Thèses : « Universities and colleges – Europe – History »

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Dorn, Renee Felicia. « The relevance of Historically Black Colleges and Universities ». Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587240.

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Starting in the mid-1800s, Historically Black Colleges and Universities (HBCUs) were created for the purpose of educating Black students. Since their inception, HBCUs have transformed from institutions of higher learning with a core curriculum of teaching and ministerial education serving the Black community to progressive colleges and universities that provide bachelor, master, and doctorate degrees in specialized areas of study which serve and benefit communities of all races around the world. As advanced as HBCUs have become, they still have the stigma of being less than adequate producing underachieving students. An increase in publicity of their accomplishments would help to change public perceptions, but so far they have not received a lot of positive media attention. The question that continues to be asked and is the main question of this study is whether Historically Black Colleges and Universities are still relevant.

The research design for this investigation into HBCUs is a qualitative, multi-case study using purposive sampling in the selection of 4 universities or units. HBCU alumni and associates were interviewed to discuss their views on the relevance of HBCUs and how they plan to change public perceptions. The data gathering instruments used were documents, archived records, interviews, and researcher observations, and through the examination of four unique universities, questions about their missions, demographics, academic programs, graduation rates, accreditation, and accomplishments were researched with data collection and analysis occurring simultaneously.

The findings collected showed that the 4 HBCUs are still relevant because they serve a racially and economically diverse student body focusing on nurturing students and giving them the chance to excel in a comfortable learning environment with rigorous and challenging academic programs that are geared to prepare them to enter the workforce and succeed. They must be proactive and disseminate positive information to the public, including alumni, which could encourage them to support their alma maters. The 4 HBCUs still have some work to do to stay progressive and provide for their students, but the need for all HBCUs to educate is still apparent, not just for African-American students, but for all students.

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Hall, Mark Edwin. « A comparative history of seven Southern Baptist colleges and universities / ». Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9123420.

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Humphries, Donna Irene Nisbet. « Canadian universities : a functional analysis ». Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29672.

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This thesis identifies a university's typical administrative structure for the purpose of establishing a framework which working university archivists can use to acquire control of university records. The organizational structure of Canadian universities is examined with respect to their functions, juridical persons, and their relative competences. This study may be defined as a "functional analysis." The intertwined concepts of function, competence, and juridical persons serve as foundations for this thesis. A function is defined as the whole of the activities, considered abstractly, necessary to accomplish one purpose. A competence is the authority to carry out a determined sphere of activities within one function. Such authority, however, has to be delegated or assigned to a given office or individual, and that office or individual is termed a juridical person. Therefore, a link is forged between a function and a competence through a juridical person, because it is a juridical person who carries out certain duties and responsibilities within a specified function. Since juridical persons create records in the course of executing their competence, a functional analysis establishes the provenance of the records and places the records of an administrative body in the context of their creation. A functional analysis also reveals and explains the relationships and bonds between the records, record series, and record groups that comprise an administration's archival residue. These objectives -- understanding the organizational structure of the administrative body, identifying its functions, determining the provenance of its records, and placing records in the context of the activities that generate them — help archivists and records managers acquire a fundamental level of intellectual control over the administrative body's records. Without this knowledge, archivists and records managers cannot proceed with any of their own practices. By studying the history and development of universities from the Middles Ages to the twentieth century, this thesis identifies four functions which are common to all universities: Sustaining Itself, Teaching, Research, and Service to the Community. A number of juridical persons, either in the form of administrative bodies or individuals who comprise the administrative structure of the university, are then examined, and the functions with which with they are entrusted are ascertained by studying their competences. As a result of this analysis, the typical organizational structure of a university is revealed, the functional provenance of records created by universities (as a whole) are identified, and its records are placed in the context of the activities that generate them.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate

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Dale, Andrea. « Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993 ». Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.

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

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Duckenfield, B. « Changes to the celibacy rule at the colleges of Oxford and Cambridge Universities ». Thesis, Kingston University, 2008. http://eprints.kingston.ac.uk/20257/.

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This thesis investigates the process of reforming the rule relating to celibacy for Fellows of Oxford and Cambridge colleges. This is the first full length study of the changes in Statutes removing the ban on marriage for Fellows of university colleges, combining research into university, religious, legal and social history. This study traces the origins of the obligatory rule of chastity at the universities' foundations until revision of their Statutes in 1882. Originally students at the universities undertook training as priests even if destined for other professions, therefore chastity was obligatory. The roles of the Church, Crown, and Parliament have been studied in relation to the origins of celibacy for priests, its continuance at the university colleges, throughout the reformation of religion, its preservation until almost the end of the nineteenth century and the consequences of intervention from all three establishments. The main structure of college administration, staff, way of life, and the impact upon reform of events, arguments and debates on the advantages and disadvantages of the system have also been examined and assessed. Key stages, incorporating a chronological view, in the process of changing university colleges from monastic type establishments into environments where married Fellows with families were accepted have been investigated and evaluated. This thesis demonstrates how political, economic, social and legal factors combined, both within and outside the universities, together with the efforts of a few persistent and far-sighted individuals, to create a climate favourable to change. The documents consulted cover a wide range of sources including college archives, government reports, parliamentary speeches, political and ecclesiastical proceedings, diaries, memoirs, biographies, autobiographies and newspapers. This study contributes to an understanding of the process of reform and seeks to demonstrate how, not one single event, but a variety of factors combined over a period of time created circumstances making changes acceptable and possible. It also throws new light on the influence and achievements of individuals, in particular James Heywood, Robert Potts, and Lord John Russell, and points to the need for further research into their lives and work.

