema internacionalização da Educação Superior não seja novo, o fato é que em meio aos movimentos contemporâneos neste sentido, a mesma intensificou-se a ponto de adquirir status de estratégia e urgência. Diante de tal perspectiva, a pesquisa está alicerçada na concepção de que a problemática em questão está no bojo das discussões inerentes ao campo Ciência, Tecnologia e Sociedade (CTS), bem como, busca estabelecer possíveis diálogos com as Políticas de Ciência e Tecnologia (PCT). Em termos de abordagem, o estudo orienta-se a partir do diálogo de saberes e da interdisciplinaridade como precauções teórico-metodológicas. O método utilizado foi a Análise de Conteúdo, a partir da análise documental, considerando dados secundários e entrevistas semi-estruturadas com coordenadores de Cursos e sujeitos qualificados por eles indicados. As percepções obtidas dão conta de que em relação às parcerias internacionais, os programas estudados estão buscando estratégias próprias, principalmente através de seus docentes e respectivos contatos no exterior. Por sua vez, percebe-se que os programas se ressentem de um maior apoio por parte das PCT’s, mais especificamente, as atribuídas à Capes e à própria Área PLURD. Neste sentido, a avaliação e os recursos parecem estar tendo um papel inverso ao que deveriam ter, tornando-se elementos de pressão e restrição, aos invés de incentivo e apoio. Some-se a isso, o contexto regionalizado dos programas pesquisados, estabelecido dentro de uma relação local - global, que acaba por acentuar ainda mais as dificuldades frente aos desafios da internacionalização. Neste cenário, as ações e estratégias de internacionalização dos programas pesquisados se mostram ainda incipientes, embora haja interesse nesta, enquanto as implicações das PCT’s, neste sentido, não têm tido o papel protagonista que se esperava. A temática da internacionalização nos programas investigados se apresenta, portanto, num cenário de tensões, onde o interesse, as estratégias e ações locais estão presentes, ainda que incipientes. Porém, permeados por limitações e dificuldades impostas pelas suas posições periféricas, pela fragilidade das políticas e escassez de recursos.
This dissertation is inserted in the context of the theme of the internationalization of Higher Education and the implications of such movement in the scope of Postgraduate Programs, more specifically those that focus on Regional Development. Therefore, it aims to analyze the existing relationships between the strategies and internationalization actions carried out by the Graduate Programs in Regional Development and possible intersections with Science and Technology policies in the Brazilian context. To do so, it was sought a theoretical basis with authors who could bring historical and current subsidies on the subject, as well as data and information in relevant organs and institutions with political force, in the national and international dimensions. In this way, it was sought to show intentions, contradictions and asymmetries from an extended approach and conceptions of scholars of the subject, through a historical panorama that follows until a reality constituted of tensions, especially in relation to the competitive form as the subject has been treated globally, as well as, faced with the perceived political uncertainties and equivocations at the national level. Although the theme of internationalization of Higher Education is not new, the fact is that among the contemporary movements in this sense, the same has intensified to the point of acquiring strategic and urgent status. Faced with such a perspective, the research is based on the conception that the problem in question is in the heart of the discussions inherent to the CTS field - Science, Technology and Society, as well as seeking to establish possible dialogues with the Science and Technology Policies (PCT). In terms of approach, the study is based on the dialogue of knowledge and interdisciplinarity as theoretical and methodological precautions. The method used was the Content Analysis, based on documentary analysis, secondary data and semi-structured interviews with coordinators of Courses and qualified subjects indicated by them. The perceptions obtained show that in relation to international partnerships, the programs studied are pursuing their own strategies, mainly through their teachers and their contacts abroad. In turn, it is clear that the programs resent greater support from PCTs , more specifically those assigned to CAPES and to the PLURD Area itself. In this sense, evaluation and resources seem to be playing a reverse role to what they should have, that is, they have become elements of pressure and restraint, rather than encouragement and support. Added to this is the regionalized context of the programs surveyed, established within a local-global relationship, which further accentuates the difficulties faced by the obstacles of internationalization. In this scenario, the actions and strategies of internationalization of the researched programs are still incipient, although there is interest in this, while the implications of PCTs in this sense, have not had the leading role that was expected. Therefore, the theme of internationalization in the programs investigated presents itself in a scenario of tensions where local interest, strategies and actions are present, even if they are incipient. However, permeated by limitations and difficulties imposed by their peripheral positions, by the fragility of policies and scarce resources.

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Dube, Bevelyn. "Challenges for journalism education and training in a transforming society : a case study of three selected institutions in post-1994 South Africa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85851.

