Dissertations / Theses on the topic 'University education'
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Lemmens, Juan-Claude. "Students’ readiness for university education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.
Full textThesis (PhD)--University of Pretoria, 2011.
Psychology
unrestricted
Latif, Mohammad. "Innovation in university education : a case study of Brunel University." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292836.
Full textPatterson, Sarah. "Focus enhancement intervention: A university classroom experience." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28105.
Full textSeipel, Sandra Helene. "Stakeholder Perceptions| The Impact of a University-based Laboratory School on a Campus-based University Educator Preparation Program." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877170.
Full textA gap in research on the impact of a university-based laboratory school on a campus-based educator preparation program and a decrease in the number of university-based laboratory schools requires current laboratory school programs to evaluate strengths and weaknesses to provide quality evaluative data to ensure continued viability. This qualitative study sought to expand the extant research by identifying perceptions of stakeholders, educator preparation program students, faculty, administrators, and laboratory school teachers, parents, and administrators—to examine the impact of a laboratory school on an educator preparation program. The case study outlined stakeholder perceptions at one university and one laboratory school and investigated the perceptions of stakeholders regarding the impact of a university-based laboratory school to a campus-based educator preparation program. Four major themes emerged related to the impact of a laboratory school on an educator preparation program include: experimentation, early practice and ability to bridge theory to practice, expertise of faculty and teachers, and safety and support of environment to practice new learning. A fifth overarching theme was identified as significant to research: complexity of the organization.
Smerek, Alison. "Attachment, trauma, and adjustment to university." Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/6274.
Full textLABARILE, MISA. "Il ruolo sociale delle Università il caso della partnership Boston University-Chelsea." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/306.
Full textMy thesis in this work is that the universities could be active agents of development, intervening successfully on a local problematic area by networking with public and private actors in order to generate two specific factors of development: social and human capital. I set this idea in the context of the literature on higher education and the debates on innovative and active social functions for the contemporary university. This is the focus of Chapter 1. In Chapter 2 I approach the problem on a deeper level, in its organizational terms: I analyse the public-private partnerships as instruments for the universities to self-assign and re-interpret their local engagement for the creation of human and social capitals. The hypothesis presented in the first two chapters are tested in Chapter 3 on my case study: the Boston University-Chelsea Partnership, a unique example of the day-by-day management of a public district (the Chelsea public schools, MA) by a private university (the Boston University). My case study is set in context in Chapter 4, through the provision of other cases that, albeit not comparably, address similar concerns (quality of education and systems reform, and higher education policies and mission). All these cases are US-focused.
Daghbashyan, Zara. "Essays on University Efficiency Analysis and Entrepreneurship among University Graduates." Doctoral thesis, KTH, Samhällsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-109298.
Full textQC 20130107
Temiro, Babatunde. "How International Students Teach Each Other Outside the University." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425786.
Full textAs the number of international students studying in the United States continues to grow, there’s the need to know how they cope in a host country and the challenges they encounter both in the classroom and outside in order improve education and prepare students for the future. The purpose of this study is to know how international students relate with one another both inside and outside the school setting. The study findings were taken from observation and interview from both graduate and undergraduate classrooms.
Quinlan, James E. "Profiles of software utilization by university mathematics faculty." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180441531.
Full textOdendal, Marta W. "Students' university choice." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23039.
Full textPfeffer-Lachs, Carole F. "Assessing goal intent and achievement of university learning community students." Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571435.
Full textThe purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program.
This study investigated if there was a difference in motivation, by studying goal intent and goal achievement of Freshman Learning Community participants, Living-Learning community participants, or non-learning community participants at Blue Wave University. Data were collected for 363 students who were eligible and responded to the assessment, College Assessment of Readiness for Entering Students (CARES). CARES was developed by Blue Wave University as a pretest, CARES-I (intended) and posttest, CARES-A (achieved). This study analyzed whether or not students, who are classified as First Time In College (FTIC), in the studied groups, had a difference in their level of intended goals, (responses to CARES-I), achieved goals (responses to CARES-A), and the level of change from goal intent to goal achievement (the change in student responses from CARES-I to CARES-A), during their first semester enrolled at Blue Wave University.