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Lumadue, Richard Thomas Lumsden D. Barry. « History and demise of The University Foundation in St. Augustine, Florida an institutional autopsy / ». [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3646.

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Hinton, Armenta. « Applying a Leadership Framework to Historically Black Colleges and Universities (HBCUs) Post Fordice ». Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382358660.

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Feola, Cindy. « Les moteurs des configurations organisationnelles : application au cas des universités européennes ». Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211355.

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Pearce, Elizabeth Helen. « King's College, purpose and accountability in higher education, the dilemma of King's College, 1827-1853 ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/NQ41269.pdf.

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Williams, Patricia Coleman. « The Impact of "Old-Wave" McCarthyism at Four Private Black Colleges and Universities in Atlanta, Georgia ». Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10289390.

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Decades after the term “McCarthyism” was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is “terrorism,” and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or “old wave” McCarthyism and comparing it to the “new wave” of McCarthyism that has emerged since 9-11. Similar to what transpired during “old wave” McCarthyism most research is focused on predominantly White institutions (PWI’s). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools much more susceptible to pressures of external forces such as racism and McCarthyism. This then raises the question: “What was the impact of McCarthyism at our nation’s Black institutions of higher education?” Except for two well-documented incidents that occurred at Fisk University during the McCarthy Era (see Gilpin and Gasman, 2003; Gasman, 1999; Gilpin, 1997; and Schrecker, 2002, 1994) and my case study (2008) on McCarthyism at Cheyney and Lincoln Universities in Pennsylvania, for the most part, this question has gone unanswered.

With the use of primary and secondary sources this study will begin to address this void in educational historiography by examining the impact of “old wave” McCarthyism at four existing private historically Black institutions in Georgia: Atlanta University, Morehouse College, Clark University/College, and Spelman College. With this study, I hope to expand the existing discourse on McCarthyism by making it more comprehensive, as well as more inclusive.

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Knedler, John Michael. « A history of the University of Oklahoma band to 1971 / ». Full-text version available from OU Domain via ProQuest Digital Dissertations, 1994.

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Bonfiglio, Robert A. « The history of public relations in American higher education in the twentieth century : from self-interest to national interest / ». Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937778.

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Mangset, Marte. « The discipline of historians : a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities ». Paris, Institut d'études politiques, 2009. http://www.theses.fr/2009IEPP0057.

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L’enseignement supérieur en France et en Norvège a été profondément marqué par des réformes liées au Processus de Bologne. La réorganisation des programmes d’études constitue une partie centrale de ces réformes. En Angleterre, c’est plutôt des réformes nationales qui ont changé l’organisation des cursus dans la discipline de l’histoire. Avec cette thèse, j’ai cherché à étudier les rapports, s’il y en a, entre l’organisation des programmes d’études et les conceptions disciplinaires dans une discipline donnée, celle de l’histoire. A partir d’entretiens semi-directifs avec des historiens qui enseignent en master dans deux universités de chacun des trois pays, j’ai étudié les façons de concevoir la discipline de l’histoire en relation avec les pratiques d’enseignement et les structures dans lesquelles ont lieu ces pratiques d’enseignement. Plutôt que de prendre les réformes en tant qu’objet d’étude, j’ai choisi de les utiliser comme un outil méthodologique afin d’étudier les conceptions disciplinaires. Les réformes des cursus ont créé des controverses dans les six départements d’histoire étudiés. Les argumentations développées par les historiens dans ces controverses dévoilent des conceptions disciplinaires autrement plus tacites. Les divergences entre différentes conceptions de l’histoire ainsi exposées posent la question de l’universalité et de l’essentialisme des disciplines affirmés dans une grande partie de la recherche. L’analyse des conceptions disciplinaires à travers les pratiques d’enseignement, les programmes d’études et les réformes de ces programmes reformule la question des liens entre la discipline et son environnement
Reforms related to the Bologna process have profoundly influenced on French and Norwegian higher education. The reorganisation of study programmes is a key feature of these reforms. In England, it is rather national reforms that have changed the degree structure in the discipline of history. With this thesis I have sought to study the relationships between the structure of study programmes and conceptions of a discipline in a given discipline, that of history. Based on interviews with historians teaching at master level in two universities in each of the three countries, I have studied ways to understand and define the discipline related to teaching practices and the structures within which these practices take place. Rather than taking the reforms as object of study, I have chosen to use them as a methodological means in order to study disciplinary conceptions. The degree structure reforms have created controversies in the six history departments under study. The argumentations developed by the historians in these debates unveil tacit disciplinary conceptions. The variations between different conceptions of history hereby exposed pose the question of the disciplines’ universality and essentialism claimed by many. The analysis of disciplinary conceptions conducted through the analysis of study programmes and the reforms of these study programmes reformulate the question of the relationship between a discipline and its context

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Halloran, Brian Michael. « The Scots College Paris, 1653-1792 ». Thesis, University of St Andrews, 1996. http://hdl.handle.net/10023/13645.

