Dissertations / Theses on the topic 'University lecturers'
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Loads, Daphne Jane. "Surprising spaces : artistry in university lecturers' professional development." Thesis, Open University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551605.
Full textAbdelsalam, A. A. "The personal characteristics of university lecturers in Libyan universities." Thesis, Nottingham Trent University, 2013. http://irep.ntu.ac.uk/id/eprint/343/.
Full textAl-Said, Walyam Ghalib. "Development and evaluation of a staff appraisal system for Sultan Qaboos University." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358418.
Full textMali, Angeliki. "Lecturers' tools and strategies in university mathematics teaching : an ethnographic study." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/25385.
Full textGrant, Rose. "A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/300/.
Full textJackson, Susan. "Student nurse professionalism : repertoires and discourses used by university students and their lecturers." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36284/.
Full textKaya, Tugberk, and Burak Erkut. "Tacit Knowledge Capacity: A Comparison of University Lecturers in Germany and North Cyprus." Academic Conferences International Limited, 2018. https://tud.qucosa.de/id/qucosa%3A33831.
Full textMarshall, Sarah. "The employment, development and support of part-time lecturers in one UK university." Thesis, Open University, 2004. http://oro.open.ac.uk/49325/.
Full textChipunza, Unity. "An examination of how lecturers' pedagogical beliefs are reflected in their use of ICTs in teaching practice : a case for Africa University EMBA lecturers." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10249.
Full textSitthijirapat, Prasert. "Roles and organisational citizenship behaviour of UK and Thai university lecturers : a comparative study." Thesis, Northumbria University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417286.
Full textCox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.
Full textThis study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.
Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.
Full textCarr, Helen. "Academic induction : perceptions of newly appointed university lecturers in nurse education : an interpretive phenomenological inquiry." Thesis, University of Chester, 2019. http://hdl.handle.net/10034/621797.
Full textMofokeng, Lenka Elias. "A study of in-service education and training (INSET) of university lecturers in South Africa." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07282005-090842.
Full textMoncada-Comas, Balbina. "Lecturers' identities and practices in English-medium instruction at a Catalan University: an ethnographic study." Doctoral thesis, Universitat de Lleida, 2020. http://hdl.handle.net/10803/670012.
Full textUno de los impulsores clave de los procesos de internacionalización de las instituciones de educación superior ha sido la introducción y la rápida implementación de asignaturas de contenido en inglés (EMI, el acrónimo en inglés). Esta inglesización de las materias universitarias responde a la creencia de que el inglés es el idioma de la academia y, por lo tanto, sirve para ampliar las oportunidades académicas de profesores y estudiantes universitarios. Sin embargo, las materias EMI a menudo son impartidas por profesores de contenido disciplinario que no son hablantes nativos de inglés en países donde no se habla inglés. Por esta razón, existe la necesidad de explorar y considerar cómo los profesores experimentan EMI debido al desafío al que se enfrentan cuando participan en la enseñanza de materias de contenido en inglés, un idioma extranjero para ellos. Este estudio etnometodológico investiga cómo tres profesores experimentados de la ramas de ciencia, tecnología, ingeniería y matemáticas (STEM, el acrónomino en inglés) en la Universidad de Lleida negocian su identidad profesional a través de cómo se auto posicionan y como aceptan o resisten otros posicionamientos atribuidos por otros que derivan del cambio en el idioma de enseñanza de su L1 (ya sea español y/o catalán) al inglés. Esta tesis examina la negociación, (re)interpretación, (re)construcción y transformación de su identidad profesional de profesor EMI, centrándose particularmente en la medida en que habitan una identidad relacionada con la enseñanza del lenguaje, es decir, un rol de facilitador del lenguaje disciplinario (DLF) cuando se dedican a la enseñanza EMI. Junto con la exploración de su identidad profesional, este estudio también analizará las prácticas docentes de los profesores EMI, centrándose en cómo se desarrollan estas prácticas en el aula y en qué medida estas prácticas son multilingües. En consecuencia, esta tesis adopta un enfoque cualitativo y comprende datos de entrevistas semiestructuradas con los profesores y la observación en el aula de las sus clases EMI. Con un enfoque en su identidad, el foco está en cómo los profesores lidian con un posible posicionamiento de tanto su identidad como sus prácticas como EMI CLILizadas, entendido como lo que sucede cuando EMI se reformula como una característica normalmente atribuida a CLIL (aprendizaje de contenido y lengua integrado). Si el aprendizaje del idioma inglés se convierte en un objetivo, EMI se CLILiza, es decir, se adopta no solo para la enseñanza de contenido, sino también como un medio a través del cual los estudiantes pueden mejorar su inglés. Los resultados del estudio revelan que los profesores aceptan y habitan en sí mismos una identidad profesional de profesor EMI y se resisten a la noción de EMI CLILizado que emerge del discurso de enseñanza del inglés (ELT) de los investigadores, y por lo tanto rehúsan el papel de DLF. Si bien su identidad profesional aún necesita someterse a una profunda negociación y reconstrucción para convertirse en profesores de EMI CLILizado, sí que posicionan las asignaturas EMI como EMI CLILizadas, ya que realizan prácticas similares a la enseñanza de idiomas en clase adoptando un rol DLF. Por lo tanto, su identidad profesional fluctúa entre una identidad central de profesor EMI y una identidad emergente y en tanto suprimida de profesor EMI CLILizado. Estos y otros resultados apuntan a desafíos educativos y lingüísticos, así como a una disyuntiva entre política y práctica. Por esta razón, argumento que una política de enseñanza EMI – ya sea CLILizado o no – debe ser abordada y desarrollada más claramente por los administradores universitarios y los propio profesores EMI, una política oficial de EMI que proporcione a los profesores una guía pedagógica y lingüística para poder desempeñar con confianza EMI y así seguir reformulando su identidad profesional.