Analysis of variance (ANOVA) was used to investigate the change from goal intent to goal achievement; results revealed that the level of change was not significantly different for the three groups. All three groups of students achieved fewer goals than they intended. Although the Living-Learning Community participants did not achieve all the goals they set, the ANOVA indicated that the tests were significantly different as Living- Learning Community participants set higher goals and achieved higher goals than the Freshman Learning Community participants or non-learning community participants.
Moderation analyses concluded that none the seven contextual variables (choice of college, ethnicity, gender, high school grade point average, living on-campus, SAT score, and ACT score) moderated the difference in the level of change from goal intent to goal achievement in this study.
Vasikainen, S. (Soili). "Performance management of the university education process." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206189.
Full textTiivistelmä Tämän väitöskirjan tavoitteena on tutkia, voidaanko yliopistojen opetusprosessin suorituskyvyn johtamista kehittää käyttämällä tuotannonohjauksen menetelmiä ja indikaattoreita. Tämä väitöskirja muodostuu useista esimerkkitapauksista, jotka ryhmittyvät kahden toisilleen vastakkaisen tapaustutkimuksen alle: Oulun yliopiston teknillinen tiedekunta ja humanistinen tiedekunta. Molemmissa tiedekunnissa on useita laitoksia, jotka ovat jo sinällään itsenäisiä esimerkkitapauksia. Tässä tutkimuksessa kartoitetaan opetusministeriön 2000-luvun alussa yliopistojen suorituskyvyn johtamiseen käyttämiä menetelmiä ja pohditaan niiden vaikutuksia yliopistojen opetusprosessiin. Aluksi kartoitettiin olemassa olevien tutkimusten pohjalta niitä tekijöitä, jotka vaikuttavat organisaation ohjattavuuteen ja suorituskyvyn johtamiseen. Seuraavaksi selvitettiin empiirisen tutkimuksen avulla, miten opetusministeriön käyttämät ohjausmenetelmät heijastelevat ohjattavuusanalyysin keskeisiä tekijöitä. Lopuksi molempien tiedekuntien laitoksilla toteutettiin ohjattavuusanalyysi opetusprosessissa tapahtuneiden muutosten selvittämiseksi. Tulosten perusteella voidaan todeta, että opetusministeriön ohjausmallit heijastelevat jossain määrin ohjattavuusanalyysin keskeisiä muuttujia. Mallit keskittyvät kuitenkin lähes kokonaan prosessin loppupäähän eli tuloksiin. Ministeriön tulisikin harkita syöte- ja prosessimuuttujien lisäämistä malliin. 2000-luvun ensimmäisellä vuosikymmenellä opintonsa keskeyttäneiden määrä on kasvanut merkittävästi. Tämä kuvastaa sitä, että prosessista on tullut aiempaa tehottomampi. Ohjauksen painopiste on siirtynyt opiskelijavalinnan laadusta tutkintojen määrään. Humanistisen tiedekunnan rahoitus on vähentynyt tutkimusjaksolla ja tiedekunta on pyrkinyt sopeutumaan opetusministeriön rahoitusmalliin etsimällä taloudellista liikkumavaraa ja muuttamalla opetusprosessia (pienentämällä sisäänottoa, kaventamalla kurssitarjontaa ja rajoittamalla tutkinnon kokonaisopintopistemäärää). Teknillisen tiedekunnan lähtökohdat ovat erilaiset. Ennen kaikkea sähkötekniikan osasto on joutunut sopeutumaan nopeaan kasvuun. Tämän on aiheuttanut ongelmia mm. opiskelijoiden osaamistasossa, kapasiteetin puutteena ja kyvyttömyytenä päästä opetusministeriön asettamiin tutkintotavoitteisiin. Sähkötekniikan osasto päätti edellä mainituista syistä pienentää sisäänottoa. Osaston päätös perustui siten eri syihin kuin humanistisen tiedekunnan vastaava ratkaisu. Sähkötekniikan osasto ei pystynyt kasvattamaan opetusprosessin volyymia riittävälle tasolle. Humanistinen tiedekunta sen sijaan kärsi ylituotannosta. Opetusministeriö ei korvaa tavoitteet ylittäviä tutkintomääriä
Patrick, Helen. "Academic staff in university departments of education." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35660.