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Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study investigated the challenges for journalism education and training (JE&T) in a post-1994 transforming South Africa. Prior to 1994, South Africa had three distinct university systems with different ideological orientations, namely historically Afrikaans-language universities, historically English-language universities, and historically “black” universities. The consequence of these orientations in the university system caused a paradigmatic schism in the field of JE&T. The advent of democracy in 1994 necessitated the questioning of this division in higher education. One could assume that there was need to transform the JE&T curricula so that it could address the challenges of a society in transformation. This study, therefore, aimed to establish whether JE&T curricula in three selected tertiary institutions in post-1994 South Africa have transformed in line with the transformation process in the country. The post-colonial theory, developmental journalism model and Ubuntu philosophy were deemed the most appropriate theoretical points of departure from which to analyse the curricula. A collective case study was used as a research design. To collect data, a mixedmethod approach, which utilised both qualitative and quantitative approaches, was used. Qualitative data were collected through use of programme documents from the selected journalism tertiary institutions and a semi-structured questionnaire, which was distributed to programme coordinators. Quantitative data were obtained through the structured questionnaire which was completed by students in the selected programmes. The qualitative data obtained were analysed using qualitative content analysis, while quantitative data were analysed using the statistical package SPSS version 18. The data were then analysed and discussed in terms of the selected theories. The analysis revealed that the three programmes are highly dependent on Western epistemologies. The programmes have a close relationship with the media industry, a relationship which at times can be a double-edged sword. The findings also show that the programme coordinators of these programmes are not averse to the transformation of curricula provided the process takes into cognisance Western epistemologies. The results also showed that in terms of gender and race, transformation has either been insignificant or non-existent. Lastly, all three programmes do not teach their students to report in indigenous languages. The final conclusion of the study is that JE&T in the selected programmes are not yet addressing the challenges of a transforming post-1994 South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie het die uitdagings aan joernalistieke opvoeding en opleiding (JO&O) in ’n post-1994, transformerende Suid-Afrika ondersoek. Voor 1994 het Suid-Afrika drie verskillende universiteitstelsels met verskillende ideologiese oriëntasies gehad, naamlik historiese Afrikaanse universiteite, historiese Engelse universiteite en historiese “swart” universiteite. Die gevolg van hierdie oriëntasies in die universiteitstelsel het ’n paradigmatiese skisma in die veld van JO&O veroorsaak. Die koms van demokrasie in 1994 het die bevraagtekening van hierdie skeiding in hoër onderwys genoodsaak. Die aanname kon gemaak word dat daar ’n behoefte was om JO&O kurrikula te transformeer sodat dit aan die uitdagings van ’n samelewing in oorgang kon beantwoord. Hierdie studie het dus beoog om vas te stel of JO&O kurrikula in drie geselekteerde tersiêre inrigtings in ’n post-1994 SuidAfrika saam met die landgetransformeer het. Die postkoloniale teorie, ontwikkelingsjoernalistiek-teorie en Ubuntu-filosofie is geoordeel om die mees toepaslike teoretiese vertrekpunte te wees om die kurrikula mee te evalueer. ’n Kollektiewe gevallestudie is as navorsingsontwerp gebruik. As dataversamelingsmetodologie is ’n gemengde metodesbenadering gevolg, waarin kwalitatiewe en kwantitatiewe metodologieë gebruik is. Kwalitatiewe data is deur’n analise van die programdokumente van die geselekteerde tersiêre instellings versamel, asook deur ’n semi-gestruktureerde vraelys aan die programkoördineerders. Kwantitatiewe data is verkry danksy ’n gestruktureerde vraelys wat deur studente in die onderskeie programme voltooi is. Die kwalitatiewe data is geanaliseer deur kwalitatiewe inhoudsanalise, terwyl die kwantitatiewe data geanaliseer is deur die statistiese pakket SPSS weergawe18. Die data is daarna aan die geselekteerde teorieëgetoets en daarvolgens geëvalueer. Die analise het getoon dat die drie programme sterk steun op Westerse epistemologieë. Die drie programme het stewige verhoudings met die mediabedryf, ’n verhouding wat soms ’n tweesnydende swaard kan wees. Die bevindinge toon ook dat die koördineerders van die programme nie onwillig oor die transformasie van kurrikula is nie, met dien verstande die proses neem Westerse epistemologieë in aanmerking. Die resultate het ook aangetoon dat transformasie onbeduidend of nie-bestaande was in terme van geslag en ras. Die drie programme bied ook geen onderrig in inheemse Afrika-tale aan nie. Die finale slotsom van die studie was dat JO&O in die geselekteerde programme nog nie die uitdagings van ’n transformerende post-1994 Suid-Afrika aanspreek nie.
University of Venda

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Defaci, Ludmila. "Avaliação de desempenho multicritério como apoio à gestão da diretoria de pesquisa e pós-graduação da Universidade Tecnológica Federal do Paraná, Câmpus Pato Branco: uma perspectiva construtivista." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2426.