One of the key drivers of the internationalisation processes of higher education institutions has been the introduction and rapid implementation of English-medium instruction (EMI) subjects. This Englishisation of university subjects responds to the belief that English is the language for academia and so it serves to broaden the academic opportunities for university stakeholders, especially lecturers and students. Nevertheless, EMI subjects are often taught by disciplinary content lecturers who are non-native English speakers in non-English speaking countries. For this reason, there is a need to explore and consider how lecturers experience EMI due to the challenges that they may confront when engaged in teaching subject matter in English, a foreign language. This ethnomethdological study investigates how three experienced STEM lecturers at the University of Lleida negotiate their professional identity through their self-inhabited positionings and how they accept or resist other-ascribed positionings that come with the language instruction shift from their L1 (either Spanish and/or Catalan) to English. It examines the negotiation, (re)interpretation, (re)construction and transformation of their EMI lecturer professional identities, focussing particularly on the extent to which they inhabit a language-related identity, that is to say a disciplinary-language facilitator (DLF) role, when engaged in EMI teaching. Alongside the exploration of professional identity, this study will also analyse EMI lecturers’ teaching practices, focusing on how these practices unfold in the classroom and to what extent EMI lecturer’ practices are multilingual. Accordingly, this thesis adopts a qualitative approach and comprises data from semi-structured interviews with the lecturers and classroom observation of their EMI classes. With a focus on their identity, this study specifically focusses on how lecturers grapple with the prospect of positioning themselves and their practices as CLILised EMI, understood as what happens when EMI is reframed as sharing key characteristic with Content and Language Integrated Learning (CLIL) – language teaching. If English language learning becomes a goal, EMI may be CLILised, that is, it is adopted not only for content delivery, but also as a means through which students might improve their English. The results of the study reveal the lecturers accept and self-inhabit an EMI lecturer professional identity and resist the notion of CLILised EMI, which emerges from the researchers’ English-language teaching (ELT) discourses, and so they somehow diminish the DLF role. Although their professional identity still needs to undergo a profound negotiation and re-construction to actually become CLILised, they do position EMI as CLILised as they both report in the interviews, and actually perform in class language-teaching-like practices, a DLF role. Therefore, their professional identity fluctuates between the core EMI lecturer identity and the emerging, but somehow suppressed, CLILised EMI lecturer identity. These and other findings point to instructional and linguistic challenges as well as a disjuncture between policy and practice. For this reason, I argue that a clearer EMI policy – either CLILised or non-CLILised – needs to be developed by university administrators and EMI lecturers themselves, an EMI official policy that provides lecturers with a pedagogical and linguistic guide to perform confidently in EMI and further re-shape their professional identity.
Wilkins, Heather Claire. "Midwife lecturers' views of their role and experiences of statutory supervision in a university setting." Thesis, University of Sheffield, 2006. http://etheses.whiterose.ac.uk/6095/.
Full textMofokeng, Lenka Elias. "A study of in-service education and training (INSET) of university lecturers in South Africa." Thesis, University of Pretoria, 2003. http://hdl.handle.net/2263/26731.
Full textAmuah, Abigail. "Student nurses’ perceptions of written feedback after assessment at a University in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4906.