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The aim of this dissertation is to present a composite picture and evaluation of the Scots College Paris from the establishment of a Prefecture Apostolic in Scotland in 1653, until the eclipse of the college in 1792. In order to show the Mission needs that a Scottish college would have to meet, this study began with a preliminary survey of aspects of Catholicism from the creation of the Jesuit mission in 1584 until the appointment of a secular Prefect in 1653, followed by an exposition of what little is known about the first foundation of the College (1325-1603) and the first fifty years of the second foundation (1603-1653), This review showed that the Scots College in Paris was in an excellent position to further the aims of the Scottish Catholic Mission. The history of the college was then examined chronologically by principalships, but it was found necessary to devote separate chapters to three topics, Jacobitism, Jansenism, and the College archives. The investigation indicated that the Scots College Paris had given considerable beneficial service to the Scottish Catholic Mission, but preoccupation with the Jacobite cause, and a reactionary stance as regards the Constitution Unigenitus deflected the staff from the task of preparing students for the priesthood and ultimately led to baneful consequences for Scottish Catholicism. Quarrels with the Jesuits and internal quarrels amongst the secular clergy contributed to the decline of the college. The college did, however, assist in the education of about seventy priests, provided three of our earliest Bishops, played a major role in the establishment of seminaries on Scottish soil, and built up a library and archives of which even the remnant is an invaluable resource for historians.

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Mutsch, Gregory D. « A study of the history and future of Pensacola Christian College and its contributions to fundamentalist education ». Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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Wade, Kathryn Lindsay Anderson. « The intent and fulfillment of the Morrill Act of 1862 a review of the history of Auburn University and the University of Georgia / ». Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/WADE_KATHRYN_23.pdf.

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Andrews, Matthew Paul. « Durham University : last of the ancient universities and first of the new (1831-1871) ». Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:52d639b8-a555-48ce-8226-af71d19cb346.

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This thesis is a study of Durham University, from its inception in 1831 to the opening of the College of Physical Science in Newcastle in 1871. It considers the foundation and early years of the University in the light of local and national developments, including movements for reform in the church and higher education. The approach is holistic, with the thesis based on extensive use of archival sources, parliamentary reports, local and national newspapers, and other primary printed sources as well as a newly-created and entirely unique database of Durham students. The argument advanced in this thesis is that the desire of the Durham authorities was to establish a modern university that would be useful to northern interests, and that their clear failure to achieve this reflected the general issues of the developing higher education sector at least as much as it did internal mismanagement. This places Durham in a different position relative to the traditional understanding of how universities and colleges developed in England and therefore broadens and deepens the quality of that narrative. In the light of the University's swift decline, and poor reputation, from the mid-1850s what were the ambitions of the founders and how did this deterioration occur? Were the critics' accusations against the University - principally that it was a theologically-dominated, inadequate imitation of Oxford, bound to the Chapter of Durham and ruled autocratically by its Warden - based on fact or prejudice? And if the critics were wrong, what were the factors that lead to the University's failings?

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Province, Terry Paul. « An Investigation Into the Factors Leading to the Closure of 40 Private Four-Year Colleges between 1965 and 2005 ». Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12186/.

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This study searches for a set of common indicators that contributed to the ultimate closure of 40 colleges and universities between 1965 and 2005. From research on related literature, a set of 31 contributing factors was identified by published experts and observers in higher education. That set of indicators was then used as a list of 31 questions answered by data found in newspaper articles, professional journals, published research work, published institutional records, data taken from the Department of Education, data taken from IPEDS, data published in historical recounts of the colleges of interest, etc. The data was accumulated in the form of yes/no responses to the 31 questions. Although the study involved only 40 colleges and universities this population represents the majority of institutions that pass the restrictions of limitations and delimitations described in the full document. The complete data set was processed using SPSS which produced ANOVA tables and level of statistical significance for each indicator question. The results indicate that out of the 31 original indicator questions there were two groups of statistically significant indicators. The larger group of indicators having statistical significance at the .05 level encompassed the smaller group having statistical significance at the .001 level. There were ten indicators in the first group with significance at the .05 level and seven in the second group with significance at the .001 level. Both groups conform to Bowen's revenue theory of cost associated with the operations of colleges and universities. The first group also has a cultural values component observed by a number of the experts cited in this study. The second is very tightly associated with Bowen's revenue theory of cost and Bates and Santerre's for profit theory of economics. Future research needs to be done to investigate the effect of such use of those indicators and to cause change in their use by educating those entities who are informed by those indicators.

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Esters, Jason. « Benevolent Design and the Beloved Community : Legacies of Technological Discourse, Progress, Sanctuary, and Support in and around Historically Black Colleges and Universities ». Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/523640.

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English
Ph.D.
This dissertation is an interdisciplinary rhetorical project that explores the discourse of race and technology in the African-American experience, particularly at HBCUs. It examines HBCUs as a site that historically and actively embodies the African-American rhetorical tradition, resists American racial animus, and works as a conduit and a corrective for the discourse of race and technology in America. The first argument this dissertation makes is that there has been an ongoing discursive tradition of technology within the institutional framework of HBCUs that long prefigures “the digital divide” debate. These conversations not only envision how best technology can be used, but also how HBCU leaders envisioned an approach to technology in order to accomplish community goals. The second argument that this dissertation attempts to make is that this persistent discourse within HBCUs is embedded with an ethos of community well-being and support. I am referring to this notion of support as a “techno-ethos”: something hardwired into the DNA of HBCUs since its inception, and, when ignored, can have disastrous, embarrassing, or counterproductive results. Finally, this dissertation is designed to acknowledge the value of applying theories of technological discourse to the study of HBCUs and to offer avenues of practical application for the successful use of a techno-ethos of support for HBCUs on a programmatic and institutional level.
Temple University--Theses

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Selph, Cynthia S. « Origins of Music Programs in Liberal Arts Institutions| The Story of Three Florida Catholic Universities ». Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3688885.

