Thèses sur le sujet « Efficiency and equity in higher education »
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1
Wright, Sarah Jean, et res cand@acu edu au. « An Investigation Into the Equity and Efficiency of Australia‘s Higher Education System ». Australian Catholic University. School of Arts and Sciences (NSW & ; ACT), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp179.11112008.
Texte intégralRésumé :
This thesis examines the impact of changes in higher education policy in Australia on equity for students and efficiency in resource allocation. This involves measuring the impact of the 2005 budgetary changes in the Higher Education Contribution Scheme (HECS) on the Private Rate of Return (PRR) and Social Rate of Return (SRR) to higher education for both males and females across different occupations and for different qualifications. This thesis examines the proposition that the movement of Australia‘s higher education system towards a user pays model with price flexibility will deliver greater efficiency. It also considers the argument that students should pay a greater proportion of the cost of higher education as they are the direct beneficiaries. This thesis shows that the increase in HECS fees has coincided with a fall in the quality of university graduates and the demand for a university education by higher achieving and low income students. In addition, this study also found that not only is the SRR positive but is greater than both the real rate of return on Commonwealth Government bonds and Government Trading Enterprises. These findings suggest that there is an inefficient allocation of resources and a need for the Government to allocate relatively more funding to the discipline areas with high Social Rates of Return and graduate skills shortages. This thesis suggests ways to improve the equity and efficiency of Australia‘s higher education system. These policy recommendations aim to increase the quality of and opportunity for higher education in Australia.
2
Wright, Sarah Jean. « An investigation into the equity and efficiency of Australia's higher education system ». Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/d1683e0b74db960f896d63b31c64016e51ec173290179d7f86be96f630fa8b28/3094491/65151_downloaded_stream_376.pdf.
Texte intégralRésumé :
This thesis examines the impact of changes in higher education policy in Australia on equity for students and efficiency in resource allocation. This involves measuring the impact of the 2005 budgetary changes in the Higher Education Contribution Scheme (HECS) on the Private Rate of Return (PRR) and Social Rate of Return (SRR) to higher education for both males and females across different occupations and for different qualifications. This thesis examines the proposition that the movement of Australia's higher education system towards a user pays model with price flexibility will deliver greater efficiency. It also considers the argument that students should pay a greater proportion of the cost of higher education as they are the direct beneficiaries. This thesis shows that the increase in HECS fees has coincided with a fall in the quality of university graduates and the demand for a university education by higher achieving and low income students. In addition, this study also found that not only is the SRR positive but is greater than both the real rate of return on Commonwealth Government bonds and Government Trading Enterprises. These findings suggest that there is an inefficient allocation of resources and a need for the Government to allocate relatively more funding to the discipline areas with high Social Rates of Return and graduate skills shortages. This thesis suggests ways to improve the equity and efficiency of Australia's higher education system. These policy recommendations aim to increase the quality of and opportunity for higher education in Australia.
3
Robinson, Shannon. « Neither Clear nor Convincing : How New Title IX Guidelines Undermine Equity, Security, Efficiency, Liberty and Welfare Goals for American Colleges ». The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586970200919108.
Texte intégral
4
Lau, Hieng Soon. « Financing of higher education in Malaysia : an equity and efficiency analysis of student loans and scholarships ». Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/6634/.
Texte intégral
5
Sutherland, Carla. « Equity, efficiency and sustainability in higher education in sub-Saharan Africa : a case study of Makerere University, Uganda ». Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/2885/.
Texte intégralRésumé :
The World Bank is one of the most dominant influences in higher education policy in Sub Saharan Africa. Throughout the 1990s, the Bank consistently asserted that a reduced role of the state in providing and organising educational services, and a greater reliance on pricing systems in the allocation of those services would have a positive effect on both equity and efficiency in higher education. Critics of this approach countered that the Bank's neo-liberal framework was inappropriate to the provision of a public good such as education and that, in particular, the introduction of user charges was risky, inequitable and inefficient. This thesis explores these claims and counterclaims through an exploratory case-study of Makerere University (Uganda). Its particular focus is on the introduction of a series of cost-sharing measures, most notably the acceptance of 'privately sponsored students' to the University from the mid-1990s onwards. The thesis examines what impact these initiatives have had on questions of equity and efficiency within the institution, while also interrogating their sustainability. Using a series of semi-structured interviews with senior university and government officials, as well as official university documents and World Bank reports, the major changes to student financing at Makerere are studied and described. The impact that the changes have had on the question of efficiency, equity and sustainability are analysed, using both qualitative and quantitative research methods, including a series of semi-structured interviews with senior academics and administrators; focus discussion groups with students; and a student survey (n 1,030). It is demonstrated that the major effect of the changes to student financing has been the rapid increase of students being able to come to Makerere, as well as the associated increase in resources which these students have brought with them to the institution. It is argued that the injection of new resources has positively affected the efficiency of the university, but that increasing concerns are being raised about equity, as the poor are disproportionately excluded from the opportunities offered by the new funding approach. It is suggested further that the heavy reliance on extended family networks for financing ultimately raises questions about the sustainability of the new programmes. Much of the debate over the financing of higher education has been underpinned by the concern that the way in which a higher education system receives funding has a powerful influence in determining what it does - in particular the impact that a shift away from public funding will have on the sector's contribution to national development. It is concluded here that that the way in which the debate over the financing of higher education is currently constructed encourages an overly economistic view of the sector and its role. It is argued that higher education is especially unsuited to this role. The case study demonstrates that currently there is less to be gained from being dogmatic about the role of either the state or the market, than a greater acceptance that failures of either can result in distorted development. Policy implications point towards a greater understanding of the need to identify what is the most appropriate role for each to play to complement one another in a given context. This is needed so that a particular mix is not at the expense of either equity or efficiency, and to ensure that mix remains sustainable.
6
Hess, Robert Thomas. « Tension generators : how principals of secondary schools in Oregon process the demands for excellence, equity, and efficiency / ». view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113009.
Texte intégralRésumé :
Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 134-147). Also available for download via the World Wide Web; free to University of Oregon users.
7
Graziosi, Grazia. « Il ruolo degli incentivi economici nell'istruzione universitaria ». Doctoral thesis, Università degli studi di Trieste, 2012. http://hdl.handle.net/10077/7350.
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2010/2011The aim of this thesis is to investigate whether the Italian University grants are an effective tool to prevent student drop out and to favor the degree attainment whitin accademic path, both for merit and need-based financial aids. The survey units are italian student enrolled on a degree course in Chemistry, Physics and Mathematics from 2002/02 until 2007/08 in the University of Trieste. On the one hand, the Erdisu (Local Governmental Agency) offers some grants every year to eligible students from low-income families (scarcely related to the merit). The main objective of this intervention is to give equal opportunity to achieve higher education to motivated students irrespective of their income. On the other hand, Fonda Foundation offers some (only) merit-based grants to students enrolled in Chemistry, Physics and Mathematics degree courses. The goal is to award the best students enrolled in the above courses. In order to estimate the causal effect of receiving a grant, we follow the literature on counterfactual analysis and we matching treated and control units using Genetic matching and Coarsened Exact Matching. The results suggest that the need-based financial aids have positive impact to prevent drop-out at 2nd year, but non significant effect on graduation time, whereas the merit-based scholarships increase the probability to achieve the degree on time.
XXIV Ciclo
1973
8
Charoenkul, Nuntarat. « Equity in Thai private institutions of higher education ». Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/220.