Full textBackground: Written feedback from lecturers to their students, in higher education institutions, plays an important role in improving students’ performance. However, students’ perceptions of written feedback on assessments could influence its utilization to improve their performance. Despite the high priority placed on written feedback, to date, insufficient research studies have been conducted on the student nurses’ perceptions of written feedback. Purpose and Objective: The purpose of this descriptive study is to describe student nurses’ perceptions of written feedback on assessments at a university in the Western Cape. The objective of this study is to determine student nurses’ perceptions of written feedback on assessment. Methodology: A quantitative descriptive survey research design was employed to conduct this study at a university in the Western Cape. The target population for this study was 106 student nurses registered in the nursing foundation programme for the year 2015. This study employed all-inclusive sampling of foundation student nurses registered in the year 2015. A questionnaire was used to collect data from the participants. A total of 74 participants were available for the study, of whom, 69 submitted their questionnaires, resulting to a response rate of 93.2%. The data was analyzed by using the Statistical Package for the Social Sciences (SPSS) version 23 and was presented in frequency tables, percentages and bar graphs. Ethics approval was obtained from the Senate Higher Degree and the Senate Research Committees of the institution under study, before commencing. Permission was also obtained from the Dean of Research and Head of the School of Nursing, before the commencement of the study. The purpose of the study was explained, and a consent form was signed, before the questionnaires were administered to participants. Findings: The findings of this study indicated that students receive feedback on assessment, were in line with the assessment criteria. The study also found that students perceived receiving plenty of quality written feedback in good time to be useful. The results of this study indicated that the inability to understand written feedback, the limited opportunity to clarify feedback and negatively written comments, hinders the use of written feedback. Recommendations: There is the need for lecturers to provide written feedback that could be useful for students to improve on their performance. There is also the need for written feedback to be delivered to students electronically. Lecturers need to discuss written feedback with their students after delivery. The need for a qualitative study to be conducted on student’s and lecturers experiences on written feedback on assessment is recommended.
Cox, Graham. "Practice in a dispersed professional community : a case study of associate lecturers at the Open University." Thesis, Lancaster University, 2006. http://eprints.lancs.ac.uk/61796/.
Full textJamrerkjang, Laddawan. "Teachers' learning in the professional development process : a case study of EFL lecturers in Thailand's Rajabhat University." Thesis, Northumbria University, 2007. http://nrl.northumbria.ac.uk/2676/.
Full textWarhurst, Russell. "Becoming an academic-teacher : context and agency in new lecturers' pedagogic-learning at a research intensive university." Thesis, Leeds Beckett University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424289.
Full textLaddawan, Jamrerkjang. "Teacher's learning in the professional development processe : a case study of EFL lecturers in Thailand's Rajabhat University." Thesis, Northumbria University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509229.
Full textGregory, Janet Forbes, and na. "Maintaining competence : a grounded theory explaining the response of university lecturers to the mix of local and international students." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20060919.123623.
Full textChitiyo, Rodwell. "Integration of Instructional Technology by University Lecturers in Secondary School Teacher Education Programs in Zimbabwe: An Exploratory Study." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07052006-112212/.
Full textTitle from title screen. Steve W. Harmon, committee chair; Susan Talburt, Laurie B. Dias, Wanjira Kinuthia, committee members. Electronic text (224 p.) : digital, PDF file. Description based on contents viewed June 18, 2007. Includes bibliographical references (p. 204-214).
Shartiely, Nikuigize Erick. "Discourse strategies of lecturers in higher education classroom interaction : a case at the University Dar Es Salaam, Tanzania." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80189.
Full textENGLISH ABSTRACT: This study investigates how linguistic super diversity is managed in a higher education context in Tanzania. Specifically, the use of language in lectures to large classes made up of students with linguistically diverse backgrounds at the University of Dar es Salaam is in focus. Considering the multilingualism of the students as well as the lecturers, and a language-in-education policy, which prescribes English as the language of teaching and learning, the study is interested in the perceptions and practices of those teaching big numbers of students in large lecture halls. The data comprised eight recorded lectures and interviews with the respective lecturers. The intention was to identify, describe, document and analyse interactional strategies that lecturers use, particularly the discourse strategies that lecturers use in conveying new information at a relatively sophisticated level of academic rhetoric, and to facilitate interaction between them and students. With large numbers of students in the audience, and given that they are first year students new to the university-spoken register, lecturers are likely to make remarkable language choices consciously or unconsciously. Conversational Analysis (CA) and Discourse Analysis (DA) approaches facilitated the identification and analysis of conversational and discursive features of lectures as part of spoken registers that are generically used in university teaching. The analysis particularly considered the linguistic diversity of the participants in the higher education context in Tanzania and how lecturers use language to cater for such diversity. The sample involved eight lecturers, four from each of two departments regarded among those with the highest student numbers in the College of Arts and Social Sciences of the University of Dar es Salaam, namely the Department of Political Science and Public Administration and the Department of Sociology and Social Anthropology. The findings indicate that lecturers use a selected number of both propositional and structural discourse strategies during lecture sessions. The three most notable propositional discourse strategies are repetition, use of questions, and use of code switching between English and Kiswahili. Lecturers use phrasal and clausal types of repetition to achieve cohesion, topic continuity and emphasis. They use tag, rhetorical, open and closed types of questions to check for comprehension, to stimulate higher level thinking, to manage classroom behaviour as well as to encourage students' participation and independent study. They also use inter and intra sentential types of code switching to engage with students, to translate some concepts, explain, and manage students' behaviour and to advise or encourage students. Regarding structural discourse strategies, the study shows that lecturers notably use discourse markers so and now as cohesive devices, marking such textual functions as framing, linking and showing consequential relationships. They use the discourse markers so and now to achieve similar communicative goals as those achieved using propositional discourse strategies. In referring to themselves or their audience, they use specific pronouns you, we, and I, to perform different functions. They use the pronoun you not only as an interactive device, but also as an explanatory device of significance in classroom interaction. They use the pronoun we not only as a solidarity device, but like you, also as a strong explanatory device. They also use the pronoun I to mark speaker's knowledge and his or her stance about it, and speaker's circumstance and experience. This study not only describes generic features and language practices in big lectures; it also engages critically with some of the established practices and in so doing adds to the literature on individual and societal multilingualism and how lecturers manage it in an African higher education context.