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This study examines the music programs in liberal arts colleges through the historical lens of three Catholic Universities in the state of Florida. Although there are numerous historical dissertations and theses written about individual music schools and departments, and a few that compare music programs in similar types of institutions, none have compared music programs in Catholic universities within the same state. After teaching at Saint Leo University and experiencing the process of rebuilding a music program after it was almost completely lost in the mid-1990s, I wanted to study the histories of Saint Leo and other Florida Catholic institutions that have struggled through similar circumstances, but with very different outcomes.

I examined each music program through interviews with past and current faculty, administrators, and students; archival documents; published histories; school newspapers and yearbooks; and local newspapers and magazines. I visited each campus, photographed the physical facilities, and observed faculty and students. Gradually the stories of three music programs emerged. By comparing the data from each institution I was able to address the following research questions: 1. When and how did each music program begin? 2. How did each one develop (i.e., organization, curriculum, faculty, facilities, performing groups)? 3. What are the relationships between the Catholic affiliation of each of these institutions and the development of their respective music programs/departments? 4. What are the similarities and the differences between the music programs of these schools (i.e., structure, faculty, facilities, curriculum and degrees offered, performance groups, and students)? 5. What role does music play in the overall vision of the universities and their development? 6. What are the implications of this study for music education in these and other liberal arts colleges?

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Kadyakapita, Mozecie Spector John. « A critical realist exploration of the emergence, development, management and sustainability of a Christian private institution of higher education in Malawi ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001818.

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This study was prompted by an interest in exploring ways in which the development of private higher education in Malawi could be more sustainable. It examines the challenges that private institutions of higher education face in different contexts and the underlying causes of these challenges. The aim of the study was to explore the emergence of private higher education (PHE) in Malawi, its management, development, the challenges it faces and the generative mechanisms of these challenges. The research is a case study of one of the earliest private institutions of higher education in Malawi. The institution is owned and operated by a Christian church organisation that has been operating a network of private primary and secondary schools and health centres since its establishment in Malawi in the early 1890s. Critical realism is used as an underlabourer for its stance on ontological, epistemological and ethical assumptions of reality and its views on agency and structure. Two theoretical frameworks - complexity theory and transformational leadership theories - are used as lenses to help make sense of the nature of social organisations and also as heuristic devices for organising and making sense of data. Data were collected using qualitative interviews, archival document content analysis and observation. Twenty participants were purposefully selected for interviews. The participants comprised a senior officer at the MoEST headquarters, proprietors, members of the top management team of the institution, administrative assistants, heads of academic and nonacademic departments, teachers and non-teaching staff and students. Abstracted data were analysed using inductive, abductive and retroductive modes of inference. The study established that the emergence of private higher education in Malawi was generated by a number of mechanisms. These include the need to survive the threat to socioeconomic development posed by global trends in scientific and technological issues that heavily rely on access to the knowledge economy; the need to respond to demand for equity and access to higher education; the need to carry out the mission of the Christian church; government’s failure to expand and widen access to higher education; and the agential need to survive economic demands. The research findings indicate that a critical challenge that the emergence of private higher education faced was the lack of adequate and efficient structures and systems in the Ministry of Education, Science and Technology to expeditiously process applications to establish and accredit, monitor and control the development of private higher education institutions. It was also found that the challenges that the private higher education faces include high level of authoritarian governance and management practices, weak institutional management and control systems and structure, secularisation, lack of adequate funds to meet operation and capital development costs, facilities and resources to support teaching – learning functions, learner support facilities and services and a critical shortage of appropriately qualified administrative and academic personnel. The underlying causes of the challenges include the perceived threat to personal power and survival; fear of apostasy and secularisation; cultural values, adverse socioeconomic conditions; lack of diverse sources of funding, ineffective communication skills; weak governance systems and structures; low level of self-control; unfavourable attitudes towards educational institutions and the need to restore equity. To make private institutions of higher learning more sustainable, the study recommends that governance practices be guided by clear structures, policies and guidelines in the interest of transparency and accountability. It also recommends that government works in close partnership with private providers, reviews unfair policies concerning government scholarships, subsidizes the cost of materials for instruction and infrastructure development, and provides technical assistance to prospective and active providers. Lastly, the study recommends that private providers form an association so as to share experiences and to collectively deal with issues of common interest and concern.
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Jin, Yilin, et 金以林. « The history of university education of Modern China 1896-1949 = ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B44569749.

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Munywoki, Mathenge. « An Historical Review of Higher Education in Kenya Since 1975, with an Emphasis on Curriculum Development ». Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331862/.

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This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I of the study is the introduction. The history of higher education is in Chapter II. Chapter III discusses the impact of Western education in Kenya. Chapter IV deals with development, politics, and Kenyan higher education. Chapter V contains the summary, a discussion, and conclusions based on the facts presented in Chapters I through IV. Since 1975, higher education in Kenya has emphasized vocational and technical education, African culture, natural sciences, and rural development.