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A presente dissertação tem como objetivo construir um modelo singular de avaliação de desempenho para atender a Diretoria de pesquisa e pós-graduação da Universidade Tecnológica Federal do Paraná, Câmpus de Pato Branco, utilizando a visão da MCDA-C –Metodologia Multicritério de Apoio à Decisão Construtivista, levando-se em consideração as percepções do decisor por meio dessa metodologia.A pesquisa caracteriza-se como exploratória, descritiva e quali-quantitativa. Os instrumentos utilizados para a coleta e análise dos dados são: Knowledge Development Process- Constructivist (Proknow-C) e metodologia MCDA-C. Em relação ao Proknow-C, esse processo permitiu selecionar 15 artigos internacionais e 15 artigos nacionais alinhados ao tema, tendo como principais resultados: (i) a análise bibliométrica permitiu identificar os principais autores, artigos e periódicos; (ii) a análise sistêmica permitiu chegar aos seguintes resultados: a) os modelos de avaliação de desempenho propostos e/ou aplicados nas pesquisas não demonstram preocupação em desenvolver um modelo singular, específico para o contexto que lhe deu origem, ou o que é importante medir segundo os valores do decisor; b) verificou-se que a maioria dos modelos realiza a mensuração, porém, não realiza a integração dos critérios; c) a maioria dos modelos permitiram diagnosticar os pontos fortes e fracos dos contextos avaliados; d) os modelos demonstraram preocupação em propor ações para gerar ações de aperfeiçoamento, destacando-se o portfólio internacional. Por meio da MCDA-C foram obtidos os seguintes resultados: (i) identificação de 64 elementos primários de avaliação (EPAs)os quais foram explorados e discutidos originando 89 conceitos orientados à ação; (ii) constatação de duas grandes dimensões de preocupação do decisor - qualidade e gestão, sendo que a primeira grande área está relacionada à pesquisa e pós-graduação stricto sensu, aos grupos de pesquisa e à pós-graduação lato sensu; e a segunda está relacionada à imagem e aos processos internos; (iii) criação de 5 mapas de relações meios e fins, nos quais, conforme as dimensões identificadas,as preocupações operacionais (conceitos meios) e as preocupações estratégicas (conceitos fins)foram alocadas; (iv)formulação de 51 indicadores de desempenho com a participação integral do decisor; (v) construção dos descritores por meio de escalas ordinais e forma determinados os níveis de referência para cada indicador; (vi) transformação das ordinais em escalas cardinais (quantitativas); (vii) realização da análise de independência; (viii) construção das funções de valor; e (ix) determinação das taxas de substituição.Concluise a partir da filiação teórica adotada, que a estruturação do modelo de avaliação de desempenho proposto será útil para dar apoio à gestão da diretoria de pesquisa e pós-graduação da UTFPR, Câmpus de Pato Branco, bem comoo cotejamento dos indicadores da literatura com o modelo desenvolvido contribui teoricamente para a literatura.
The present work aims to build a unique model of performance evaluation to meet the Research and Graduate Directorate of the Federal Technological University of Paraná, Pato Branco Câmpus, using the MCDA-C vision - Multicriteria Decision Support Methodology Constructivist, taking into account the perceptions of the decision maker through this methodology. The research is characterized as exploratory, descriptive and qualitativequantitative. The instruments used for data collection and analysis are: Knowledge Development Process- Constructivist (Proknow-C) and MCDA-C methodology.In relation to Proknow-C, this process allowed the selection of 15 international articles and 15 national articles aligned to the theme, with the following main results: (i) bibliometric analysis allowed to identify the main authors, articles and periodicals; (ii) the systemic analysis allowed the following results to be obtained: a) the performance evaluation models proposed and/or applied in the researches do not show concern in developing a singular model, specific to the context that gave rise to it, or what is important Measure according to the values of the decision maker; b) it was verified that most of the models carry out the measurement, however, it does not integrate the criteria; c) most of the models allowed to diagnose the strengths and weaknesses of the contexts evaluated; d) the models showed concern in proposing actions to generate improvement actions, highlighting the international portfolio.The following results were obtained through MCDA-C: (i) identification of 64 primary evaluation elements (EPAs) which were explored and discussed, giving rise to 89 action-oriented concepts; (ii) finding two major dimensions of decision-maker concern - quality and management, the first large area of which is related to the research and graduate studies stricto sensu, to the research groups and to the lato sensu graduate studies; And the second is related to the image and internal processes; (iii) creation of 5 maps of means and ends relationships, in which, according to the identified dimensions, operational concerns (means concepts) and strategic concerns (concepts ends) were allocated; (iv) formulation of 51 performance indicators with the full participation of the decision maker; (v) construction of the descriptors by means of ordinal scales and form the reference levels for each indicator; (vi) transformation of ordinals into cardinal (quantitative) scales; (vii) conducting the independence analysis; (viii) construction of value functions; and (ix) determination of replacement rates. It is concluded from the theoretical affiliation adopted that the structuring of the proposed performance evaluation model will be useful to support the management of the UTFPR research and graduate board, Câmpus de Pato Branco, as well as the comparison of the indicators of the Literature with the developed model contributes theoretically to the literature.

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Ntsizwane, Lungile Patricia. "Perceptions of desirable graduate workplace skills for commerce students / Lungile Patricia Ntsizwane." Thesis, 2012. http://hdl.handle.net/10394/14964.

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Background and Aim: South Africa is currently experiencing serious challenges relating to youth and graduate unemployment. Some of the reasons cited for t his problem are the inability of Higher Education to produce graduates that meet employer needs. As a result there is a great need for higher education institutions (HEIs) to develop approaches to address the issue of graduate employability skills. The main aim of this study is to investigate the perceptions of desirable graduate workplace skills for commerce graduates. Method: A cross-sectional research design was followed with data collected by means of surveys. The survey drew responses regarding the topic from a broad cross-section of respondents at one point in time, making the approach practical and reasonable for pursuing the exploratory and descriptive aims of the study. A sample of 244 final year students, 94 postgraduates and 21 academics participated in this study. Results: The research findings indicated that graduate employability is significantly dependent on the soft and technical skills required in the workplace and that the university does provide some of the skills as part of its commerce programmes. The following specific results were obtained: • The results showed that in general all three groups of respondents perceived that the higher education institutions equipped them to a large extent with the soft skills needed in the workplace. The findings indicated that the skills which final year students perceive to be the most important are not as the same at the one rated most important by academics and postgraduates. • The findings reflected a significant gap between current soft skills training and the desirable soft skills • Based on the study findings, the three stakeholders mentioned one common technical skill (computer literacy) which they gained throughout their studies • Generally, results showed that undergraduates, postgraduates and academics perceive that students have gained some technical skills during their studies which will prepare them to a large extend for employability • The respondent's results from chapter 5 indicated that there is a great need for HEis to provide technical skills training relevant to one's career that will help graduates to be prepared for the workplace • Based on the study find ings from chapter 5, the results showed a high need for WIL programme to be part of the undergraduate student's curriculum Practice Relevance: Studies in the related field of graduate employability skills have been previously conducted by different researchers globally. Despite the previous studies, the topic "perceptions of desirable graduate workplace skills for commerce graduates" have not been researched before. The study attempts to identify if Higher Education Institutions provide graduates with the necessary soft and technical skills required to enhance their employability. This study contributes to the literature where the benefits of conducting it can be experienced by students, HEis, employers and the country in general through determining what skills are required for being employable.
Thesis (M. Com (HRM) North-West University, Mafikeng Campus, 2012

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Robole, Debra Dee 1954. "Zooming in : the impact of primary relationships on doctoral student persistence." 2003. http://hdl.handle.net/2152/12358.