AFRIKAANSE OPSOMMING: Hierdie is 'n studie van die wyses waarop talige superdiversiteit binne 'n konteks van hoër onderwys in Tanzanië bestuur word. Meer spesifiek, word aandag gegee aan die gebruik van tale gedurende lesings vir groot klasse wat bestaan uit studente met talig diverse agtergronde. Met inagneming van die veeltaligheid van die studente sowel as die dosente, asook 'n taal-in-onderrig-beleid wat Engels as die taal van onderrig en leer voorskryf, stel die studie belang in die persepsies en praktyke van diegene wat groot getalle studente in groot lesinglokale onderrig. Die studie is kwalitatief dáárin dat dit gewerk het met 'n beperkte aantal opnames van lesings en van onderhoude met die dosente wie se klasse opgeneem is. Die bedoeling was om die mees opvallende interaksionele strategieë wat by die Universiteit van Dar es Salaam aangewend word, te identifiseer, te beskryf, te dokumenteer en ook te analiseer. Veral is gekyk na die diskoersstrategieë wat dosente gebruik om nuwe inligting op 'n redelik gesofistikeerde vlak van akademiese retoriek oor te dra, en om interaksie tussen die dosent en die studentegehoor te fasiliteer. Die generiese eienskappe van hierdie lesings is geïdentifiseer deur die hele reeks opnames na te gaan. Die groot getal studente in die gehoor en die gegewe dat hulle eerstetaalsprekers van 'n verskeidenheid verskillende gemeenskapstale is, sal dosente noodwendig, bewustelik of onbewustelik, interessante taalkeuses maak. Die feit dat beide Engels en Swahili amptelike tale in Tanzanië is, dat die meerderheid studente vlot sprekers van Swahili is, selfs al het hulle hulle hoërskoolonderrig deur die medium van Engels ontvang, lei tot die aannames dat (i) Swahili 'n sterk lingua franca tussen sprekers van verskillende eerstetale is, en (ii) voortgesette hoër onderrig deur die medium van Engels onproblematies behoort te wees. Die benaderings van Gespreksanalise (GA) en Diskoersanalise (DA) het die identifikasie en analise van gesprekseienskappe en diskursiewe eienskappe van lesings as deel van die gesproke registers wat generies in universiteitsonderrig gebruik word, gefasiliteer. Die analise het veral in die talige diversiteit van die deelnemers in die konteks van hoër onderrig in Tanzanië en in die wyse waarop die dosente vir hierdie diversiteit voorsiening maak, belanggestel. Die deelnemers aan hierdie studie was agt dosente, vier elk uit twee departemente met die hoogste studentetal by die Kollege van Kuns en Sosiale Wetenskappe van die Universiteit, naamlik die Departement Politieke Wetenskap en Publieke Administrasie en die Departement Sosiologie en Sosiale Antropologie. Die bevindinge dui daarop dat dosente gereeld en generies 'n telbare aantal proposisionele en strukturele diskoersstrategieë gedurende lesings gebruik. Die drie mees opvallende proposisionele diskoersstrategieë is herhaling, die gebruik van vrae en die gebruik van kodewisseling tussen Engels en Swahili. Dosente gebruik frase- sowel as klousherhaling om kohesie, kontinuïteit van die onderwerp en klem te bewerkstellig. Hulle gebruik einddeel-, retoriese en oop en geslote tipe vrae om begrip te toets, om 'n hoër denkvlak te stimuleer, om die gedrag in die klaskamer te beheer, asook om die studente se deelname en onafhanklike studie aan te moedig. Hulle gebruik ook kodewisseling binne en tussen sinne ten einde nouer met die studente te skakel, sekere konsepte te vertaal, studente se optrede te verduidelik, te vertaal en te beheer en studente te adviseer of aan te moedig. Betreffende die strukturele diskoersstrategieë toon die studie aan dat die diskoersmerkers so en now wyd deur dosente gebruik word as kohesiemeganismes wat tekstuele funksies soos raming, skakeling en oorsaaklike verhoudinge aandui. Hulle wend die diskoersmerkers so en now aan om dieselfde kommunikatiewe doelwitte te bereik as dié wat bereik is met die gebruik van proposisionele diskoersstrategieë. In verwysing na hulleself of die toehoorders, span hulle spesifiek die voornaamwoorde you, we en I in om verskillende referensiële funksies of aanspreek funksies te verrig. Die voornaamwoord you word nie slegs as 'n interaktiewe meganisme gebruik nie, maar ook as 'n beduidende verklarende meganisme in klaskamer interaksie. Hulle gebruik die voornaamwoord we nie net as 'n samehorigheids-meganisme nie, maar ook, soos you, as 'n sterk verklarende meganisme. Hulle gebruik ook die voornaamwoord I om sprekerskennis te merk en sy/haar houding daaromtrent uit te druk, asook die spreker se omstandighede en ervaring. In die analise word aandag gegee aan relevante aspekte van tweetalige onderrig, die gebruik van Engels as 'n lingua franca, en die verskynsel van kodewisseling in akademiese diskoers binne 'n veeltalige onderrigkonteks. Die studie beskryf nie alleen generiese eienskappe en taalpraktyke in groot groep lesings nie; dit oorweeg ook sekere gevestigde gebruike in groot lesings dra daarmee by tot die literatuur oor invividuele en gemeenskaplike veeltaligheid en hoe dit hanteer word deur dosente in 'n hoër onderwyskonteks in Afrika.