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Reid, Steven John. « Education in post-Reformation Scotland : Andrew Melville and the University of St Andrews, 1560-1606 ». Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/849.

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Andrew Melville (1545-1622) was the leader of the Presbyterian wing of the Scottish Kirk between 1574 and 1607, and he and his colleagues were a perpetual irritant to James VI and I in his attempts to establish a royal and Episcopal dominance over the Kirk. Yet much of Melville’s reputation has been based on the seventeenth-century Presbyterian historical narratives written by the likes of James Melville (Andrew’s nephew) and David Calderwood. These partisan accounts formed the basis of modern historiography in Thomas M’Crie’s monumentally influential Life of Andrew Melville. Modern historians broadly agree that Melville’s portrayal as a powerful and decisive church leader in these narratives is greatly exaggerated, and that he was at best an influential voice in the Kirk who was quickly marginalised by the adult James VI. However, only James Kirk has commented at any length on Melville’s other role in Jacobean Scotland—that of developing and reforming the Scottish universities. Melville revitalised the near-defunct Glasgow University between 1574 and 1580, and from 1580 to 1607 was principal of St Mary’s College, St Andrews, Scotland’s only divinity college. He was also rector of the University of St Andrews between 1590 and 1597. This thesis provides a detailed account of Melville’s personal role in the reform and expansion of the Scottish universities. This includes an analysis of his direct work at Glasgow, but focuses primarily on St Andrews, using the untapped archival sources held there and at the Scottish National Library and Archives to create a detailed picture of the development of the University after the Reformation. This thesis also evaluates the intellectual content of Melville’s reform programme, both as it developed during his time in Paris, Poitiers and Geneva, and as we see it in action in St Andrews.

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Robinson, Sherlyn D. Pryor John B. « College students' experiences of sexual harassment as a function of sexual abuse history, attributions, self-esteem, PTSD symptoms, and social climate ». Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196672.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: John B. Pryor (chair), Eros R. DeSouza, Connie B. Horton, Adena B. Meyers. Includes bibliographical references (leaves 69-84) and abstract. Also available in print.

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Woodman, Isla. « Education and episcopacy : the universities of Scotland in the fifteenth century ». Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1882.

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Educational provision in Scotland was revolutionised in the fifteenth century through the foundation of three universities, or studia generale, at St Andrews, Glasgow and Aberdeen. These institutions can be viewed as part of the general expansion in higher education across Europe from the late-fourteenth century, which saw the establishment of many new centres of learning, often intended to serve local needs. Their impact on Scotland ought to have been profound; in theory, they removed the need for its scholars to continue to seek higher education at the universities of England or the continent. Scotland’s fifteenth-century universities were essentially episcopal foundations, formally instituted by bishops within the cathedral cities of their dioceses, designed to meet the educational needs and career aspirations of the clergy. They are not entirely neglected subjects; the previous generation of university historians – including A. Dunlop, J. Durkan and L. J. Macfarlane – did much to recover the institutional, organisational and curricular developments that shaped their character. Less well explored, are the over-arching political themes that influenced the evolution of university provision in fifteenth-century Scotland as a whole. Similarly under-researched, is the impact of these foundations on the scholarly community, and society more generally. This thesis explores these comparatively neglected themes in two parts. Part I presents a short narrative, offering a more politically sensitive interpretation of the introduction and expansion of higher educational provision in Scotland. Part II explores the impact of these foundations on Scottish scholars. The nature of extant sources inhibits reconstruction of the full extent of their influence on student numbers and patterns of university attendance. Instead, Part II presents a thorough quantitative and qualitative prosopographical study of the Scottish episcopate within the context of this embryonic era of university provision in Scotland. In so doing, this thesis offers new insights into a neglected aspect of contemporary clerical culture as well as the politics of fifteenth-century academic learning.

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Maes, Renaud David. « L'action sociale des universités à l'épreuve des mutations de l'enseignement supérieur en Europe ». Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209345.

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Les réformes de l'enseignement supérieur européen reconfigurent en profondeur les missions et l'organisation des universités. L'objet de notre thèse est de décrire les caractéristiques de la « nouvelle université capitaliste » telle qu’elle émerge progressivement par la mise en application du « modèle » de l’université de marché.

Dans une première partie, nous questionnons l'origine de ce modèle d'université de marché, en le confrontant aux différents "modèles historiques" qui ponctuent l'histoire des universités modernes. Nous étudions alors l'évolution des missions de recherche et d'enseignement des universités.

Afin d'interroger la description ainsi offerte de la nouvelle université capitaliste à l'aune de constat empiriques, nous interrogeons dans la seconde partie les différentes manières par lesquelles elle contribue à reproduire les inégalités sociales, à produire des héritiers et des « miraculés ». Cela nous permet de raffiner la description et de montrer quelques propriétés particulières de l'université en cours d'avènement.

Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished

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Carpenter, Thomas. « Oxford University in the reign of Mary Tudor ». Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:d622ede8-4cdc-4bf7-acd8-471031eb28a7.