Full textFink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
Full textTypescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
Vaičiūnienė, Vilhelmina. "Information literacy in modernization of university education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20071109_154354-04112.
Full textUniversiteto struktūra, strategija, mokymo tikslai ir mokymo(si) metodai keičiasi drauge su visuomenėje vykstančia pažanga, kai šalia kitų funkcijų universitetui patikėta mokymosi visą gyvenimą misija. Plačios ir sparčios kaitos kontekste naujas ugdymo turinys skatina naujai pažvelgti į studijų procesą, ieškoti būdų ir priemonių kaip jį tobulinti. Siekį keisti studijų paradigmą lemia: a) išoriniai (globalizacija, informacinių technologijų plitimas) ir b) vidiniai (noras tobulėti, kelti kvalifikaciją, siekti žinių) veiksniai. Lietuvos tyrėjai, analizavę universitetinių studijų procesą, skiria didelį dėmesį kompetencijų apibrėžčiai, jų sandarai, kuri glaudžiai siejama su mokymo ir mokymosi strategijomis universitetinėse studijose, universitetinių studijų kokybe ir jos vertinimu, inovacinių mokymosi metodų taikymu universitetinėse studijose, suaugusiųjų mokymosi ir mokymosi visą gyvenimą dimensijomis, mokymosi ir universitetinių studijų santykiu. Šie klausimai neabejotinai yra glaudžiai tarpusavyje susiję, papildo vienas kitą, sudarydami visuminį šiandieninio mokymosi universitete paveikslą. Lietuvoje informacinio raštingumo problematika universitetinėse studijose mažai tyrinėta. Informacinio raštingumo integravimas į aukštojo mokslo turinį yra aktuali problema, glaudžiai susijusi su kintančia universiteto misijos samprata, bei pakitusiais visuomenės, grindžiamos žiniomis, funkcionavimo principais. Užsienio patirtis rodo, kad informacinio raštingumo gebėjimų įgijimas turi... [toliau žr. visą tekstą]
Gilliam, Paul Howard. "Nepalese students' reflections on UK university education." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/703002/.
Full textEichsteadt, James Eric. ""Shut it down" the May 1970 national student strike at the University of California at Berkeley, Syracuse University, and the University of Wisconsin-Madison /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342729141&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.
Full textFields, Andrew R. "Leadership self-efficacy in university co-curricular programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/108.
Full textSchiavone, Vincent. "Veteran-Students in Transition at a Midwestern University." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365003929.
Full textSarinzhipov, Aslan. "Opportunities for faculty to influence academic matters at Kazakh National University and Eurasian National University." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592375.
Full textKazakhstan's higher education system is based on the Soviet governance structure, limited academic freedom and no autonomy from the state. In such a system faculties are contract employees delivering predesigned courses with no incentive to bring new ideas and methods. But employers and the general public are concerned with the mismatch between market demand and curricula of universities. Qualitative research based on two case studies collected evidence on the opportunities for faculty to influence academic affairs of the two most prominent research universities in Kazakhstan. The study gave a detailed picture of state controls, hierarchical structures and limited role of faculty at the higher education institutions under investigation. The national universities of Kazakhstan were also compared with the University of West Florida, a public research university of similar size which is based on academic freedom, shared governance and faculty authority over academic matters. Conceptual framework for the analysis is based on the theory that university governance differs from other organizations in its involvement of faculty in decision making on academic affairs. The power is shared with faculty because of their recognized knowledge and authority in teaching and research in their particular professional fields.
The study identified that the national universities in Kazakhstan are established regulated and run like government organizations with a hierarchical structure. The existing centralized and stricter controlled environment results in frustrated and demotivated faculty who are not able to produce good quality teaching and research. Universities are required to produce similar academic programs and courses and offer a limited number of majors approved by the inter-ministerial committee. Structures of degree programs are set according to State Standards and contain certain share of mandatory courses which are provided by the Ministry. The universities are managed by the rectors who have wide powers especially in hiring and promotion of faculty as well as on other academic matters.