Texte intégralRésumé :
This research aims to investigate the policies, administrative plans and strategies taken by eight leading Thai private institutions of higher education to develop equality of educational opportunity for economically disadvantaged college-age people. It also probes into the viewpoints of students, as the real users of higher education, on the ethics of markets in education as well as the possibility of the development of equity in a private university in Thailand. In addition, it explores students' attitudes towards equity in private higher education, socio-economically disadvantaged students and student aid schemes provided by the eight focus institutions. In this study, the researcher applied a mixed-methods approach to elicit data from a range of sources: the government, the eight focus universities and students. The staff participants are university administrators and officers (ten of them in total, at least one and sometimes two from each focus institution) in charge of student grants and loans. Student participants are divided into two groups: the control group and the focus group. The control group consists of on average 174 students who are non-takers of loans and grants from each institution (1,390 in total). The focus group is composed of on average 203 students who are loan and grant takers from each university (1,626 in total). In the research, all student participants were asked to fill in the questionnaire on students' attitudes towards Thai private higher education, designed by the researcher. Face-to-face interviews were also conducted with 35 students from all the focus institutions (four or five from each university). The research findings reveal that it is possible for the eight focus institutions to develop equality of educational opportunity through the application of a variety of student aid programmes, focusing on loans. In this study, it turns out that a student loan programme tends to be able to assist economically disadvantaged students on a larger scale than can a grant or a scholarship scheme. These results are hoped to serve as a guideline for the promotion of equality of educational opportunity, the establishment and improvement of future student aid schemes, as well as the creation and development of a more equitable system in Thai higher education.
9
Koshy, Paul Malcolm. « Equity Policy and Participation in Australian Higher Education ». Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/70567.
Texte intégralRésumé :
This thesis undertakes an analysis of key issues in Australian higher education equity policy in view of current policy settings and empirical research on the determinants of undergraduate higher education participation. Equity policy is defined to include government initiatives to promote higher education participation amongst groups who have been historically disadvantaged in their access (‘equity student groups’) and the categorisation and measurement tools used to identify students belonging to these groups.
10
Kawana, Sanae. « Gender equity policies in higher education in Japan ». Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43464/1/Sanae_Kawana_Thesis.pdf.
Texte intégralRésumé :
In a similar fashion to many western countries, the political context of Japan has been transformed since the 1975 UN World Conference on Women, which eventually led to the establishment of the Basic Law for a Gender-equal Society in Japan in 1999. The Basic Law sets out a series of general guidelines across every field of society, including education. This trajectory policy research study targets gender issues in Japanese higher education and follows the development of the Basic Law and, in particular, how it has been interpreted by bureaucrats and implemented within the field of higher education. This feminist policy research study examines Japanese power relationships within the field of gender and identifies gender discourses embedded within Japanese gender equity policy documents. The study documents the experiences of, and strategies used by, Japanese feminists in relation to gender equity policies in education. Drawing on critical feminist theory and feminist critical discourse theory, the study explores the relationship between gender discourses and social practices and analyses how unequal gender relations have been sustained through the implementation of Japanese gender equity policy. Feminist critical policy analysis and feminist critical discourse analysis have been used to examine data collected through interviews with key players, including policy makers and policy administrators from the national government and higher education institutions offering teacher education courses. The study also scrutinises the minutes of government meetings, and other relevant policy documents. The study highlights the struggles between policy makers in the government and bureaucracy, and feminist educators working for change. Following an anti-feminist backlash, feminist discourses in the original policy documents were weakened or marginalised in revisions, ultimately weakening the impact of the Basic Law in the higher education institutions. The following four key findings are presented within the research: 1) tracking of the original feminist teachers’ movement that existed just prior to the development of the Basic Law in 1999; 2) the formation of the Basic Law, and how the policy resulted in a weakening of the main tenets of women’s policy from a feminist perspective; 3) the problematic manner in which the Basic Law was interpreted at the bureaucratic level; and 4) the limited impact of the Basic Law on higher education and the strategies and struggles of feminist scholars in reaction to this law.
11
Morales, Rodríguez Adriana. « Quality, efficiency and customer orientation in higher education ». Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/400659.
Texte intégralRésumé :
Las instituciones de educación superior desempeñan un papel importante en la economía de cualquier región o país, ya que contribuyen a la formación de capital humano y nuevo conocimiento; así como al emprendimiento. Debido al aumento de la competencia, las universidades están bajo presión constante para mejorar su desempeño. En este sentido, la literatura ha señalado que la calidad, productividad y orientación al cliente deben ser considerados como elementos clave para lograr un desempeño superior. Sin embargo, la evaluación de estos conceptos en el contexto de la educación superior es compleja.
El propósito de esta tesis es examinar los principales factores determinantes de la calidad, la eficiencia y la orientación al cliente en la enseñanza universitaria; así como la posible relación entre estos conceptos. Los objetivos específicos de esta investigación son: examinar el impacto de los atributos de calidad y reputación en la evaluación dinámica de la productividad en una muestra de universidades en Latinoamérica (Capítulo 2); examinar la naturaleza y determinantes de las valoraciones que realizan los alumnos sobre el desempeño del profesor (Capítulo 3); y examinar la influencia de la orientación al alumno-cliente y otras variables personales en la evaluación del desempeño de los profesores (Capítulo 4).
Nuestros hallazgos confirman la idea de que se obtienen resultados más fiables en la medición de la productividad de las universidades mediante la agrupación de las mismas en subconjuntos más homogéneos y que los atributos de calidad y reputación tienen un impacto en el análisis de la productividad. Los resultados también indican que la evaluación del profesorado por parte de los alumnos, es un fenómeno complejo y depende de factores relacionados con el perfil de profesores, alumnos y cursos. Los alumnos evalúan principalmente la pericia, la actitud y el comportamiento de los profesores. Los hallazgos también sugieren que la orientación al alumno-cliente mejora el desempeño de los profesores. Esta tesis integra literatura sobre marketing de servicios, administración de operaciones y educación superior, con el fin de proporcionar una visión más amplia y profunda en la evaluación del desempeño educativo. Desde un punto de vista de gestión, esta investigación puede ayudar a los administradores a generar una ventaja competitiva en las instituciones de educación superior.Higher education institutions play an important role in the economy of any region or country as they contribute to the formation of human capital, new knowledge and entrepreneurship. Due to increased competition, universities are under constant pressure to improve their performance. In this vein, literature has long indicated that quality, productivity and customer orientation should be considered as key elements in order to achieve superior performance. However, assessing these concepts in the context of higher education is complex. The purpose of this thesis is to examine the determinants of quality, efficiency and customer orientation in higher education and the possible relationship between these concepts. Thus, the specific objectives of this research are the following: to examine the impact of attributes of quality and reputation on the dynamic evolution of productivity in a sample of Latin American universities (Chapter 2); to examine the nature and determinants of student evaluations of teaching performance (Chapter 3); and to examine the influence of the student-customer orientation and other personal variables on the assessment of university teachers’ performance (Chapter 4). Our findings reaffirm the idea that more reliable results in productivity measurement are sought by grouping universities into more homogeneous subsets of institutions. The results also indicate that attributes of quality and reputation have an impact on productivity analysis. Findings also show that student evaluation of teaching is a complex phenomenon that depends on factors related to teacher, student and course profiles. Students basically assess the expertise, attitude and behavior of teachers. Findings also suggest that student-customer orientation enhances teachers’ performance. This thesis integrates the literature on services marketing, operations management and higher education in order to provide a wider and deeper insight into the assessment of educational performance. From a practical perspective, this research may help managers to create a competitive advantage in higher education institutions.
12
Papadimitriou, Maria. « Drivers of efficiency in higher education in England ». Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126156/.