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This thesis addresses a significant, though largely unexplored, part of the Marian Counter-Reformation. Queen Mary and her ministers expected the University of Oxford's contribution to the success of their plans for the English Church to be decisive. From her letter to the University in August 1553, only weeks after her accession, in which she announced her intention of laying the foundations of her ecclesiastical policy in Oxford, the academy underwent a transformation. After decades of trauma which had left the University poor, empty and (literally, in some parts) crumbling, Mary's reign gave the University a purpose, something which had been difficult to discern since the Dissolution of the Monasteries had deprived it of a large proportion of its students and lecturers. Mary and, after November 1554, Reginald Cardinal Pole undertook an extensive programme designed to reform and restore the University, a programme which was willingly and tirelessly taken up by those sympathetic to it in the University. This had its theological, ecclesiastical, liturgical and architectural elements, each of which will be considered in this thesis. Its central claim is not just that the existing picture of Mary Tudor's Church is incomplete without the inclusion within it of the restoration of Catholicism in Oxford, but that it is in Oxford, and perhaps only there, that all the different elements of her religious policy can be seen for what they are: a consistent whole, conceived and executed with one purpose: the reintegration of the English Church into the universal Catholic body.

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Kitagawa, Fumi. « Universities and Regional Advantage in the Knowledge Economy : Markets, Governance and Networks as Developing in English Regions ». Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/46/.

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This thesis examines the links developing between the universities and their regions in the globalising knowledge economy as observed in the UK. It examines institutional responses to two realms of policies, namely, higher education policy and regional development policy. The diversifying missions of universities, especially, the ‘third stream activities’ promoted by the UK government since the late 1990s, are set against the dynamics of the multi-level territorial governance structure emerging within Europe. The key question examined is: can the new institutional strategies of universities in order to compete in a globalising market be reconciled with the increased emphasis upon their regional engagement in various policy agendas? The tensions created here are explored through an examination of policy discourses, and by means of empirical evidence concerning different institutional networks in different spatial contexts, in particular, in the West Midlands Region and at the University of Birmingham. Applying Jessop’s strategic-relational approach to institutions, networks are conceptualised as strategic alliances creating the dynamics of regional innovation systems emerging within the nine English regions. The thesis argues that harnessing universities to the creation of regional advantage involves building networks of knowledge flows across different spatial scales at which the knowledge economy is organised.

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Chaowichitra, Jiravadee. « South-East Asia College : History, Development, Problems, and Issues Related to Achieving University Status ». Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277644/.

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The purpose of this study is to describe the history, development, problems, and issues related to achieving university status of South-East Asia College from 1974 to 1993. This historical research used records and documents from South-East Asia College and the Association of Private Higher Education Institutions of Thailand as primary sources. Also interviews with the president, faculty and staff of South-East Asia College were used. Secondary Sources were reports and publications from the Ministry of University Affairs in Thailand. The areas of emphasis in the study were government policies on private higher education, legislation that initiated the founding of the college, the founder, the college's goals, financial sources, curriculum, library, faculty, students, and buildings. It was found that the Thai government encourages the establishment of private higher education institutions. The Private Higher Educational Institution Act of 1979 was enacted to allow private universities to be equal to government universities. South-East Asia College was founded in 1974 by the Khunya Plak Muanpiew Foundation with the purpose of training Thai students for industrial technologies and business sectors. The college requested university status in April, 1987. The first attempt was turned down. Four areas not meeting the requirements were the library, faculty, students, and buildings. The college made a second request in December, 1991, and the change in status of South-East Asia College to South-East Asia University was approved in March, 1992. Suggestion for further study include: (a) the study is limited to one private university; a further investigation should be made of the other private institutions; and (b) a study should be conducted to identify factors which will contribute to the future development of South-East Asia University.

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Kirby, James. « Historians and the Church of England : religion and historical scholarship, c.1870-1920 ». Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:7056c671-d64b-4014-b209-f4f5dde2d39d.

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The years 1870 to 1920 saw an extraordinary efflorescence of English historical writing, dominated by historians who were committed members of the Church of England, many of them in holy orders. At a time when both history and religion were central to cultural life, when history was becoming a modern academic discipline, and when the relationship between Christianity and advanced knowledge was under unprecedented scrutiny, this was a phenomenon of considerable intellectual significance. To understand why this came about, it is necessary to understand the intellectual and institutional conditions in the Church of England at the time. The Oxford Movement and the rise of incarnational theology had drawn Anglicans in ever greater numbers towards the study of the past. At the same time, it was still widely held that the Church of England should be a ‘learned church’: it therefore encouraged scholarship, sacred and secular, amongst its laity and clergy. The result was to produce historians who approached the past with a new set of priorities. The history of the English nation and its constitution was rewritten to show that the church – and especially the medieval church – was the originator and guarantor of modern nationality and liberty. Attitudes to the Reformation shifted from the celebratory to the sceptical, or even the downright hostile. Economic historians even came to see the Reformation as a social revolution – as the origin of modern poverty or capitalism. New and distinctive ideas about progress and divine providence were developed and articulated. Most of all, an examination of Anglican historical scholarship shows the continued vitality of the Church of England and the limitations to the idea that intellectual life was secularised over the course of the nineteenth century. Instead, historiography continued to be shaped by Anglican thought and institutions at this critical stage in its development.

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Lumadue, Richard Thomas. « History and Demise of The University Foundation in St. Augustine, Florida : An Institutional Autopsy ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3646/.