The research identified a number of shortcomings and mismatches with international theory and international best practice. If national universities are to develop they have to be allowed to compete and have freedom to innovate. The national universities need the governing boards to be introduced. Increasing faculty participation will be central to promoting key values of higher education such as academic freedom, autonomy and transparency. Empowering faculty will contribute to their greater responsibility and engagement in developing higher education institutions and their core functions of teaching, research and community service.
Foley, Virginia. "Service: University as Community Partner." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3050.
Full textFehr, Helena M. "Distance education program development, the University of Havana's experience with ecotourism education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37526.pdf.
Full textChai, Wenyu, and 柴文玉. "General education in Chinese higher education: a case study of Fudan University." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899727.
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Education
Doctoral
Doctor of Philosophy
O’Neil, Kason, Jennifer M. Krause, and Scott Douglas. "University Supervisor Perceptions of Live Remote Supervision in Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4048.
Full textChambers, Cynthia R. "Advocacy Outreach through East Tennessee State University." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3891.
Full textLorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ64167.pdf.
Full textLorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30185.
Full textSolomon, Jean-Paul. "Transitions into higher education: educational decision-making of coloured first-generation university students." Thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3852.
Full textSutherland, Claire Euline. "Positive deviance during organization change| Researchers' social construction of expanded university goals." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600315.
Full textMany universities have expanded from teaching only to include research goals, requiring shifts in organization behavior. An exploratory case study method was used to examine these dynamics among positive deviant researchers at the University of Technology, Jamaica (UTech), the single case examined, from a social construction perspective. As a participant observer in the organization, the researcher engaged in marginality and its associated risks in studying UTech’s transition from low to higher research outputs to answer the research questions—significant norms influencing positive deviancy patterns of the researchers and, their perceptions and experiences during transition. A qualitative case report and mini-organization ethnography of UTech was produced to enhance contextual understanding of positive deviance among university researchers, an area not previously described in the literature. Several important organizational findings emerged from the analysis of interviews of 6 participants who received the President’s Research Initiative Award (PRIA), artifacts of the organization, and participant observation. The results detail early development of a descriptive typology of positive deviance during organization change, including motivation, feelings of being marginalized and coping strategies. Three patterns—(1) teaching versus research (2) disorder, and (3) personal resilience—and 9 interrelated themes enhance understanding of role adaptations and the meanings and beliefs that these faculty associate with their research environment. The results also indicate organizational factors and personal dimensions in a research subculture that is emerging amidst strong pivotal teaching norms and culture; social costs involved in such a transition, and; some challenges and opportunities for building a research culture and a high performance research environment at UTech. A construct of organizational and individual adaptation to stress was hypothesized, subject to future research. The main conclusions included that research is a peripheral norm; doing teaching and research involved tensions, challenges, incongruence, disequilibria as new identities and the implied research subculture are emerging at UTech; there are anti-research risks to the transition, and; organizational tradeoffs might be required. The findings, although not a template, are of potential usefulness in any organizational setting where organization growth and change are contemplated. Recommendations are made for UTech and future research.
Marple, Amanda. "Democratizing University Foodscapes? Student Food Cooperatives and the Neoliberal University." Thesis, West Virginia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752427.
Full textAccording to a report published in 2015, the National Center for Education estimated that over 20 million students were forecasted to enroll in higher education in the 2016–17 school year, situating American universities as major institutional food retailers. Over the past two decades, corporate food providers have increasingly sought long-term public and private university contracts as a means to expand their reach into lucrative campus food landscapes (foodscapes), replacing in-house services with cheaper, more “efficient, and “productive” dining strategies. Companies such as Sodexo, Aramark, and Bon Appetit control the foodscapes of many university campuses across the United States, creating food environments dominated by corporate interests.
However, at the same time these corporate food service providers have colonized university food terrains, a growing movement of consumers concerned with ethical food sourcing have driven students across the United States to seek alternatives to dominant food sourcing strategies on their campuses. In a context of increased corporate control over their university foodscapes, student across the US have launched campaigns aiming to develop and establish student food cooperatives (SFCs), organizations seeking to assert the availability of sustainable, ethical, and healthy food options on campus in addition to pushing for more student decision-making power within their university food environments (Marsden, 2000).