The African Doctoral Academy (ADA) for awarding me a full scholarship for full time doctoral study; the financial assistance the University of Dar es Salaam furnished me with through the Directorate of Research and Publication.
Alnasib, Badiah Nasser M. "Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33091.
Full textDaniels, Annelize. "The support of students by lecturers in the Nursing Foundation Programme at the University of the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/5013.
Full textDue to the inadequate schooling system and the under-preparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream programmes. In an attempt to increase access into the institution and meet the demands of under-prepared students, the School of Nursing at the historically disadvantaged University of the Western Cape introduced the Bachelors Nursing Foundation Programme in 2007. This study investigated the experiences of students in the Bachelors Nursing (B.Nurs) Foundation Programme at the University of the Western Cape. It was noted by the researcher that little research into foundation provision has, to date, been conducted in South Africa. Insights into this programme gained from this study will be of benefit to all educators providing foundation provision on the support of students in foundation programmes. The purpose of this qualitative study was to explore and describe the support of students by lecturers in the foundation programme, from which recommendations for lecturers were described to support the students in the foundation year. A qualitative, exploratory, and descriptive design was applied, using individual semistructured interviews and field notes. Purposive sampling was conducted and eight participants took part in semi-structured individual interviews. Each interview took around 10 to 30 minutes to complete. Data were analysed using Tesch’s descriptive method of open coding. The findings of this study indicate that a foundation programme is needed to support students from disadvantaged backgrounds, and to prepare them for life and studies at university level. Some of the participants were of the opinion that the foundation programme was unnecessary and a waste of time and that it only prolonged their studies. However, the majority of the participants were grateful for the support that the Nursing Foundation Programme provided, and they attributed their success to the existence of the Nursing Foundation Programme.
Ntsiko, Blondie Bonisa Blossom. "The use of e-mail among students and lecturers at Nelson Mandela Metropolitan University: a guide reasearch report." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1015970.
Full textHaywood, Charlene. "The opinions of lecturers at a university of technology regarding their role in supporting students experiencing barriers to learning / Charlene Haywood." Thesis, North West University, 2014. http://hdl.handle.net/10394/13328.
Full textMEd (Learner Support), North-West University, Vaal Triangle Campus, 2014
Gregory, Janet Forbes. "Maintaining competence a grounded theory explaining the response of university lecturers to the mix of local and international students /." Australasian Digital Thesis Program, 2006. http://adt.lib.swin.edu.au/public/adt-VSWT20060919.123623/index.html.
Full textA thesis is submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Business and Enterprise, Swinburne University of Technology - 2006. Typescript. Includes bibliographical references (p. 292-305).
Toriola, AL, LO Amusa, DI Musa, and VK Moselakgomo. "Integration of millennium development goals into Physical Education programme: A qualitative analysis of the perception of Nigerian university lecturers." African Journal for Physical, Health Education, Recreation and Dance, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001471.
Full textMongkolhutthi, Preechaya. "Professional learning and work culture in a Thai university context : the case of English as a Foreign Language lecturers." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/13051/.
Full textBooysen, Lene. "Educational interpreting in undergraduate courses at a tertiary institution : perceptions of students, lecturers and interpreters." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97131.