Texte intégralRésumé :
The context of this thesis explores efficiency measures in higher education (HE) in England. Measures of efficiency serve as a crucial link between the economic sustainability of the HE sector and the policymaking establishment. Given that the idea of efficient allocation of resources, in a period of tighter budget constraints, curtailed government funding and increasing competition for a greater share for research funding and number of students has such a powerful influence, the concept of efficiency becomes meaningful serving as a basis for decisions to improve resource allocation. Understanding the nature of efficiency aims to put in place a simpler and more efficient HE and research system in England that encourages competition and choice, enhances quality, and ensures greater accountability and value for money. The thesis unfolds two main disciplines of technical and cost efficiency in HE in England. Therefore the research objectives discussed are driven upon that conceptualization of efficiency and provide further insights into first, the effects of merger activity on efficiency, and second on whether permanent or transient (in) efficiency dominates the English HE sector. Those topics are key aspects and critically important for both policy change and ongoing institutional and structural reform and as thus are explored in the lines of this thesis. Regarding the first research objective on the potential effect of mergers on Higher Education Institutions’ (HEIs) efficiency, in a first stage analysis efficiency scores of English universities are derived for a 17-year period using the frontier estimation method data envelopment analysis (DEA). A second stage analysis explores the effect of merger and other factors on efficiency. We find that mean efficiency for the sector has varied around 60 percent to 70 percent, but that the efficiency levels of the vast majority of individual HEIs are not significantly different from each other. Merged HEIs have efficiency which is 5 percentage points higher post-merger than non-merging HEIs holding all else constant; moreover the efficiency impact of merger comes within 2 years of the merger taking place. Of the other factors included in the second stage analysis, pre-1992 universities have lower efficiency than other types of institution. In addition, having a higher proportion of income from government sources is an incentive to greater efficiency. Finally, a sensitivity analysis was conducted which exposed the post-merger efficiency results to a different method assessment as a validation test of the proposed policy implications. The sensitivity analysis resulted in confirming the main findings of efficiency improvements in the units received the treatment of merger. Turning to the second research objective, a common weakness in most of the models dealing with efficiency is their deficiency to account for unobserved heterogeneity that finally lead to biased efficiency estimates. Most of the cost efficiency frontier models, focused either on the transient or on the persistent part of cost inefficiency, confounding firm effects (that are not part of inefficiency) with persistent inefficiency or blending persistent inefficiency with latent heterogeneity. However a decomposition of the two parts, persistent (long –term) and transient/residual (short-term) inefficiencies, provides an in-depth analysis of whether short term practises or more long term structural changes within colleges and universities affect the degree of cost efficiency in the English HE sector. This distinction seems to be further appealing to the policy makers as a regulatory asset that aims at improving the efficiency of the sector through incentive reforms. Hence, more recent developments in panel data allow a further appealing distinction in the cost efficiency of HEIs in which unobserved firm effects (firm heterogeneity) can be disentangled from time invariant and time varying inefficiency. Hence the purpose of this thesis is partly to assess the level of persistent and transient inefficiency in the English HE sector from 2008/09 to 2013/14 by using a four-way error component model (persistent and transient inefficiency, random firm effects and noise) and so as to retain the apparatus of statistical inference stemming from a generalised true random effects (GTRE) model based on maximum simulated likelihood (MSL) techniques. In order to provide evidence that the aforementioned method ameliorates the predicted power of the model we offer a comparative study through the fundamental models applied in the literature so far. Consequently, statistical inference will be attempted by countering the efficiency estimates of a GRTE model with a random effects (RE) model proposed by Pitt and Lee (1981), informative on the persistent part, and a true random effects model (TRE) proposed by Greene (2005a, 2005b), enlightening the transient part. Finally, omitted variables bias will be controlled by implementing a MGTRE model, minimizing the resulting heterogeneity bias. The comparison reinforces the validity of the GTRE model since it captures every single component of inefficacy while heterogeneity is controlled. For the English HE inefficiency is considered as persistent since short-run efficiency estimates are proven to be higher than the long-run. This gives further rise for more comprehensive and structural changes rather than simple mechanisms for short-term cost savings.
13
Mourad, Maha Moustafa M. Kamel. « Service brand equity : an application to higher education in Egypt ». Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408618.
Texte intégral
14
Nelson, Jesse Y. « In pursuit of postsecondary equity evaluating the Washington State Achievers Program / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243777.
Texte intégralRésumé :
Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006.Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4478. Adviser: Edward P. St. John.
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Stein, Jordan. « The Path to Innovation and Efficiency in Higher Education ». Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/763.
Texte intégralRésumé :
In this thesis, I discuss the emergence of the “non-traditional” post -secondary student and what is necessary to both narrow the socioeconomic education gap and make higher education more efficient for the vast majority of Americans. l explain how the current conglomeration of laws, regulations and proposed regulations stifle innovation and inhibit the achievement of a high Education Return On Investment. I discuss changes that are on the horizon and borrow from the success of certain innovations. In the final section, I suggest and review potential frameworks for education innovation and funding that can make a difference. I propose a better measure of program-level success by using the following formula:
EDUCATION ROI =
(Increased Earnings + Increased Economic Productivity + lower healthcare, unemployment, and other related costs)
/
(Federal + State + Student Expenditures)
To arrive at this formula and evaluate current institutions, I look at the total costs to attend these schools, the cost per degree, and the cost per taxpayer. I look at earnings data for different periods after graduation as well as the levels of debt and interest payments students accumulate during this time. The results show that currently, for-profit institutions are much cheaper per degree to the student (long term) and taxpayer due to superior graduation rates, higher earnings data, and better job placement and therefore provide a higher Education ROI. These schools are also the most active in the education space in creating innovative new ideas to increase the “Return” while decreasing the “Investment” and at the same time increasing accessibility to a larger group of students. Using this measure to evaluate our schools may result in a more efficient appropriation of federal funds to the schools that are achieving a better Education ROI, an increase in the exponentially growing skilled labor market, and several other positive externalities positively correlated with education such as health, reduced crime, and a general increase in value to society.
16
Frank, Lawrence E. McCarthy John R. Hickrod G. Alan. « New dimensions of equity and efficiency in Illinois school finance ». Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101111.
Texte intégralRésumé :
Thesis (Ph. D.)--Illinois State University, 1990.Title from title page screen, viewed November 3, 2005. Dissertation Committee: John R. McCarthy, G. Alan Hickrod (co-chairs), Robert L. Arnold, Ramesh B. Chaudhari, David L. Franklin. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.
17
Yussof, Ahmad Basri. « A study of school costs in Malaysia : efficiency, equity and sustainability ». Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310673.
Texte intégralRésumé :
This study is a study on educational costs. Its main focus is recurrent costs in secondary schools in the state of Negeri Sembilan in Malaysia. It is concerned with issues pertaining to the relationship among educational costs, the distribution of costs among inputs and how various inputs are utilised in teaching and learning. Two basic themes form the basis of the study - the efficiency and equity in resource utilisation and distribution. The study is firstly an analysis of cost quantities and their distribution by the various educational inputs; personnel inputs - teachers and non-teaching staff, and non-personnel /non-salary inputs. Secondly, the study focuses on the rate of teacher utilisation in terms of their time on tasks. This is done by undertaking a survey of teaching loads and class size. Thirdly, the study pursued the issue of equity in the distribution of educational resources by undertaking a survey of teacher salaries and teaching experience as well as by analysing fiscal school income by means of capitation grants. Findings from the research uncover variations in costs in schools. Factors affecting costs were mainly the pupil teacher ratio, teacher costs, boarding costs and nonpersonnel costs in Vocational schools. The inherent dominance of teacher costs in the teaching industry is also confirmed by this research. The study also provides evidence of wastage in teacher utilisation, maldistribution of teacher' quality', disparities in the distribution of fiscal non-personnel resources, suggesting to an extent inefficiencies and inequalities in the pattern of recurrent costs in schools. There was also an overwhelming advantage in economies of scale. In summary, the study revealed that educational costs analysis can help in the following areas namely in the identification of cost quantities, factors affecting costs, rates of utilisation of educational resources and the distribution of resources. Major findings from the study show possible applications to planning and policymak:ing. Areas identified are in cost estimations and evaluation, cost comparisons for various purposes, management and control of resomces, efficiency and equity considerations in utilising and distributing of educational resources. In the context of the recent economic crisis, education in Malaysia will be faced with pressures both from the fiscal and demographic fronts. In this condition, it will be Abstract 111 difficult even to maintain the current level of expenditure on education. Research findings from this study can therefore be a recipe for cost saving and cost containment. Policies that promote efficient use of existing scarce resources are obviously necessary. Above all, a prerequisite vital to all this is an urgent need to strengthen the informational basis for cost analysis in Malaysia.
18
Dadzie, Dominic S. « Cost Sharing and Equity in Higher Education : Experiences of Selected Ghanaian Students ». View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371486.
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Harris, Joanne. « Improving participation in higher education for young people from low socio-economic backgrounds : Changing beliefs about higher education ». Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8651.