It is within this context that my thesis aims to explore if and how student food cooperatives are creating new spaces for food sovereignty and if they are democratizing the control over their university food systems through campus based food initiatives.
Kennedy, Benjamin Clayton. "Special education directors' perceptions on how no child left behind influenced special education services in North Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798967061&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258143196&clientId=22256.
Full textRousan, Laith M. "Agent turnover in Ohio State University Extension." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.
Full textMiyoshi, Masaki Edward. "University and industry collaboration in Canadian mining education." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/51973.
Full textApplied Science, Faculty of
Mining Engineering, Keevil Institute of
Graduate
Nilsson, Anna, and n/a. "Case study : green education in an Australian university." University of Canberra. Professional & Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060825.125532.
Full textSosinska, Olga Halina. "School-university partnerships for math and science education." Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07092007-122252/.
Full textNaman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.
Full textWorry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differences between these two processes. A second emphasis will be on the importance of cultural considerations when treating individuals with emotional disorders. A third focus of the analysis will be on the rationale, overview, and literature associated with a transdiagnostic treatment named the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) . Finally, this review will conclude by highlighting futures research studies that can be implemented to improve upon the existing UP research.
Keywords: Worry, Rumination, Anxiety, Depression, GAD, PTSD, OCD, SAD, Transdiagnostic, Culture, Unified protocol for transdiagnostic treatment of emotional disorders.
Reisner, Vaike, Hardi Tullus, and Tanel Piir. "Forests for university education: The example of Estonia." Technische Universität Dresden, 2019. https://tud.qucosa.de/id/qucosa%3A34125.
Full textLI, YING. "A SEXUAL EDUCATION NEEDS ASSESSMENT AT ZHEJIANG UNIVERSITY." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1027604901.
Full textBarker, Chris A. "Students' assessment of biology education at Marshall University." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=399.
Full textKirby, Roy Lindsay. "Cooperative education and organizational socialization of university graduates." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185134.
Full textDupakoski, Sarah Elizabeth. "Education, toys and architecture utilizing educational products to derive principles for elementary school design /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179168913.
Full textFarmer, Tim. "Understanding the learning experiences of university students with learning disabilities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6062.
Full textWood, Daisy Bertha. "School-university partnerships: An exploration of the relationship." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618700.
Full textDavis, Bryce Collin. "Breaking Ground on the University Garden| Service-learning and Action Research." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620873.
Full textThe purpose of this dissertation was to document, analyze, understand, and describe how the environmental virtue ethics of undergraduate students were impacted after participating in a service-learning project designed to establish a new university garden. This service-learning project occurred during the fall semester of 2011, on the campus of Lighthouse University, a mid-size Catholic college campus that is located in an urban area of Southern California. The service-learning component was embedded within one environmental ethics course. Over the course of one sixteen-week academic semester, thirty undergraduates, between the ages of 18-23, each volunteered ten hours in this new on-campus garden. In addition to the student volunteer work, one of the complimentary course components required students to attend a speaking engagement hosted by Dr. Vandana Shiva, a world-renowned environmentalist. The action researcher, served as the catalyst, recorder, and facilitator of this service-learning project. In these roles, the action researcher mobilized members of the university, volunteers from the broader community, and local master gardeners to work side by side with the undergraduate students in the garden. After a qualitative analysis was conducted through the procedures of action research, local recommendations were generated in order to assist future garden-based curricular and co-curricular activities.
Beckton, Julian. "Modelling university educational development units." Thesis, University of Lincoln, 2010. http://eprints.lincoln.ac.uk/3257/.
Full textRoland, Karen A. "Co-operative education, a value-added approach to education at the university level." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0032/MQ62275.pdf.
Full textYakubova, Shakhnoza. "PERCEPTION OF QUALITY IN CHANGING UNIVERSITY EDUCATION IN KAZAKHSTAN." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1259029065.
Full textNemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.
Full textPh.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses
Cavani, Jane Sarah O'Reilly. ""Do you ever get this feeling…?" : university teacher narratives from a research-led university." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8619/.
Full textHale, Kimberly D. "University Students Provide Literacy Support in a Pediatric Clinic." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7041.
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