Full textENGLISH ABSTRACT: In recent years, there has been an increase in the use of educational interpreting at tertiary institutions in South Africa. Various pilot studies, as well as long-running interpreting projects at North West University, University of the Free State, and the University of Johannesburg have shown that educational interpreting is a viable way of implementing a multilingual language policy and accommodating various languages in the classroom. Educational interpreting has also been researched at Stellenbosch University (SU) in recent years and following the success of a 2011 pilot project at the Faculty of Engineering, the university plans to implement the service in other faculties as well (see Stellenbosch University Language Policy 2014). The study reported in this thesis was conducted at SU and was interested in the perceptions of interpreting held by the three main role players in the interpreting service. The main focus of the study was on examining perceptions of interpreting held by second year Engineering students who attended lectures in which educational interpreting was used as mode of delivery. The data collected on these perceptions was also contextualised by findings from data collected on students’ language backgrounds (including language use, language attitude and actual and perceived language proficiency). As a secondary aim, the study was interested in the perceptions held by lecturers and interpreters working in the Faculty of Engineering. Findings indicated that students generally had positive perceptions of interpreting and felt that interpreting was a good way to accommodate various languages at SU. It also proved useful to collect data on students’ language backgrounds in order to contextualise the results of the interpreting questionnaire, as important nuances emerged which were not apparent when these results were considered on their own. This lead to the insight that feedback from students regarding their experience of the interpreting service should be contextualised in terms of their language backgrounds, as this would lead to more valuable and useful feedback. Finally, lecturers and interpreters both showed positive perceptions of interpreting, with a marked progression in perception of the role of the interpreter in the classroom becoming apparent as experience of educational interpreting increased. The most important suggestion to follow from this finding was that students and lecturers should be made (more) aware of what interpreting entails, how interpreters are trained and how they prepare for lectures, as this should lead to more positive perceptions and increased use of this service.
AFRIKAANSE OPSOMMING: Opvoedkundige tolking het oor die afgelope paar jaar baie gewild geword by tersiêre instellings. Verskeie loodsprojekte en gevestigde tolkprogramme by NWU, UVS en UJ het bewys dat opvoedkundige tolking ‘n lewensvatbare manier is om meertalige taalbeleide te implementeer, en om die gebruik van verskeie tale binne die klaskamer moontlik te maak. Opvoedkundige tolking word ook by SU nagevors en sedert die sukses van ‘n loodsprojek gedurende 2011 by die Fakulteit van Ingenieurswese het die gebruik van opvoedkunidge tolking in klaskamers begin toeneem. Die studie het belang gestel in die persepsies van tolking van die drie hoofrolspelers van die tolkdiens. Die primêre fokuspunt van die studie was om die persepsies van tolking van tweedejaar-ingenieurswesestudente wat lesings gehad het met opvoedkundige tolking te ondersoek. Die data wat oor hierdie persepsies ingesamel is, is ook gekontekstualiseer deur bevindinge wat gemaak is uit die beskouing van data oor die studente se taalagtergrond (insluitende taalgebruik, taalhouding, en werklike en waargenome taalvaardigheid). Die sekondêre fokuspunt van die studie was om insigte te verkry oor die persepsies van tolking van dosente by die Fakulteit van Ingenieurswese, asook van die tolke wat die ingenieursmodules getolk het. Soos reeds genoem het die Fakulteit van Ingenieurswese reeds sedert 2011 sekere modules aangebied deur middel van opvoedkundige tolking. Teen die tyd wat data ingesamel is in die tweede semester van 2013 was dit moontlik om data te verkry van tweedejaar-ingenieurswesestudente wat reeds vir amper twee semesters aan opvoedkundige tolking in hul klaskamer blootgestel is. Die bevindinge van die studie het oor die algemeen aangetoon dat studente ‘n positiewe persepsie gehad het van tolking, en dat hulle gevoel het tolking ‘n goeie manier is om verskeie tale by die universiteit te akkommodeer. Die gebruik van data oor studente se taalagtergrond as konteks vir die bespreking van die persepsiedata was ook baie handig, aangesien belangrike nuanses vorendag gekom het wat nie duidelik was toe die persepsiedata op sy eie beskou is nie. Dosente en tolke het beide ‘n positiewe persepsie van die tolking getoon, met ‘n duidelike progressie wat plaasgevind het in hul persepsie van die rol van die tolk in die klaskamer namate die omvang van hul ervaring met opvoedkundige tolking vermeerder het.
Mhungu, Blessed Aspinas. "Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2798.