Texte intégralRésumé :
After decades of initiatives aimed at addressing inequitable rates of participation in higher education, people from low socio-economic backgrounds remain under-represented. A growing body of work suggests that family attitudes are the dominant influence on young people’s academic success and aspirations for higher education. This research asks whether it is possible to intervene in the construction of young people’s aspirations. Specifically, it evaluates the impact of an intervention program on young people’s knowledge of, beliefs about and aspirations for higher education. Drawing on theories of social and cultural capital, this study posits two central propositions. First, that a young person’s bonding social capital plays a significant role in shaping their embodied cultural capital; and second, that it is possible to intervene in the process of the accumulation of bridging social capital and embodied cultural capital and to raise aspirations. Through in-depth interviews with university students and school students from Years 8 to 12 (n = 19), and a pre- and post-intervention survey of Year 8 to Year 10 school students (n = 94), the research explores young people’s pre-existing knowledge of, beliefs about and aspirations for university, and identifies the key influences thereon. It then evaluates the impact of the intervention on participants’ habitus. While bonding social capital emerges as the key influence on the construction of a young person’s habitus, the intervention demonstrably altered this habitus and raised expectations. The causes of these phenomena were multiple and interconnected, with interaction with academically successful role models, access to accurate information and experience of university life all having an encouraging effect. Based on these findings, the thesis presents a model for intervention programs comprising (a) ongoing partnerships between universities and school/s; (b) early intervention; (c) accurate information; (d) interaction with university students; and (e) experience of university life. Finally, the study outlines the implications of the research findings for student equity in higher education at the levels of research, policy and practice.
20
Gall, Zoe. « The Change in Impact of Education Debt on Graduates' Home Equity Post 2008 Recession ». Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/796.
Texte intégralRésumé :
Home purchases are the pinnacle of the American Dream and have a large impact on the American economy as a whole. With rising tuition costs and a greater necessity for a post-secondary degree, the student debt balance in the United States has swelled to over $1 trillion. Graduating with education debt can create a huge financial burden and force graduates to postpone big-ticket purchases like houses, particularly in tough economic times. In this paper, I examine the change in the effect of student loans on college graduates’ likelihood to purchase homes after the 2008 financial crisis. Using data from the 2007 and 2010 Survey of Consumer Finance reports, I apply probit and linear probability regression models to examine the effect of education loan dollar value on graduates’ likelihood of having home equity. The results are statistically significant and in 2010, the effect of student debt decreases by approximately five percentage points for every $10,000 increase in loans. The findings provide evidence to support the research hypothesis that the effect of student debt on home purchases became increasingly negative post-recession.
21
Perkins, Anne G. « Unescorted Guests| Yale's First Women Undergraduates and the Quest for Equity, 1969-1973 ». Thesis, University of Massachusetts Boston, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787470.
Texte intégralRésumé :
“Unescorted Guests” provides a richly detailed portrait of a fundamental change at one US institution: Yale University’s 1969 transition from an all-men’s to a coed college. This study disputes several dominant narratives about the 1970s youth and women’s movements, and deepens our understanding of three core issues in higher education research: access, the experiences of previously excluded students, and change towards greater equity. I contest the myth of alumni as foes to coeducation, and show that the greatest opposition to equity for women came instead from Yale’s president and trustees. I document how women students, absent as powerful figures in youth movement history, played a key role in pushing change at Yale. I show how women administrators, missing from standard social movement depictions of change, created power to advance equity despite efforts to undermine them. I chronicle the key role played by the federal government and the broader women’s movement in advancing change for women at Yale, and conversely the ways that Yale used its power to slow progress for women. I challenge, through multiple sources of evidence, the idea that access alone brought equity for women.
“Unescorted Guests” also provides for the first time a comparison of the experiences and activism of black and white women students in a predominantly white college, a description of the sexual harassment and assault experienced by women at an elite college in the early 1970s, a joint portrait of women administrators and students at a newly coeducational institution, and 1970s student outcome data broken out by race, class, and gender. Lastly, this study contributes to the literature through using archival evidence, interviews, and contemporary press absent in earlier studies, most notably those providing the voices of women; showing how theory can strengthen the trustworthiness of historical narrative; and probing the practical implications of this historical study.
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Ellerbe, LaVerne Wingate. « Connecting Access and Efficiency : Community College Course-Taking Patterns That Predict Vertical Transfer ». W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1550153974.
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Vertical transfer is a centennial symbol of access that also provides inputs for operational funding and produces outcomes for performance-based funding (PBF). Thus, this mission-critical community college function may be leveraged to decisively impact the higher education completion agenda. Yet, deeper insights into student level data are needed to understand what powers vertical transfer efficiency. Previous research used administrative data, analyzed access, and tracked transfer outcomes, but few studies have used vertical transfer as a single analysis framework to reconcile access and efficiency goals while examining tensions between access, accountability, and resource allocation. The body of research tends to isolate and individually analyze student and institutional variables related to the input, process, and output factors of institutional performance. to connect access and efficiency, this study linked student course-taking variables to institutional performance outcomes. The conceptual framework fused resource dependence and choice overload theories to examine institutional resource allocation and student course selection. Predictive models replicated the Community College Transfer Calculator and cohesively linked access, efficiency, institutional accountability, and funding. For a largely part-time cohort, this study found that course-taking variables, including average credits per semester significantly predicted the likelihood of vertical transfer and bachelor's degree completion within six years. PBF points were highly sensitive to vertical transfer, and USP outcomes intensified PBF point gains.
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Chan, Sheng-Ju. « Mergers in Taiwanese higher education : with special reference to efficiency effects ». Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020517/.
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Shoger, Suzanne Grassel. « Engaging the Gatekeepers : Empowering Male Collegians to Promote Gender Equity in Engineering ». The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524234416029571.
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Mochebelele, Amelia Mamohau. « Equity and efficiency in education textbook distribution policy and practice : a case study ». Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/14349.
Texte intégralRésumé :
Bibliography: leaves 55-60.The primary aim of this study is to investigate the Lesotho Education Ministry textbook distribution policy in order to * understand the relationship between equity and efficiency in textbook distribution policy and practice * investigate whether there is differentiation between urban and rural schools in textbook distribution policy and practice. The study examined policy and practice at the level of the Ministry of education as implemented by the School Supply Unit, and at the level of the school. The study took the form of a case study. First, official documents were analysed to develop an account of the textbook provision scheme, its origins, objectives, form and content. Secondly, interviews and a questionnaire provided participants views, attitudes, perspectives, expectations and experiences in relation to the scheme. Finally, an inventory of books and an analysis of order and inventory forms supplied evidence of what books were actually available in the schools. This was sometimes but not always, motivated by the desire to effect equity. On the whole, the outcomes of the textbook distribution scheme were found to be fairly equitable. This can be explained with reference to * the fact that up to a point improved efficiency also brought improved equity * the ad hoc adaptations of policy in practice by officials and school staff and * the efforts of the rural based school parent community to take full advantage of the scheme.
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Yeld, Nan. « Assessment, equity and language of learning : key issues for higher education selection in South Africa ». Doctoral thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/8771.