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Chamberlain, Cheryl. "Writing-centred supervision for postgraduate students." Thesis, 2016. http://hdl.handle.net/10539/20788.

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Thesis submitted In fulfillment of the requirements for a PhD Faculty of Humanities University of the Witwatersrand April 2016
Over the last decade there has been a considerable increase in research which centres on postgraduate supervision and research supervision has recently changed significantly (Grant, 2010; Walker, 2010; McCallin and Nayar, 2012). For some time postgraduate pedagogy has taken a lesser role in supervision practice compared with the role of supervisor as researcher. More recently supervision pedagogy has taken a more central role in the supervision debates and there is recognition of research teaching as a necessary and sophisticated skill (Grant, 2010; Walker, 2010; McAlpine and Amundsen, 2011). This shift in doctoral training away from viewing the thesis as a product to a pedagogy of training has resulted in a growing field of interest in postgraduate research writing. The emphasis on the research supervision role is beginning to acknowledge the work on postgraduate academic writing (Caffarella and Barnett, 2000; Kumar and Stracke, 2007; Aitchison and Lee, 2010; Catterall et al., 2011; McCallin and Nayar, 2012; Lee and Murray, 2015). However, for many supervisors writing is still seen as ‘marginal or ancillary’ to the real work of research and consequently there is very little research that ‘opens out the complexity of PhD writing practice’ (Kamler and Thomson, 2001, 6). This research, located in two disciplines in a Science faculty in a research-intensive university in South Africa, provides a local perspective on supervision pedagogy and research writing in a Science Faculty. In this thesis, research writing is seen as contextualized social practice in that supervision and writing practices have implications for the development of individual research writers. Within the institution there is little discussion between supervisors or between supervisors and their postgraduate students around research writing. There needs to be sensitivity to the disparate needs of individual students in the context of their research writing. Historically in the context of this thesis, this related to opening up academic literacy practices to historically disadvantaged undergraduate students, but more recently has widened to include all students, including postgraduate students. It has become increasingly important to find out what the writing challenges and practices are for postgraduate students and their supervisors, not only by focusing on their research texts but also by critically engaging with written feedback given to these students as they struggle to engage with the academic discourse of the institution. This research employs a qualitative approach to investigate the flow of events and processes related to the writing aspect of supervision and the perceptions and reported experiences of both postgraduate students and their supervisors. The thesis considers how participants understand these using a case study approach, consisting of eleven pairs of supervisors their Masters and doctoral students. A variety of data sources are employed including interviews with the participants, and drafts of student writing with written feedback from supervisors. Some aspects of supervision and postgraduate research writing remain hidden from view as these practices are intensely personal, revolving around the identities of those taking part and power relations which centre on both the relationship between co-supervisors and the supervisor-student relationship. This thesis puts forward a new model of co-supervision i.e. a writing-centred co-supervision model with a content supervisor and a writing supervisor both located within the discipline. This co-supervision model allows the writing co-supervisor to provide a ‘safe space’ in the writing process for the student. Significantly issues of power between the co-supervisors remain inherent in this model of co-supervision and thus research writing remains to a large extent on the margins of academic work. A further finding relates to the research writing issues identified by supervisors and/or postgraduate students mainly linked to positioning viz. structure; coherence; argument and flow; voice; and audience. There is little pre-thinking about the process of assisting postgraduate students to write. Despite the identification of some writing issues (either by supervisors and /or students), these are not always linked to strategies to enable students to overcome their writing difficulties. The analysis shows that the majority of these relate to the process of research writing and positioning issues (argument, voice, and audience). Furthermore these strategies are not always made explicit when supervisors work with students and surprisingly there is little match between those suggested by supervisors and those utilised by their students. Central to this research is the nature of written feedback given to postgraduate students. Supervisors’ knowledge of their written feedback practices is critical. The diverse feedback practices of the supervisors are uncovered using a new analytic feedback framework illustrating a continuum of feedback practices varying from big picture feedback; superficial surface-level feedback; and a combination of the two – mixed feedback. An analysis of the findings show that the majority of the supervisors use mixed feedback as their modus operandi. It is suggested that a shared meta-language regarding feedback would allow supervisors to open a space for an improved feedback dialogue both with their colleagues and with their postgraduate research students.

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Mayyasi, Omar A. "Understanding the Determinants of Graduate School Enrollment." Thesis, 2020. https://doi.org/10.7916/d8-jhtg-hr15.