Full textRapid advances in information technology and the Internet continue to create higher education learning solutions for the networked-world learner. Given the potential of these resources, opportunities and initiatives must be seized to promote the enhancement of student learning in higher education. The promise of faster communication networks and changes in students’ expectations have rendered urgent the understanding of technology and online learning for use in studio-based teaching and learning spaces in the networked global village of the 21st century. Paradoxically, however, the use of e-learning solutions in design-related education remains limited. In studio-based courses such as graphic and architectural design, for example, the facilitation of learning through electronic media at South African universities ranges from the minimal to the non-existent. A hands-on approach to studio-based teaching and learning is preferred, supported by the argument that it is hard to facilitate experiential learning through semi-synchronous online tools. The danger of this unsubstantiated model of thinking is that it is likely to lead to under-usage of Learning Management System (LMS) tools by educators in studio-based teaching and learning spaces. The problem is that no research has been done on this area in South Africa that is capable of providing conclusive evidence on which corrective measures can be based. Hence, the aim of this study is to understand the reasons for the limited adoption and use of LMSs in studio-based teaching and learning in South African higher education design-related disciplines. Within the interpretive epistemological paradigm, a qualitative research approach was adopted to source and analyse interview data from design students and lecturers at the Cape Peninsula University of Technology (CPUT). An Activity Theory (AT) analytical framework was employed. The findings suggest that reservations regarding the use of LMSs are more a function of prevailing perceptions than they are substantive. Unfounded negative assumptions about the functionality, relevance (usefulness), accessibility and ease of use of the systems emerged as the leading constructions of and explanations for the challenges faced. The study provides not only clarity on LMS usage patterns in studio-based educational spaces, but also useful comparative data on how an activity theory-grounded in ActAD framework can enhance the analysis of LMS activities in studio-based teaching and learning within the curricula for subjects like graphic design and architecture.
Chawinga, Winner Dominic Katayira. "The use of web 2.0 by students and lecturers at Mzuzu University, Malawi: the case of the Faculty of Information Science and Communications." University of the Western Cape, 2014. http://hdl.handle.net/11394/4113.
Full textThe aim of the study was focused on investigating how Web 2.0 technologies are being utilised by students and lecturers to accomplish their learning and teaching activities in the Faculty of Information Science and Communications (ISC) at Mzuzu University in Malawi. The study answers the following specific research questions: • What is the current awareness of and familiarity with Web 2.0 technologies amongst students and lecturers in the Faculty of ISC? • For what educational purpose do students and lecturers in the Faculty of ISC use Web 2.0 technologies and which Web 2.0 technologies do they use most? • What do lecturers in the Faculty of ISC perceive as benefits of integrating Web 2.0 technologies in teaching and learning? • What are the factors that influence students and lecturers in the Faculty of ISC to adopt Web 2.0 technologies? The study adopted the Decomposed Theory of Planned Behaviour (DTPB) by Taylor and Todd (1995) which explains the rejection and acceptance of technological innovations such as Web 2.0. The researcher adopted a case study design in which both qualitative and quantitative data were collected to answer the research problem. The study was conducted in three phases; in phase one, a questionnaire was sent to 186 students and 19 lecturers, phase two involved analysing the curricula and phase three involved conducting follow-up interviews with seven lecturers to seek clarification on some concepts and elaboration on themes identified in phases one and two. The findings show that between 69 (50.7%) and 128 (94.1%) students use these Web 2.0 technologies to search for information, to communicate with lecturers, to submit assignments, to communicate with friends on academic work and to share content with fellow students. Most lecturers use these technologies in handing out assignments to students, receiving feedback from students, uploading lecture notes, searching for content, storing lecture notes and carrying out collaborative educational activities. Between 66 (45.8%) and 95 (69.9%) students use Wikipedia, WhatsApp, Google Apps and YouTube and similarly, between 10 (58.8%) and 13 (76.5%) lecturers use Wikipedia, YouTube, Blog, Google Apps and Twitter to accomplish various academic activities. The findings show further that attitude (perceived usefulness, ease of use and compatibility) and perceived behaviour control (self-efficacy, resource facilitating condition and technology facilitating condition) are strong DTPB factors that determine students’ and lecturers’ intention to integrate Web 2.0 technologies in their academic activities. On the other hand, lack of Internet access remains the recurrent key stumbling blocks towards a successful adoption of Web 2.0 technologies in learning and teaching at Mzuzu University (MZUNI). Generally, the study reveals that Web 2.0 and a compendium of Internet technologies have proliferated at Mzuzu University in the Faculty of ISC. Both students and lecturers are aware, to some extent, of the benefits of integrating Web 2.0 in teaching and learning. The researcher has made three main recommendations which include the need for the Faculty of ISC to introduce awareness and training programmes on the new technologies so that students and lecturers are kept up-to-date about the new developments about these technologies, the need for the newly established Directorate of ICT at MZUNI to promote the use of Web 2.0 technologies by conducting work workshops and sourcing funds for students and lecturers to participate in local and international conferences on Web 2.0 and finally, the need for Mzuzu University to install campus–wide Wi-Fi so that students and lecturers can seamlessly access the Internet on every point of the campus using mobile phones or laptops.
Odero, Jared O. "ICT-based Distance Education : A Study of University Students’ Views and Experiences in Early Post-Apartheid South Africa." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142171.
Full textŠeraitė, Rašel. "Vilniaus universiteto dėstytojų vidinės darnos ir gyvensenos tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20140627_164453-83219.