Texte intégralRésumé :
Bibliography: p. 314-336.The central problem investigated by this study arises from the fact that South African Senior Certificate results are not, for the majority of educationally disadvantaged candidates, reliable predictors of academic success in Higher Education. Despite this limitation, however, the Senior Certificate examination plays a vital role in the education system. The aims of the study are thus to investigate procedures that could be used in addition to, rather than instead of, the Senior Certificate, and that would provide useful information about the future academic performance of educationally disadvantaged candidates. The purpose of these procedures is to widen effective access opportunities for such students. It is clear that such procedures need to provide different information from that provided by the Senior Certificate which, like all achievement tests, aims to test learners' understandings in terms of the knowledge and skills covered in a preceding course of instruction. In contexts where great educational disparities exist, as is the case in the South African education system, it is neither fair nor defensible to base key gate-keeping events (such as entry to Higher Education) entirely on performance on such an examination. Apart from issues of fairness, however, for students whose prior opportunities to learn have been grossly inadequate, achievement (curriculum-aligned) tests yield little useful information about candidates' underlying capacities and abilities. The study therefore investigates alternatives to achievement tests, and concludes that non curriculum-aligned testing of core skills and abilities could provide a workable alternative. However, moving from curriculum-aligned to non curriculum-aligned tests can not in itself address the assessment challenge posed in identifying talented students in highly heterogeneous populations, in terms of educational preparation. In such contexts, educationally disadvantaged students will inevitably perform poorly in competition with their more advantaged peers, regardless of the basis of the tests. The study therefore reviews various approaches to what has become known as dynamic assessment, and concludes that non curriculum-aligned, core skills tests developed as far as possible on dynamic lines may represent the most effective and fair approach to assessment in this context. After reviewing major theories of knowing and learning, the roles of language in teaching and learning processes, and the history and possibilities of language testing, a set of specifications (a construct) is developed and proposed as the basis for an academic literacy test designed on dynamic lines. The study then sets out to examine the Placement Tests in English for Educational Purposes (PTEEP), developed by the Alternative Admissions Research Project at the University of Cape Town. These tests aim to provide access opportunities for students whose Senior Certificate results do not necessarily reveal their potential to succeed at UCT. The investigation focuses on the extent to which the tests can be said to be (i) valid in terms of the construct established earlier, and (ii) useful in terms of providing useful, additional information about educationally disadvantaged candidates for selection purposes. In other words, the first part of the study is devoted to developing, on the basis of an extensive literature review, a set of requirements for an academic literacy test for selection to Higher Education in South Africa. The second part of the study assesses the extent to which a series of tests developed by the author and currently being used for selection in this context, can be considered to be valid in terms of the construct established in part one. Given the importance of English Second Language Higher Grade (ESL-HG) as the largest single subject registration in the Senior Certificate, and of English as language of learning, the study includes an investigation of the validity of the ESL-HG examinations, and of the usefulness of ESL-HG results for selection purposes. . The investigation employs both quantitative and qualitative research approaches. in summary, the analysis leads to the following major conclusions: + overall, the PTEEP tests can be considered to be valid in terms of construct and content validity; + the use of scaffolding within a test, for talented educationally disadvantaged candidates, can significantly enhance test performance; + on the basis of survival analysis techniques (Polakow 1999), the PTEEP tests are effective in predicting academic success at UCT. That is, students who score in the top quintile of their candidate pool are significantly less likely to be excluded than are comparable students who are admitted on the basis of their Senior Certificate resits alone. Students who score in the bottom quintile, however, have a very significantly higher risk of exclusion than their peers admitted on the basis of their Senior Certificate results alone; + the PTEEP tests and the ESL-HG examinations exhibit divergent validity (that is, they are not positively associated, but reveal either random or inverse correlations); and + ESL-HG and performance at UCT are not significantly associated. On the basis of these conclusions, the study recommends that Higher Education institutions include, as part of their selection criteria and in addition to Senior Certificate results, a test that is non curriculum-aligned; based on the domain of academic literacy as defined in the study; and developed on the basis of dynamic principles. The study also recommends that the potential contribution of such a test to strengthen quality assurance at the school-leaving/Higher Education interface be investigated by the national Department of Education. Finally, it is recommended that as a matter of urgency, the examining of ESL-HG be investigated, with particular reference to the extent to which the examination targets (and therefore contributes to promoting the development of) cognitive academic language proficiency.
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Dick, David. « An investigation into changes in gender equity and equality in Scottish universities from 1850 to 2011 ». Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6050.
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The central aim of this thesis is: to investigate changes in gender equity and equality in Scottish universities from mid-nineteenth century to 2011 with reference to the experiences and attitudes of female and male academics comparing their opportunities for promotion and equal pay. This is introduced with a review of Scottish social, workplace and educational history challenging the traditional Scottish claims for educational and intellectual democracy in terms of inherent inequity and inequality in female education. In addition, the social and educational history is analysed to reveal legacies of gender inequality as they feature in the present-day career experiences and opportunities of female in comparison to male academics.
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Wood, Jillian. « The Glass Ceiling is Not Broken : Gender Equity Issues among Faculty in Higher Education ». Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/6.
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Gender discrimination is an ongoing topic, including discrimination that occurs in higher education. Previous studies have shown female faculty experience a variety of workplace discrimination including sexual harassment/bullying, salary disparities, and lack of worklife balance. This dissertation aimed to analyze equity issues for female faculty at a private university. The researcher utilized a narrative inquiry methodology, conducting interviews with five full-time female faculty. The purpose of this dissertation was to understand the participants’ everyday stories and lived experiences. The researcher utilized critical feminist theory and leadership theory to examine the notion of equity at this campus. The findings, shown through narrative profiles, demonstrate the five women have experienced equity issues at the institution including workplace bullying and lack of work-life balance. It also found the women utilize a self-silencing voice, struggling between challenging equity issues while maintaining their positions at the university. In addition, gender issues experienced prior to working at the university were discussed, demonstrating larger societal issues in relation to gender equity. This dissertation adds to the current studies on equity issues in higher education by focusing on the participants’ stories rather than quantitative or coded data. In addition, it bridged two seemingly disparate frameworks, critical feminist theory and leadership theory, to demonstrate how these concepts can work toward alleviating equity issues in organizations.
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Marrujo-Duck, Lillian Elizabeth. « Talking Ourselves into Outcomes| Teaching, Learning, and Equity in California Community Colleges ». Thesis, San Francisco State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742846.
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This qualitative collective case study explored the experiences of faculty members in the social and behavioral sciences and SLO coordinators at community colleges in California as they engaged in student learning outcomes assessment (SLOA). Semi-structured interviews with eight faculty members and five student learning outcomes coordinators revealed common goals among the participants to use education to inform social change. Engaged student learning outcomes assessment practitioners shared characteristics with Rogers' (2003) early adopters. Participation in SLOA led to an invigoration of the teaching experience. Strategically-integrated dialogue among students in the classroom, faculty within departments, and across divisions within the institutions facilitated institutional change. Engagement in SLOA led to changes in teaching practice that align with research findings on best practices in higher education and participants perceived themselves to be better teachers as a result. However, participants were reluctant to claim responsibility for student learning or to identify improvements in student learning as a result of SLOA. Still, they were willing to consider the potential of SLOA as a tool to close achievement gaps. Recommendations focus on policy, leadership, and institutional strategies for increasing faculty engagement in SLOA.
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Bruns, Jeffry W. Hines Edward R. « Institutional efficiency and state appropriations to public universities, 1983-1997 ». Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960412.
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Thesis (Ph. D.)--Illinois State University, 1999.Title from title page screen, viewed July 26, 2006. Dissertation Committee: Edward R. Hines (chair), Kenneth H. Strand, G. Alan Hickrod, Ramesh B. Chaudhari. Includes bibliographical references (leaves 106-108) and abstract. Also available in print.
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Eijkman, Henk, et n/a. « Online learning as curricular justice ? A critical framework for higher education ». University of Canberra. Professional & ; Community Education, 2003. http://erl.canberra.edu.au./public/adt-AUC20060308.161006.
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This thesis aims to contribute to the optimising of the educational engagement of low socio-economic and other historically underrepresented populations in undergraduate, web-based distance learning in higher education. It establishes, through theoretical and philosophical argument, the value of a participative justice approach to equity, a social constructionist epistemological framework for curricular praxis, and a relational conceptualisation of networked computing. The project to re-map the terrains of equity, curricular practice, and web-based distance learning in higher education emerges out of a realisation that current maps are restrictive, epistemologically flawed, and theoretically deficient, thereby inhibiting the educational engagement of disadvantaged students and obstructing systemically equitable outcomes. Without a new curricular map web-based distance learning is likely to maintain, if not exacerbate, distance education�s historic record as having the highest levels of inequitable outcomes in higher education. In response, the thesis, taking a critical social constructionist stance, problematises current equity, curricular practice, and networked computing discourses in relation to culture, power, and politics. As a critical postmodernist counter-narrative, the thesis proposes paradigm shifts from an access to a participative approach to equity, from an individual to a social learning model for curricular practice in distance education, and from a technocratic to a relational conceptualisation of networked computing. Web-based distance education is positioned as a site of contestation where the need for equity is greatest and the implementation of a new model of curricular practice is most likely to succeed since web-based distance learning is still a newly emerging mode of study in which academics are themselves newcomers in search of effective curricular practices. This leads to the development of �Critical Interdependent Acculturation� as a �next generation� social constructionist curricular practice for web-based distance learning.