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The rise in globalization coupled with the exponential growth in technology has placed greater emphasis on a skills-based economy. This in turn has increased the demand for a labor force with advanced post-baccalaureate education. In order to better devise strategies and/or enact laws to promote, support and enhance post-baccalaureate education, it is imperative to understand the forces that drive or hinder individuals’ post-baccalaureate aspirations. Using PowerStats, an on-line analytical tool made available from the National Center for Education Statistics, I use data from the 2008/12 Baccalaureate and Beyond Longitudinal Study to develop a linear probability model of graduate enrollment incorporating variables informed by the research on human, social, and cultural capital as well as habitus. The results indicate that GPA, type of undergraduate institution attended, and expectation of post-baccalaureate credentials are statistically significant and positively associated with Master’s degree enrollment three years after earning a Bachelor’s degree. Older students and those with higher incomes, meanwhile, were found to have statistically significantly lower probability of graduate enrollment. Many of the variables previously used by researchers as proxies for social and cultural capital did not have a statistically significant effect in this model specification. This finding suggests that these measures may have been confounded by acting through other variables (interdependencies) in the model. This underscores the difficulty in assigning appropriate, direct and independent measures that capture the intended underlying effects proposed in Bourdieu’s theories. Additional research is needed in this area to better understand the influences that different groups experience in their pursuit of post-baccalaureate education. This dissertation also examines the impact of business cycle fluctuations on graduate enrollment over a thirty-year period, encompassing three major economic downturns, using a fixed effects approach. Using IPEDS enrollment data and national unemployment rates as a proxy for the business cycle between 1988 and 2017, I find graduate enrollment to be counter cyclical. Additionally, the expansion of Grad PLUS loans eased the credit constraint on graduate borrowing and seems to have had a significant and positive effect on graduate enrollment, regardless of the business cycle. While the expansion of Grad PLUS loans had a positive effect overall, there are racial differences that could suggest other barriers or constraints to graduate enrollment for minority groups during economic downturns.

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Ngibe, Musawenkosi. "Staff and student perceptions of research structures and services provided by the faculty research offices at a university of technology in South Africa." Thesis, 2015. http://hdl.handle.net/10321/1285.

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Submitted in fulfillment of 1he requirements of the Master of Technology degree in Commercial Administration, Department of lnformation and Corporate and Management, Durban University of Technology, Durban, South Africa, 2015.
The higher education landscape in South Africa has undergone significant change and transformation in recent decades, obliging all higher education institutions to be more competitive and provide services of quality to attract and retain students. Since their emergence as universities in the years of 2003-2004 Universities of Technology (UoTs) have been required to engage in research and to improve research output and throughput rapidly despite having their roots in a former colonial and apartheid era in which they were required to play a purely technical role. Importantly, the government funding formula for universities in South Africa is now the same for all public universities (based on publications and throughput) even though traditional universities were always research-oriented. This makes it likely that UoTs will continue to lag behind traditional universities if drastic measures to increase research capacity are not put in place. In order to service the provision of this sustainable research output different measures and research structures have therefore been designed by UoTs to support the increasing pressure to produce M and DTech graduates and upgrade the qualifications of teaching staff. The purpose of this study was therefore to investigate the administrative support of research services and structures at faculty level at a selected UoT; to provide insights in terms of staff and student perceptions of postgraduate support and to make recommendations as to how to enhance existing research services and improve research structures to support research functions. The study was a case study of a selected UoT. It used mixed method research to enable the researcher to collect both qualitative and quantitative data from academics and M and DTech students and Faculty Research Office staff members. Questionnaires and interviews were used as data collection instruments. Supported by the Gap Model of service quality and delivery and an adapted SERVQUAL instrument, the study sought to determine staff and postgraduate students' perceptions and expectations of research structures and service quality across four dimensions, namely reliability, responsiveness, assurance and empathy. Analysis of the data revealed that Faculty Research Offices across each of the six faculties were lacking in certain respects in providing research support and development in each of the four identified service dimensions. They were particularly lacking in terms of communicating the nature and details of the research support services they offer. The study concluded that with improved research structures and more skilled personnel all research activities could be incorporated and be facilitated by Faculty Research Offices, taking these functions away from departmental research committees where these exist. It also concluded that by communicating these research services through faculty orientations, workshop sessions, and online forums, academics and students' awareness would be enhanced. This could also have a positive impact on handling research matters and processes, improving the reliability of the research office services and allowing students to associate with the research office on a more regular basis. This study therefore recommended that the identified quality gaps should be attended to in order to improve research services. Further, issues of research capacity development and support and service quality need to be urgently considered by the institution in order in the longer term to be in a position to improve enrolment and graduation rates, increase scholarly publications and contribute to the knowledge society. Inviting research experts and drawing on the greater experience and expertise of their Australian counterparts in the ATN network (with whom SA UoTs have a formal MoU) could lead to further research and development in the area investigated. This should go a long way in ensuring progress and growth in research output within the faculties of the institution investigated and could be of interest to other UoTs facing similar challenges.

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"科技人力資本投資的市場及財政機制: 理工科碩士的升博意願研究." 2013. http://library.cuhk.edu.hk/record=b5884229.

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楊希.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 155-169).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in Chinese and English.
Yang xi.

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Maitin-Casalis, Wendy. "An evaluation of postgraduate social science students' knowledge of conducting research responsibility in a South African university." Thesis, 2010. http://hdl.handle.net/10413/537.

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Conducting research responsibly is an essential part of ethical research (Steneck & Bulger, 2007). When research is not conducted responsibly, the result is often research misconduct, which may cause harm to research participants (Aita & Richer, 2005). Although numerous methods and policies have been developed, both to prevent and to deal with research misconduct, such effects are ongoing (Howard Stone, 2001). A study conducted in the United States of America (USA) by Heitman, Olsen and Anestidou (2007) suggested that postgraduate biomedical students did not have sufficient knowledge of conducting research responsibly. This study aimed to adapt Heitman et al.’s (2007) study to social science postgraduate students at the University of KwaZulu-Natal in South Africa. Although findings indicated that the participants had adequate knowledge of conducting research responsibly, the variables hypothesised to have an impact on the results – such as age, research experience, and research training – did not produce any significant findings.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

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Nogaya, Noloyiso. "The quality of graduates from the Department of Operations and Quality Management at Durban University of Technology." Thesis, 2012. http://hdl.handle.net/10321/1692.