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This is an historical study of an institution of higher education that existed in St. Augustine, Florida from 1942-1949. The name of the institution was The University Foundation, founded by George J. Apel, Jr. This institution had several higher education divisions functioning under its umbrella. These divisions were the St. Augustine Junior College, the Graduate Division, the American Theological Seminary and the University Extension College with evening courses and Home Study courses for vacation study. The information collected for this study was accomplished primarily by the process of studying archives and conducting personal interviews. Since this is a qualitative research study, the collected information was processed through the use of multiple data-collection methods, data sources and analyses which insured the validity of the findings of the study. This process is known as information triangulation. The results of this study provide answers to the circumstances and identities of the key players which led to the formation of The University Foundation. Issues relating to the mission, revenue streams, faculty, curricula, and the ultimate demise of The University Foundation were also addressed in this study. Recommendations are included for higher education administrators, faculty, researchers, fund-raisers, and others whose efforts may be directed toward the launching and operation of new Christian institutions of higher learning.

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Burridge, Christopher Alan. « An alternative approach to the teaching of Baptist history and principles at the Queensland Baptist College of Ministries ». Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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Smith, Shannon Tucker. « Megatrends in Higher Education ». Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.

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Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.

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Boyce, Travis D. « I am Leaving and not Looking Back : The Life of Benner C. Turner ». Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242396920.

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Thesis (Ph.D.)--Ohio University, June, 2009.
Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 260-274)

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Roche, Vivienne Carol. « Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education ». Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Rafes, Richard S. (Richard Scott). « The Historical Development of the Texas College of Osteopathic Medicine as a State Medical School, 1960-1975 ». Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332742/.

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This study is a historical analysis of the significant events from 1960 leading to the establishment of Texas College of Osteopathic Medicine (TCOM) in 1975 and a depiction of the actions of key individuals contributing to the development of the College. Included is a description of the environment and the controversy between the allopaths and osteopaths that resulted in a request in 1961 by the American Osteopathic Association to establish more osteopathic medical schools.

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Baker, Jonathan Tyler. « In a State of Access : Ohio Higher Education, 1945 - 1990 ». Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591187230823684.

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(IEASA), International Education Association of South Africa, et Nico Jooste. « 10 Years of IEASA history ». International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65356.

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[Preface - Nico Jooste]: For more than ten years, we have been involved in implementing internationalisation of South African Higher Education. The we I am referring too, are those who are both visionaries and passionately dedicated to the process of internationalisation. A small group of South African Higher Education administrators, academics and senior managers involved themselves in the process of internationalisation of their institutions, and collectively the South African system. This process of internationalisation started as an uncoordinated response to the demands of a South African higher education system that was determined to break with the past, and re-connect with global higher education, it was left to a few dedicated visionaries to create the support structure that would not only assist the higher education institutions, but also the system. The other bodies that were supposed to pay attention to this very important aspect of Higher Education in the 21st century were too busy with other, equally important, matters. It became clear that the priorities of organisations like SAUVCA were not internationalisation, and IEASA was established as the vehicle to promote it. This story of IEASA needed to be told. This book is not aimed at IEASA members only, but also at the broader higher education public. This is the story of an organisation that touched all parts of South African Higher Education society as well as the broader society. It is partly the ‘corporate memory’ of Internationalisation, as well as a reflection on achievements. Ten years looked like a short period to reflect on an organisations history, I am however of the opinion that in a society that is changing so rapidly, we need to reflect more frequently on the past so that we can plan a better future. For any historian operating in the modem era of electronic communication, access to sources of information has become a major challenge. IEASA, Thilor Manikam in particular, needs to be commended for the accurate record keeping of events over the past ten years. Kirstin Nussgruber very diligently captured the efforts of the forces driving the establishment of IEASA for the first two years. This book was mainly based on evidence gathered from minutes, reports and letters that are in the possession of the IEASA Office. I also had the privilege, and advantage, to be a member of the Executive Committee for the past five years. This book cannot be the last word on IEASA, as it is only the view of a member. The bias is thus toward IEASA and focusses mainly on its achievements. Chapter 3 focusses mainly on the achievements of a voluntary organisation. The efforts over the ten years of three persons namely. Roshen Kishun as President, Derek Swemmer as Treasurer, and Thilor Manikam as the Administrator stood out, and was the stabilising factor during the foundation years. The role of Roshen Kishun in the publication of Study South African cannot be underestimated. Without his vision, drive and effort, this publication would not be preparing for the launch of the seventh edition. It is a unique source of information about South African Higher Education. Very few other systems, if any. produce such a publication. Although the author was requested by the IEASA Executive Committee to write this book, the views expressed in this publication is not the views of the Executive Committee, but that of the author.

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Rodrigues, Maria Inês Tondello. « Faculdade de filosofia de Caxias do Sul : memórias, representações e narrativas (1960-1967) ». reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/1085.