Having established the capacity of networked computing to sustain such a curricular practice, this thesis offers academics a new conceptual architecture, �Imaginative Designs for Equitable Achievement of Learning� (IDEAL) to optimise the educational engagement of all students in web-based distance learning in higher education, but especially for those least advantaged. Accordingly, the thesis invites academics to re-evaluate their approach to equity, their epistemic assumptions and to transform rather than transfer old paradigm curricular practices in networked distance learning. The remapping of equity in web-based curricular practices undertaken in this thesis represents a significant contribution to knowledge. The study, by taking a critical postmodernist approach to class, power and social relations, addresses significant research gaps in its theoretical analysis of disadvantaged students in distance education, especially its web-based mode, in which these students are most at risk of educational disengagement. The study targets the operation of social power at the micro-level of curricular practices in higher education and shifts the web-based learning debate from technological access to equitable engagement in its social practices. The reconfiguration of curricular practices to transform the operation of power in mainstream programs positions this study as a groundbreaking project, and by arguing for a systemic curricular response geared towards equitable educational engagement, it affirms that curricular focused research is a significant factor in achieving equity in web-based higher education, rather than being peripheral to it.
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Matsau, Liapeng. « Institutional ethnography of race and gender equity matters in three South African universities ». Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7587.
Texte intégralRésumé :
Almost two decades after the end of apartheid, the higher education system in South Africa remains marked by inequity at both staff and student levels. Current research in this area focuses on measuring inequity but does little to explain why and how it persists. This research explores gender and race equity in South African universities using three critical case studies of the University of Kwa-Zulu Natal, the University of Pretoria, and the University of Cape Town. Using Dorothy Smith’s Institutional Ethnography, broadly conceived, this research examines the daily practices, processes and discourses that give rise to inequitable institutions. The case study of the University of Kwa-Zulu Natal revealed disjunctures between the push in commercialising universities, illustrated in the new managerialist approach and focus on research, on one hand, and the State’s goal to transform and redress, on the other. This tension was articulated in the incongruence between boss texts, such as the Employment Equity Act, and more local institutional texts that emphasised the employment of “productive” staff members. These competing national and institutional demands and pressures blunted the impact of equity policies and strategies. In the case study of the University of Pretoria, gender and racial inequity is maintained and reproduced through various practices and processes, some formal and others informal, both at institutional and individual levels. Students reproduced the racialism and racism that forms part of racial interaction in broader South African society. Despite having equity policies in place, there were significant enclaves of inequity, shown through the lack of female representation in some departments and in student politics, and importantly in the de facto segregation that continues in the student body. In the case study of the University of Cape Town, institutional structures and practices that both maintain and reproduce inequality were identified. In this instance, the formal arrangements and structures of the university were found to lead to the exclusion of and discrimination against certain groups of people. Examples of such institutional structures and processes include, but are not limited to: the concentration of power at middle management; the white-male domination in senior management; and the absence of an intersectional approach in equity policies and measures. Thus despite important progressive policies and ideals, the structural nature of the university served as one of the key obstacles to racial and gender equity. Together, the case studies carried out point to the objectified forms of consciousness and organisation that rely on and help create textual realities. The management of equity in South African institutions is characterised by disjunctures and competing interests and not necessarily by poor implementation, which has been suggested as the explanation by other researchers. The discourses of race, and gender that dominate South African society play an important role in informing how equity matters are managed and experienced at the local level. The local practices and realities of individual Universities should be understood as being framed and influenced by the ruling relations of higher education and the State.
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Hurtado, DeAnn L. « Effects of Performance-Based Funding on Ohio's Community Colleges and on Horizontal Fiscal Equity ». University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1428255521.
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Marks, Lori, Sara Beth Hitt et Tina Hudson. « Supporting RTI Through Preservice and Inservice Higher Education ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4057.
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It is critical that practitioners and those in training be informed of and strongly committed to the use of evidence-based practices. This study aims to provide valuable instruction and data collection on special education teacher candidate use of the MotivAider, a self-monitoring device for research and improvement of student behavior.
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Gralka, Sabine. « Stochastic Frontier Analysis in Higher Education : A Systematic Review ». Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A32459.
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This paper provides a systematic review of the literature that employs stochastic frontier analysis to measure the efficiency of higher education institutions. The overview opens with a look at the general development of the literature, before emphasis is laid on the methodical aspects. Focus is thereby placed on the necessary underlying assumptions and the employed specifications, discussing their advantages and drawbacks. Afterwards, the factors that were specified in the literature, including the input and output variables, as well as the determinants of efficiency, are discussed in detail. Based on the insights of the literature review, the paper highlights some of the existing deficiencies and ways forward. To our knowledge, the present study provides the first systematic review on the usage of the stochastic frontier analysis to measure efficiency in the higher education sector.
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Claxton-Freeman, Angela H. « Higher Education Governance Structures and Operational Efficiency and Effectiveness of 4 -Year Public Institutions ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2583.
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This study benchmarks 4-year public institutions in the Southern Regional Education Board to determine if there are significant differences between the institutions based on efficiency and effectiveness scores within the types of governance structures in operation among the states. Efficiency and effectiveness scores are also used to determine if there are significant differences between institutions based on state appropriation levels. In this quantitative study, data envelopment analysis (DEA) was used to collapse selected institutional data reported to IPEDS into effectiveness and efficiency scores which were then used as the dependent variables. The variable returns to scale (VRS) model was used with an input orientation to measure efficiency, while the output orientation was used to measure effectiveness. Multivariate analyses and Pearson correlations were then performed using the Statistical Program for Social Sciences (SPSS).
There are no significant differences in institutional efficiency and effectiveness scores compared by coordinating agency, governing board, or other state governance structural arrangement types. The relationship between efficiency and effectiveness scores is strongest for those institutions governed by other structural arrangements. Institutions in lower levels of state appropriations tended to score significantly higher in efficiency than their counterparts in the mid-range and highest levels of state appropriations.
The accountability for institutional efficiency and effectiveness seems to rest primarily within the institutions governed. The significance of the study applies to state legislatures, state governance structures, and the leadership of public institutions who want to improve institutional performance through identifying optimal levels of inputs and outputs related to the efficiency and effectiveness metrics presented in this study.
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Chavez-Haroldson, Maria Teresa. « LatinX Diversity Officers in Higher Education : Capacitating Cultural Values as Champions of Equity, Diversity, and Inclusion ». Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1583658860303437.
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Newsome, William D. « An investigation of efficiency and preference of supplemental learning modules in online instruction ». abstract and full text PDF (free order & ; download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453604.
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Gralka, Sabine. « Persistent Inefficiency in the Higher Education Sector ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-211295.
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Evaluations of the Higher Education Sector are receiving increased attention, due to the rising expenditures and the absence of efficiency enhancing market pressure. To what extent universities are able to eliminate inefficiency is a question that has only partially been answered. This paper argues that heterogeneity among universities as well as persistent inefficiency hinder the institutions to achieve full efficiency - at least in the short run. Two standard and one novel specification of the Stochastic Frontier Analysis are applied to a new, comprehensive set of panel data to show how the standard efficiency evaluation changes when both aspects are taken into account. It is the first time that the idea of persistent inefficiency is considered in the analysis of the German Higher Education Sector. The comparison reveals that the disregard of heterogeneity distorts the estimation results towards lower efficiency values. The newly introduced specification improves the accuracy of the heterogeneity assumption and exposes that inefficiency tends to be long term and persistent rather than short term and residual. This implies that increasing efficiency requires a comprehensive change of the university structure.
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Ashley, Evelyn LaVette. « The Gendered Nature of Student Affairs : Issues of Gender Equity in Student Affairs Professional Associations ». Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288502916.
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Grimm, Maury Jayne. « Panacea or perestroika : a socio-economic analysis of the equity and efficiency effects of choice in education ». Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26682.
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Stewart, Margaret Patricia Ann. « Perceptions of Leadership in Equity in Relation to Sexuality and Gender Identity Within an Australian Higher Education Institution Notable for its Policies in this Area ». Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366284.