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Submitted in fulfillment of the requirement for the degree of Masters of Technology: Quality,Durban University of Technology, Durban, South Africa, 2012.
This study examined the quality, employability and the competencies of graduates from the Department of Operations and Quality Management at Durban University of Technology (DUT). The objectives of the study included determining the relevance of the curriculum to the workplace; evaluating the views of graduates regarding employability; and assessing the views of organisations regarding graduate performance in the workplace. The study also proposes that with the knowledge and skills acquired in the field of Operations Management, graduates should be able to reach their full personal and professional potential. However, these graduates still experience difficulties in adjusting and coping with the realities of the labour market. Combinations of qualitative and quantitative research methods were used. The study was exploratory in nature. The study made use of questionnaires to obtain the respondent’s view. The pilot study composed a sample of ten graduates. For the main study, forty of the sixty graduates and employers completed and returned the questionnaires that were administered. The response rate was 67%. The Cronbach’s Alpha Reliability Analysis was used to measure the reliability of the questionnaires. Face validity was verified by the statistician for pre-administering of questionnaires. The results revealed that obtaining a qualification in operations management at DUT increases the employability of graduates. The study also showed that employers are content with the way in which these graduates are able to translate their theoretical knowledge into practice, and to identify and solve problems within organisations. However, the study shows that some employers did not provide adequate support and guidance in relation to their development.
M

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Green, Jacqualyn F. "Factors in African American social work student persistence." Thesis, 2014. http://hdl.handle.net/1805/4806.

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Indiana University-Purdue University Indianapolis (IUPUI)
Population estimations for the year 2000 indicate an increase in poor and minorities in the United States (Loden & Rosener, 1991). In view of this growth trend, Berger (1989) suggests a need for social workers with sensitivity to such populations. The presence of minority perspectives provides a valuable contribution to service delivery (Mullen et al., 1993). Efforts to enhance student persistence in graduate schools of social work will contribute to the pool of social workers available in the next century. The purpose of this study is to determine the factors that contribute to African American student persistence in graduate schools of social work. This study applies aspects of Astin's, Tinto's and Green's theories of persistence. Astin's theory of involvement (1975) considers student investment of time in educational pursuits. Tinto's (1975) theory of departure includes background, social and academic aspects in persistence decisions. Green's (1997) theory focuses on the ability of the student to cope with racial issues (racial resilience) and the racial climate of the school (racial responsiveness). One hundred and thirty-five students from two predominantly white and two historically black universities participated in surveys administered to determine the effect of involvement, background, academic, social, resilience factors, and college type upon student persistence outcomes. Interviews held with administrative personnel at each institution provided contextual data. Correlations were used to examine the relationships among all of the variables in the study. T-Tests were conducted to compare outcomes due to university type. Multiple regressions were used to explore the relationships between significant independent variables and persistence. The findings of this study indicate that persistence outcomes of African American graduate social work students are influenced by: (a) academic performance, faculty-student relationships, (c) health, (d) the ability to deal with stress, and (e) ethnic pride (impressions of ethnic group). These findings suggest that social work programs that incorporate aggressive grade monitoring practices, provide diverse opportunities for student-faculty interaction, offer opportunities for health care, stress alternatives, and a culturally relevant curriculum, may positively influence African American student persistence.

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Foster, Lynn. "An exploratory analysis of masters' dissertations in psychology undertaken by women and men in South Africa from 1964-1998." Thesis, 2002. http://hdl.handle.net/10413/7966.

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This study was an exploratory thematic and categorical analysis of the titles and abstracts of women and men psychology master's dissertations completed from 1964 to 1998. These dissertations represent research undertaken at all South African universities. They are located on the Nexus database, developed by the Centre for Science Development (CSD) at the Human Science Research Council (HSRC) and maintained by the National Research Foundation (NRF). This research is an investigation of trends, which might lead to conclusions regarding the areas of psychological specialisations chosen for research, the methodologies of research applied and the sample type employed in the research. Secondly, a longitudinal analysis was conducted to examine if any shifts of focus over time in any of the three areas already mentioned (i.e. specialisation, methodology and sample type) had occurred. The methodology used was a combination of both quantitative statistical analysis and qualitative analysis of selected women's and men's dissertations. Content analysis was the preliminary research method used to code the data which was then statistically analysed by means of correspondence analysis. The literature review examined psychology's historical exclusion of women both as professionals and as potential subjects of research. The literature also examines the founding premise of psychological research dominated by scientific empiricism underpinned by logical positivism. Feminist literature was then reviewed in order to offer a commentary on the patriarchal underpinnings embedded in the discipline and to offer and explore alternatives. The outcome of this study revealed a number of valuable findings. First, there had been a major increase in the selection of women masters' students in psychology. Second, the dominant methodology remains quantitative in nature. There is however a slight increase in qualitative and combined research by both women and men in the 1990s. Third, there has been a radical increase in the 1990s of women entering the male domain of industrial psychology. Fourth, no major differences were found between women and men masters' students and their choice of specialisation area, methodology and sample type selected. Finally, women more often than men recognised the gender and ethnicity of their sample subjects. It must however be noted that gender and ethnicity of the sample subjects were still relatively infrequently registered in the titles and abstracts of both women and men's masters' dissertations. In conclusion the plethora of data available on Nexus and the findings identified in the present study a window has opened up to the potential for many future projects in terms of South African psychology masters' research.