Full textDifferent authors consider sense of coherence to be one of the physical and mental health resources, stress resistance and successful adaptation basis. It is done not enough researches dealing with educationalists and sense of coherence, although it was found that pedagogical work is one of the most stressful. The aim of this work was to analyse the health behaviour, Sense of Coherence (SOC) and interfaces between them in the population of the lecturers in Vilnius University. Materials and methods. 289 Vilnius university lecturers of 25-72 years old age (mean age 43,82) participated in this survey. An anonymous questionnaire for getting data about social-demographic factors, health behaviour, subjective health assessment created by author was used in the survey. In the questionnaire Sense of coherence was measured with “The orientation to life questionnaire” consisting of 13 questions. It was composed by A. Antonovsky (1987). Data analysis was performed using Statistical program SPSS for Windows 13 version. Level of statistic significance was p< 0.05 Results and conclusions. The results showed that the quality of life and subjective health assessment mostly was reported as good. Single respondents ant those who had more than one workplace reported to have better quality of life. 43 % of lecturers reported to have chronic diseases, most of them were widows(-ers). Examination revealed that it was statistically significant differences between lifestyle and respondents gender... [to full text]
De, Bruyn Karien. "Die inligtingsbehoeftes van ingenieursdosente verbonde aan die Vaal Universiteit van Tegnologie / Karien du Bruyn." Thesis, North-West University, 2004. http://hdl.handle.net/10394/614.
Full textThesis (M.Bibl.)--North-West University, Potchefstroom Campus, 2005.
Marumo, Tshipinare Renard. "A survey of the information seeking behaviour of the dental faculty lecturers and students at the University of the Western Cape's Oral Health Centre Library, in Mitchell's Plain." Thesis, University of the Western Cape, 2000. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8949_1213362632.
Full textSu, Walter Yu-Jen. "A study of student learning through lectures based on Information Processing Theory." Thesis, University of Glasgow, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319510.
Full textBellés, Fortuño Begoña. "Discourse markers within the university lecture genre:A contrastive study between Spanish and North-American lectures." Doctoral thesis, Universitat Jaume I, 2007. http://hdl.handle.net/10803/10442.
Full textEl análisis de género (Swales 1981, 1990; Dudley-Evans & Henderson 1990a, 1990b; Henderson & Hewings 1990; Bathia 1993, 2002; Skulstad 1996, 2002; Flowerdew 1994, 2002) es un parte dentro del amplio campo de análisis del discurso (Barber 1962; Halliday, Strevens & McIntosh 1964). En este estudio nos centramos en el estudio de la clase magistral dentro de los denominados géneros académicos en el aula (Fortanet 2004b). La clase magistral es un género hablado y como tal posee ciertas peculiaridades de los géneros hablados en contraposición a los géneros académicos escritos.
Nuestro estudio se centra en la comparación y contraste de dos lenguas, el español peninsular y el inglés americano, ya que como corpus se utilizan clases magistrales españolas y norte-americanas y en consecuencia se toman como referencia estudios de retórica contrastiva. En este estudio nos centramos en un aspecto concreto del lenguaje, los marcadores discursivos. Con el análisis de los marcadores discursivos en el lenguaje académico hablado en español e inglés norte-americano pretendemos ver como se usan los marcadores discursivos para favorecer a hablantes nativos y no nativos de español e inglés en el espacio de educación superior.
Bukvova, Helena, Hendrik Kalb, Claudia Lieske, and Eric Schoop. "E-Lectures im Hochschulunterricht." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141858.
Full textBukvova, Helena, Hendrik Kalb, Claudia Lieske, and Eric Schoop. "E-Lectures im Hochschulunterricht." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27991.
Full textAbdul, Majeed Mohamed Navaz. "Lecturer-student interaction in English-medium science lectures : an investigation of perceptions and practice at a Sri Lankan university where English is a second language." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12995/.
Full textSergeev, Armen G. "Vortices and Seiberg-Witten Equations (based on lectures at Nagoya University)." 名古屋大学多元数理科学研究科, 2002. http://hdl.handle.net/2237/12306.
Full textCard-Hyatt, Carsten. "'Thy word is all' : Karl Barth's university exegetical lectures, 1921-1928." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/15635.
Full textAl-Musalli, Alaa M. "Note takingg in English lectures: A study of Omani EFL university students." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488859.
Full textAl-Musalli, Alaa M. "Note taking in English lectures : a study of Omani EFL university students." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/note-taking-in-english-lectures-a-study-of-omani-efl-university-students(b9b638c1-12bc-417d-9e3b-7e56a385490d).html.
Full textHong, Ye Yoon, Suzanne Kerr, Sergiy Klymchuk, Johanna McHardy, Priscilla Murphy, Sue Spencer, Mike Thomas, and Peter Watson. "Modelling the Transition from Secondary to Tertiary Mathematics Education: Teacher and Lecturer Perspectives." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80200.
Full textKaye, P. T. """Of molecules and men"" : inaugural lecture delivered at Rhodes University." Rhodes University, Grahamstown, 1989. http://hdl.handle.net/10962/d1020712.
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