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This qualitative study set out to explore the perceptions of leadership in an Australian higher education institution in relation to the introduction of an equity agenda related to sexuality and gender identity. The topic had professional and personal importance for me, both in my role as an equity practitioner occupying a relatively senior role in an Australian university, and as a woman who identifies as lesbian. There is a relatively small body of literature focussing upon leadership in higher education in Australia, still less about matters of equity, and a paucity of quality research related to sexuality and gender identity in this context. This study contributes to these three areas. The purpose of the research was to explore the way staff of a university involved in the initiation and implementation of a specific sexuality-equity agenda identified the leader or leaders of the agenda and perceptions of how that leadership behaviour was expressed. A secondary aspect of the research was to investigate the process by which change was implemented by these leaders in a controversial area of equity and social justice. The research used the introduction of a sexuality equity agenda as a frame through which leadership behaviours could be explored with a view to informing this area of equity practice in the higher education context. The research used a case study approach, the case study university being selected on the basis of its identifiably good practice in the area. Staff who had been closely involved with the introduction and implementation of the sexuality equity agenda were invited to participate in the research and self-selected to do so. Participants represented academic and general staff across the University at different levels of seniority, and identified variously as heterosexual, gay or lesbian. The sexuality equity agenda was implemented in a wider context of considerable public debate about issues of sexuality. The state in which the case study university was located, like many Australian States, had a government that was contemplating a liberalising revision to their anti-discrimination legislation. This somewhat volatile context was pertinent to the introduction of the agenda and the issues that arose for those involved with its introduction. Interviews in the form of 'guided conversations' were conducted with all participants and a range of relevant documentary evidence was gathered. Interviews were transcribed and data was thematically analysed using a grounded theory approach. QSR N6 and Leximancer, two software tools developed to manage large quantities of data, were used to assist the management of data in the analytic process. Analysis was undertaken from a theoretical framework informed by post-positivist theory, in particular social constructivism and critical theory, which are concerned with issues of power and social justice, the ways in which discourses interact, and how individuals make sense of their world through interpreting and constructing their realities through this multiply discursive field. The research found that the model of leadership in the case study university that operated to initiate and implement the sexuality equity agenda was one that appears different from those discussed in much of the leadership literature, which generally suggests that there is 'one' leader. In this study, participants identified three distinct leader groups. Initiating leaders (I-leaders) were the primary drivers in putting forward the proposed changes. Positional leaders (P-leaders) were identified by I-leaders on the basis of their seniority and strategic positioning in the university to promulgate the agenda, and had the necessary skills and understandings to enable them to effectively take up this role. The D-leader was the designated institutional leader with responsibility for overseeing the development of policies and programs in the social justice area. While each of the three leadership groups enacted a different leadership role in the implementation of the sexuality agenda, all nevertheless operated in a collaborative and synergistic relationship. Participants also identified a number of key characteristics which they associated with the process of enacting leadership and which were common to all three groups, particularly: risk, influence, respect, courage, and personal values. While these qualities were represented in all three leader groups, they were nevertheless manifested differently in each group in relationship to the function of that group. Findings from this case study have implications for equity practitioners in universities and students of leadership. They point to a number of potential further areas for research that would expand and build on this work. The elucidation here of key leadership patterns in the institution and their manifested characteristics stand to alert others to possibilities of similar patterns, occurrences and factors for consideration in similar contexts. It identifies possibilities and calls for reflection upon alternatives and options that might exist in those contexts.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Erkoc, Taptuk Emre. « Efficiency analysis of public higher education institutions in Turkey with parametric and non-parametric approaches ». Thesis, Keele University, 2014. http://eprints.keele.ac.uk/617/.
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Although the number of researches measuring the efficiencies of higher education institutions has grown especially for the last two decades, literature of both parametric and non-parametric research on HEIs in Turkey is relatively scant compared to the countries alike. This PhD research that fills this noticeable gap in the literature scrutinises 53 public universities in Turkey between the full academic year of 2005-2006 and 2009-2010 covering 5-year time span. In this research, albeit the slight changes in the non-parametric estimation, number of undergraduate students, postgraduate students and research funding are taken as outputs, capital and labour expenses as input prices and eventually annual expenses as total cost. Moreover, university-based features are included into the model so as to apprehend potential heterogeneities among the universities. The initial conclusions coming out of parametric estimation have certain suggestions for public HEIs in Turkey. Firstly, mean efficiency performances of Turkish public universities are fairly dispersed ranging from 70% to 90%. This would encourage a new set of policy-making decisions to lead inefficient universities to be aware of the success of their counterparts. Secondly, despite the fact that some universities have relatively poor efficiency rates, in overall analysis their efficiency scores are indicating optimistic signs relying on certain models. Lastly, developing different models do matter for efficiency analysis in the sense that dispersion of efficiency values among Turkish universities does vary from one model to another.
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Lax, John R. « THE IMPACT OF LOCAL ECONOMIC DEVELOPMENT ACTIVITIES ON PERCEIVED BRAND EQUITY IN THE HIGHER EDUCATION SECTOR – AN EXAMINATION OF THREE STAKEHOLDER SEGMENTS ». NSUWorks, 2017. http://nsuworks.nova.edu/hsbe_etd/133.
Texte intégralRésumé :
Branding and brand equity, both as theoretical constructs and as a critical part of applied marketing, have received considerable attention in the academic and practitioner literature. Brand equity, generally considered to be the differential in positive brand image and loyalty enjoyed by one brand as compared to that of a lesser known brand, is often attributed to the activities the firm undertakes to promote the brand and communicate its value or benefits. Branding activities, and the resulting brand equity, have been successfully employed by both consumer and industrial firms and those activities may range from those as conventional as television advertising to as esoteric as extreme sports sponsorships. However, brand equity among higher education providers, one of the nation’s largest and most impactful industries, has received far less attention than either consumer or industrial goods and services. Further, the branding activities in which higher education institutions engage, including those associated with business and economic development in their communities, has been neglected in the academic literature. Thus, this investigation seeks to determine the impact those economic development activities have on brand equity as it is perceived by selected stakeholders. Specifically, this research asks if economic development activities, such as incubators, faculty consulting, and entrepreneurial education influences the perceived brand equity of the institution, and if so, in what manner. Of specific interest are the brand equity dimensions of loyalty and image, and if the perceptions of these dimensions differ among types of university stakeholders. As with other brand equity research, brand image and loyalty may vary from segment to segment. This investigation is concerned with three types of stakeholders important to most, if not all, universities; economic development professionals, employers, and alumni. These segments are important in addressing the question of the influence economic development activities have on brand image in the higher education domain as each has the potential to have a profound impact on the success of the institution and its graduates. Employing a qualitative semi-structured interview methodology, to be followed by a two-round Delphi Study, the aim of this research is to address the gap in the literature regarding brand equity in the university domain. The interviews were conducted with sixteen participants representing the three segments. The participants were selected for their expertise in the relevant segment. The resulting interviews were transcribed and then coded to reveal relevant themes and to address the research questions. Subsequent to the interviews, a two-round Delphi study was conducted with the same participants with the aim of reaching expert consensus on the research issues. The research revealed that that four themes dominated the interviews. Functional themes are those that are tangible and applied; integration themes are those that cause the institution to become part of the community; presence themes suggest that simply by its presence in the community, absent of any overt or tangible activity, the university’s brand is impacted and finally, promotion themes suggest that the economic development activities under study have an influence on the brand equity on the institution. The study also discovered that there are differences between how the three segments perceived the activities in that, in most cases, each of the three tended to favor those activities that most closely align with their organizational and personal best interests. A somewhat surprising, and potentially important finding, was the role of students and faculty in the brand image of the university. Student internships were determined to be the most highly rated economic development activity with respect to perceived brand equity, and faculty participation in the community was also highly rated. In both cases, the value of these activities were perceived by the participants as being more important than other more expensive and complex activities such as incubators in the context of building brand equity. Given the lack of existing research in the relationships between business and economic development activities in which universities engage and the brand equity of the university, future research may benefit from continuing to explore this understudied domain in greater detail. As business schools become increasingly interested in experiential education, such as internships and corporate projects, both academic research and applied practice may benefit from a deeper understanding of how these practical and cost effective methods of building a university’s brand benefit the institution, its stakeholders and local communities.
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Varley, Anna. « At the Gateway to Higher Education : Tracing Latino/a Pathways Toward First-Year Composition ». Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195038.