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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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Jogibhai, Kamal Bhagwandas. "Academic freedom, institutional autonomy and public accountability : a case study of academics' and managers' perceptions of the National Review of the Master of Education Programme." Thesis, 2013. http://hdl.handle.net/10539/12269.

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Globalization has had an impact on higher education in South Africa. There is a growing emphasis on public accountability. Consequently there is a rise in quality assurance interventions like the national review of the M.Ed programme. Sometimes these quality assurance interventions are perceived as infringing on academic freedom and institutional autonomy. In this research report, I examine how academics at the University of X (UX), experience the relationship which is emerging by current policy in higher education between ―academic freedom‖, ―institutional autonomy‖ and ―public accountability‖. This research report followed a case study design that used a qualitative approach. I used a phenomenological research methodology with specifically semi-structured interviews to understand the phenomenon of the review and to ascertain academics‘ and managers‘ perceptions thereof. I used non-probability purposive sampling to interview seven academics and five management staff. The interviews were recorded and transcribed. The findings were analysed and separated into three themes, viz. the value of the national review process; management versus teaching and learning as areas of focus with the review; and the programme review methodology. The staff found the review to be useful because of the programme focus of the review. It was most useful for management of the programme and for developing collegiality in the sector. Whilst the review criteria tended to focus on management instead of teaching and learning, some participants were comfortable with the review exploring their teaching and learning via direct classroom observations. There was a wide spectrum of views on what makes a good programme, with some participants believing that both teaching and learning and management are important for a successful programme. There are pros and cons to the national M.Ed review methodology. The commendations can be summed up as being fair, using standard programme review methodologies. The criticisms of the methodology includes criticism of the process as being archival, concern over the panel selection, dissatisfaction at the panel‘s report and criticism that the criteria are checklist and that institutions need to go beyond them in order to achieve excellence.

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Amehoe, Christopher Kwasi. "Postgraduate throughput at the University of Ghana." Thesis, 2013. http://hdl.handle.net/10500/13512.

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Based on widespread perceptions and short-term reports that most research masters and doctoral students at the University of Ghana spend unusually long durations to complete their studies due to their inability to complete and submit their theses on time and unduly long waiting periods for thesis results, the researcher decided to investigate these phenomena to identify the root causes. The aim of the study therefore, was to establish empirical basis for this problem and to recommend ways of strengthening postgraduate study delivery at the University of Ghana, based on input from past students, faculty, and the University‟s external publics who have a stake in promoting postgraduate studies and research. To achieve this aim, the researcher set out the framework within which the study should be conducted in Chapter One, and reviewed literature on the theories and concepts of throughput and student throughput in particular as well as global student throughput trends and postgraduate candidature models in Chapter Two. To fully appreciate the delivery of postgraduate studies and throughput trends at the study institution, Chapter Three was devoted to the review of the University of Ghana‟s postgraduate study delivery system, and its enrolment and output statistics compared with similar trends in other African Universities. The research design was explained in Chapter Four, and, guided to adopt the mixed methods approach because of its efficacy in rendering research findings credible and reliable, a number of past masters and doctoral students who extended their candidatures while at the University of Ghana provided data by completing questionnaires. Thesis supervisors and examiners selected on the basis of experience also provided data by completing questionnaire, heads of departments, past deans and thesis schedule officers and the Ghana Education Trust Fund Secretariat provided information through interviews. To further unravel specific cases of the phenomenon, which might not be obtained by means of questionnaire and interviews, relevant information were extracted from selected case files that typify cases of delayed candidature and non-completions. In Chapter Five, Quantitative data were analyzed statistically, qualitative data were analyzed using the open coding method, and documentary data were analyzed using content analysis. The findings and recommendations from the study were reported in Chapter Six. The findings confirmed the perceptions and reports and the major factors responsible for delayed completion and non-completion, including other unpopular factors were identified and discussed. Recommendations were made to address the findings, with particular reference to the role of each stakeholder in strengthening postgraduate study delivery to ensure high throughput at the University of Ghana. In the end, three models were developed for improving candidature durations for masters and doctoral candidates, and for ensuring timely examination of theses. The researcher hopes that, if implemented, the recommendations would help to improve postgraduate study delivery and throughput at the University of Ghana.
Educational Leadership and Management
D. Ed. (Education Management)

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Jones, Bronwyn. "Factors in postgraduate supervision that impact on the quality of research at a selected department at a university of technology." Thesis, 2014. http://hdl.handle.net/10321/1429.