Texte intégralRésumé :
This dissertation is a critical ethnographic study of institutional, ideological, and cultural factors influencing the educational pathways of low-income Latino/a students. The study lasted for nine months, and research was conducted in two field sites: a public high school and a public university in the Southwest. There were eighteen research participants--seventeen students and one teacher. A funds of knowledge approach combined with a Latino/a Critical Theory lens and best practices in college access allow a consideration of these factors in public schooling. I balanced institutional data with interviews, writing samples, and class discussions, and I found that factors hindering students' persistence included material conditions such as overcrowding, ideological constraints such as low expectations, and a cultural disconnect between students' values and the values embedded in school curricula and policies. Although these Latino/a students demonstrate experiential critical literacy, the students are not given an opportunity to connect their lived experiences to theory in school, which can hinder college-going attitudes. To foster critical democracy, practitioners of First-Year Composition have an opportunity to rethink our purpose and goals to make sure that what we advocate in theory--college persistence for all students--matches up with our practice. This study suggests remedies to ensure that in a system in which social, economic, and political inequities are fed by and feed our inequitable educational system, we can take an active role in reshaping the educational pipeline by working in partnership with public schools and communities to bring equity to college access and retention efforts.
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Tarusikirwa, Moffat. « Understanding the social and institutional factors related to the retention and progression of selected female academics in four higher education institutions in Zimbabwe ». University of the Western Cape, 2011. http://hdl.handle.net/11394/8479.
Texte intégralRésumé :
Philosophiae Doctor - PhDThis study set out to investigate the social and institutional factors which impact on the retention and progression of female academics in four universities in Zimbabwe. Drawing on a qualitative research methodology the aim of the study was to understand seeking to unpack the factors that shape the low representation of female academics in occupational spheres, the study finds unequal gender-based patterns in Zimbabwean society as a key condition that finds its way into the four institutions. In this regard, the patterns and shape of gender relations, based on the principles of kinship, become the platform for unequal relations among male and female academic staff. This manifests itself in different ways, including the (negative) role played by the extended kin family in the progression of married women academics to higher level management posts, resistance to women's authority by both men and women, the culture of male domination within institutions which works to the disadvantage of female academics and stereotypical behaviour by men within the institutions stand the social and institutional factors related to the retention and progression of female academics in four institutions in Zimbabwe.
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Biela, Runel. « The acculturation process in hostels of a higher education institution / Runel Biela ». Thesis, North-West University, 2006. http://hdl.handle.net/10394/1384.
Texte intégral
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Robinson-Bryant, Federica. « Defining a Stakeholder-Relative Model to Measure Academic Department Efficiency at Achieving Quality in Higher Education ». Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5842.
Texte intégralRésumé :
In a time of strained resources and dynamic environments, the importance of effective and efficient systems is critical. This dissertation was developed to address the need to use feedback from multiple stakeholder groups to define quality and assess an entity's efficiency at achieving such quality. A decision support model with applicability to diverse domains was introduced to outline the approach. Three phases, (1) quality model development, (2) input-output selection and (3) relative efficiency assessment, captured the essence of the process which also delineates the approach per tool applied. This decision support model was adapted in higher education to assess academic departmental efficiency at achieving stakeholder-relative quality. Phase 1 was accomplished through a three round, Delphi-like study which involved user group refinement. Those results were compared to the criteria of an engineering accreditation body (ABET) to support the model's validity to capture quality in the College of Engineering & Computer Science, its departments and programs. In Phase 2 the Analytic Hierarchy Process (AHP) was applied to the validated model to quantify the perspective of students, administrators, faculty and employers (SAFE). Using the composite preferences for the collective group (n=74), the model was limited to the top 7 attributes which accounted for about 55% of total preferences. Data corresponding to the resulting variables, referred to as key performance indicators, was collected using various information sources and infused in the data envelopment analysis (DEA) methodology (Phase 3). This process revealed both efficient and inefficient departments while offering transparency of opportunities to maximize quality outputs. Findings validate the potential of the Delphi-like, analytic hierarchical, data envelopment analysis approach for administrative decision-making in higher education. However, the availability of more meaningful metrics and data is required to adapt the model for decision making purposes. Several recommendations were included to improve the usability of the decision support model and future research opportunities were identified to extend the analyses inherent and apply the model to alternative areas.Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering
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Gopalkrishnan, Caroline, et n/a. « The Colours of Diversity : Women Educators Turning the Gaze onto Australian Universities ». University of Canberra. Education & ; Community Studies, 2006. http://erl.canberra.edu.au./public/adt-AUC20081009.095141.
Texte intégralRésumé :
The internationalisation of universities has attracted significant political and even
media attention, as well as internal focus. Concurrently, global discourses evolving
around the notion of borders, terrorism, security and identity have taken on a renewed
significance. Today, the articulation of identities has significant and even dire
consequences for many people living in different parts of the world. In Australia, too,
the matter of what it means to be ethnic, indigenous, non-indigenous or mixed-race is
highly contested, controversial and for some groups of people, in particular contexts,
even dangerous. In Australian higher education, the term international is commonly
used to refer to the other - citizens of other countries (including those who visit our
educational institutions). They are seen as the global citizens and we are not. Cultural
diversity is widely celebrated and legislated through the Commonwealth
Government?s Living in Harmony policy. Yet there is a dearth of knowledge and/or
discussion around members of staff who are different in our own universities. This
raises questions about how we come to differentiate between us and them in an
Australian socio-historical context, understanding how race and ethnic difference is
made salient in identification, and the knowledge production process.
This is a small-scale, in-depth qualitative study, which addresses a significant gap in
the literature on higher education by focusing on the experiences of four women
educators of colour, each of whom has brought with her a complex collage of
diasporic experiences, histories, identities and ways of knowing. By employing a
multi-race/ethnic dialogic methodology and a research conversation method, the study
presents the women?s experiences in narrative form, integrating the autoethnographic
writing of the researcher with the women?s stories about difference. The inquiry
provides new insights into what race and ethnic identity mean to the women in an
everyday, professional and ethical practice context.
The women?s stories are not of the traditional career or romantic multicultural kind,
but reach into the realms of the personal, political, philosophical and spiritual
dimensions of human experience. As they traverse the political terrain of the
Academy, the women have looked within and outside the university, navigating
multiple identities to make sense of their work. By documenting four women?s
experiences that have never been documented before, this small-scale study provides
basic research for others to build on.
This research affirms the salience of race and ethnicity in the university and the new
higher education knowledge creation ethos. The study reveals there is little current
evidence that Australian universities are capitalising on and applying opportunities
provided by research on race, ethnicity and difference to higher education debate and
reform. The women?s stories reveal that the issue of under-representation of women
of colour is not unique to the university, but is reflective of the powerful and
constitutive impact of discourses of race and difference in Australian society. By
highlighting the issues of who has the power and authority in the university to
determine what counts as a valid identity and how identity and knowledge boundaries
are policed within the Australian university, this research raises questions about the
wider implications of epistemological racism embedded in university practices in
relation to governance, curriculum, policy, teaching and learning. Through its
development and exploration of a multiple race and ethnic dialogic methodology, and
the use of research conversations as a method, the study sheds new light on the
complexities of Australian race politics in knowledge production and on women?s
differentiated experiences in higher education.
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DeLee, Brenda. « Assistive Technology Guidelines for Higher Education Disability Support Staff ». Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1067.
Texte intégralRésumé :
With the changing laws and effective integration of assistive technology into the classroom environment, students can have the provision of multiple means to complete their work with greater independence. In post secondary education, any student who discloses a sensory, cognitive, or physical disability is eligible to request and receive assistive technology and other services. When used correctly, assistive technology can help students with reading, writing, math, and communication skills. With a possible influx of students, disability support staff must be prepared and willing to meet the needs and address issues relating to students with disabilities. If their needs are not met, this student population may be left to face accessibility challenges that will hinder their academic success.
The goal was to make the college experience positive for all students by producing a resource guide for Disability Support Staff (DSS). This was accomplished by conducting an extensive literature review along with collecting data from DSS professionals from various community colleges within North Carolina. Analysis of the data resulted in recommendations on topics including, specific assistive technology solutions according to disability, training for students and faculty along with various outreach activities that can be used to increase awareness of services and accommodations provided by DSS.