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Submitted on completed of Master’s Degree of Technology: Quality, Department of Operations and Quality Management, Durban University of Technology, Durban, South Africa, 2015.
Similar to a production line, the development of a dissertation is a process within a research dyad that is affected by many factors. On completion, the customer / student is either satisfied or dissatisfied with the outcome of the research process. However, errors in the dissertation detract from its quality and this may leave students dissatisfied with the overall outcome of the marking and review process. To improve the product, it is critical that factors contributing to the production of a quality dissertation are understood. The aim of this study was to determine which components of the SERVQUAL model (namely, Responsiveness, Assurance, Tangibles, Empathy and Reliability) contributed to a lower quality dissertation, thereby gaining an understanding of, and implementing factors which enable the production of a good quality dissertation which meets all stakeholders’ expectations. This was achieved through a prospective, mixed-methods study which analyzed the quality of 30 dissertations by means of a Checklist, denoting the quality of the dissertations. Thereafter, the 30 students and 30 supervisors involved in these dyads were asked to each complete separate questionnaires. The questions covered their respective demographics, research knowledge, expectations and perceptions of the research process. The data was then descriptively analysed and presented by way of tables to demonstrate the quality of the dissertation, and the characteristics of the students and the supervisors. The Chi-Squared statistics and Fisher’s Exact tests were then computed to determine relationships between these characteristics. It was revealed that significant differences between the students and the supervisors existed regarding: the length of time to completion of their Master’s; the roles of facilitators in the research process; student and supervisor role ambiguity; the reason for and need to complete research and specific knowledge of the research process. It was noted that a lack of communication resulted in a significant impact on reliability of the university service, moderate impact on assurance and responsiveness, with the least impact on empathy. In contrast, both the student and the supervisor perceived the tangibles provided by the university as satisfactory. Then, through the process of triangulation, it was shown that the relationship within the dyad lacked clear communication and common understanding of the research processes which was likely to result in a lower quality dissertation. It is, therefore, recommended that all students and supervisors that enter into a dyadic relationship need to find mechanisms (for example: learning contract, weekly meetings) to ensure a consistent and common understanding of the research process throughout its development to allow for the effective production of a good quality dissertation.

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Makhuvele, Meskina. "The impact of unemployment on university graduates in Ward 13 of Makhado Municipality, Limpopo Province." Diss., 2017. http://hdl.handle.net/11602/997.

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Muller, Helene 1951. "Mapping the dynamics of research output productivity : viewed from a statistical research support perspective." Thesis, 2015. http://hdl.handle.net/10500/20124.

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Interest in effectively publishing academic articles stems from involvement in statistical research support provided to academic researchers conducting their research. In the context of this study research output (RO) is defined as the publication of research findings (articles) in academic journals accredited with the South African Department of Higher Education and Training’s (DHET). The vantage point of this research is that of research support statisticians. New knowledge is continually required to drive decision making, policy formulation, industry, economies, regulation, development, innovation and progress (SESCES 2015:9; Pullinger 2014). Quality published research serves as a reliable source of new information. Therefore measures are globally and nationally implemented to stimulate article publication. Such measures and incentives include measurement of publication rate; journal impact ratings; government funding of research based on research output; acknowledgement as research-intensive institutions, promotion opportunities linked to publication rate and more. Although the literature reports on aspects of the production and publication of research findings, limited research is reported on research output productivity (ROP) viewed from the perspective of the statistical community that support research within the research process. Therefore a theoretical framework for ROP had to be developed. Classic grounded theory (GT) proved to be an appropriate methodology for this research based on its theory-develop properties. The literature, responses to an open- and closed-ended questionnaire, observational field notes of this researcher and informal discussion notes were inter alia used as data bases in the cycles of data-collection-analysis-and-comparison that characterise GT implementation. Theoretical components (‘categories’) that emerged in the research include the research process as central concept (the ‘core category’), a research practice component; role players in the research process; the attitude of researchers; knowledge of researchers; skills and attributes of researchers; research resources and research resource centres; and the research climate of the researcher environment. These components constitute the factors that impact ROP. Relational links - which forms the second leg of a developing theory - between these components are explained quantitatively in terms of multivariate linear regression equations; a profile of researcher-type (discriminant analysis) and qualitatively by means of the literature and field notes of this researcher. The emerged theoretical model indicates that knowledge and skills of academic researchers, as well as researcher-type directly impact on the research process and therefore on ROP. Furthermore attitude forms a discriminatory attribute of academic researchers. The objective with the development of the model of ROP was to identify important components of RO delivery and propose grassroots recommendations to promote ROP.
Curriculum and Instructional Studies
D. Ed. (Didactics)

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Chinamasa, Emmanuel. "Development of lecturer research skills in higher education institutions : case of mentoring at Mentors University in Zimbabwe." Thesis, 2015. http://hdl.handle.net/10500/18812.

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Lecturers’ research output in higher education in Zimbabwe is low in general and at Mentors University (pseudonym) in particular. Although lecturers at Mentors University are expected to publish to avoid career stagnation, most lecturers are not tenured due to lack of publications in peer refereed journals with an aggregate impact factor of 0.5. The study aimed at formulating a model for developing lecturers’ research skills and its empirical testing to address the problem. A literature review examined theories of competency development and mentoring models. The informal group mentoring strategy was structured for application in a qualitative participatory action research design. A questionnaire captured factors influencing lecturer research output from a purposive sample of 260 lecturers at Mentors University. Another purposive sample of five lecturers participated in implementing the informal group mentoring intervention for model empirical testing. All participants had failed to publish, were available volunteers and committed to the intervention. The intervention comprised determining qualities of publishable papers through desk research; an evaluative reading of published and rejected papers; peer discussion of the strengths and weaknesses of papers; practice of research; the oral reporting of findings; peer evaluation of papers and the incorporation of peer critique into papers to improve quality prior to paper submission to journals. Survey findings indicated that research output was affected by a lack of both research and publishing skills and mentoring by research supervisors. Participants in the intervention entertained misconceptions of problem formulation, research design and application of probability sampling concepts. Computer skills for data analysis and oral presentation were poor. Further, the university had no policy for lecturer research skills development. As a result of the intervention, all five participants published a paper. The study concluded that lecturers can develop research skills for publication by forming informal mentoring groups; obtaining the services of a mentor; and applying the informal group mentoring model. It was recommended that the universities include development of research skills in their policies and train mentors for the application of the informal group mentoring research skill development model in new universities in Zimbabwe.
Educational Management and Leadership
D. Ed. (Education Management)

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Dissertations / Theses on the topic 'Universities and colleges Graduate work Zambia'

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