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Esta dissertação foi desenvolvida na Linha de História e Filosofia da Educação no Programa de Pós-Graduação em Educação, Mestrado em Educação, da Universidade de Caxias do Sul. A Faculdade de Filosofia de Caxias do Sul, criada por Decreto Curial em julho de 1959, iniciou suas atividades em 1960 e foi mantida de forma autônoma pela Mitra Diocesana local até 1967 quando foi incorporada à Associação Universidade de Caxias do Sul – UCS. Com a intenção de conhecer a história de sua criação, quem foram os articuladores, seus objetivos, como era seu funcionamento, para identificar como aconteceu sua manutenção nesse período histórico, este estudo está inserido na área da história da educação no Brasil. Como problema norteador dessa pesquisa foi feito o seguinte questionamento: de que forma, por quem e com que objetivos foi articulada a criação e manutenção da Faculdade de Filosofia de Caxias do Sul entre os anos 1960 e 1967? Partindo de documentos pesquisados em arquivos históricos e de relatos através de entrevistas, o trabalho está fundamentado na perspectiva da História Cultural. Por isso, são consideradas as relações e os sujeitos que compõem o objeto em análise, suas memórias, representações e narrativas. Entre os teóricos que amparam esta busca estão Certeau (2003; 2008), Chartier (1999; 2002), Pesavento (2008; 2012), Hunt (1992), Le Goff (1996; 1998) e Burke (2008). Após um planejamento eficaz que resultou em ações práticas concretizadas partindo de estratégias e táticas encontradas para organizar os dados, iniciei a montagem de quadros para expor os diversos elementos uma vez que neste estudo trato da instituição e não de seus cursos de forma isolada. O regimento interno traz feições tomistas no modo de ensino. Nos sete anos que se manteve autônoma a Faculdade sofreu algumas adequações de ordem legal tendo que se adaptar a novas regras, principalmente após o Regime Militar que iniciou em 1964. No período em estudo foram cinco diretores, sendo que quatro eram padres ligados à Mitra, todos nomeados pelo Bispo, e uma religiosa que foi mantida de forma interina, sem nomeação. A Faculdade teve autorização de funcionamento com quatro cursos, porém no primeiro ano apenas três iniciaram, Filosofia, História e Pedagogia. No segundo ano começou o curso de Letras Neolatinas Francês. Em 1964 iniciaram os cursos de Matemática e Letras Neolatinas Inglês. Em 1966 começou o curso de geografia, fechando a oferta de sete cursos no total, antes de ser incorporada à UCS. O reconhecimento como instituição de Ensino Superior só foi expedido em 1965, apesar da solicitação ter sido efetivada em 1963, conforme as normas vigentes no país. Apesar das regras rígidas, a Faculdade se manteve com apoio da Mitra Diocesana e colaborou para a formação de professores para o então Ensino Secundário na região serrana gaúcha. A comunidade caxiense, através de alguns segmentos, participou na Faculdade frequentando seus cursos, conferências, palestras, eventos no geral. Entre os participantes fica evidente que algumas pessoas tinham condições financeiras para frequentar uma instituição particular de Ensino Superior enquanto outros apresentavam interesse na instituição enquanto formadora de profissionais. Destaco a presença de empresários, comerciantes, trabalhadores, professores e alunos dos diversos estabelecimentos de ensino instalados em Caxias e na região além dos egressos do Seminário Nossa Senhora Aparecida, mantido pela Igreja Católica na cidade. A imprensa local acompanhava as atividades e divulgava com antecedência convidando a sociedade a participar. A demanda registrada com ofertas do Ensino Secundário fortaleceu a Faculdade que formava professores. Apesar da Reforma Educacional no Brasil acontecer em 1968, na Faculdade caxiense iniciou anos antes com um grupo de professores que já pensava um modelo de universidade a ser construído que atendesse toda a região.
Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-12-15T12:28:30Z No. of bitstreams: 1 Dissertacao Maria Inês Tondello Rodrigues.pdf: 2274014 bytes, checksum: 34a314560d2d9547774cc8ca5c84dc89 (MD5)
Made available in DSpace on 2015-12-15T12:28:32Z (GMT). No. of bitstreams: 1 Dissertacao Maria Inês Tondello Rodrigues.pdf: 2274014 bytes, checksum: 34a314560d2d9547774cc8ca5c84dc89 (MD5)
This work was developed in History Line and Philosophy of Education in the Program of Graduate Studies in Education, Master of Education from the University of Caxias do Sul. The School of Caxias do Sul Philosophy, created by Decree Curial in July 1959, It began operations in 1960 and was maintained autonomously by Mitra Diocesan place until 1967 when it was incorporated into association University of Caxias do Sul - UCS. In order to know the history of its creation, who were the organizers, its objectives, as was his operation, to identify their maintenance as happened in this historical period, this study is inserted in the field of history of education in Brazil. As a guiding this research problem the following question was made: how, by whom and with what goals has articulated the creation and maintenance of the Faculty of Philosophy of Caxias do Sul between 1960 and 1967? Starting from crawled documents in historical archives and reports through interviews, the work is based on the perspective of cultural history. Therefore, relations and subjects that make up the object in question, their memories, representations and narratives are considered. Among theoretical that support this search are Certeau (2003; 2008), Chartier (1999; 2002), Pesavento (2008; 2012), Hunt (1992), Le Goff (1996; 1998) and Burke (2008). After an effective planning which resulted in practical actions implemented starting from strategies and tactics found to organize the data, I started mounting frames to expose the various elements since this study tract of the institution rather than its courses in isolation. The bylaws brings Thomistic features in the teaching mode. In the seven years that remained autonomous College suffered some adjustments to legal having to adapt to new rules, particularly after the military regime which began in 1964. During the study period were five directors, of which four were priests related to Mitra, all appointed by the bishop and a nun who was kept on an interim basis, without appointment. The Faculty had operating permit with four courses, but in the first year only three started, Philosophy, History and Pedagogy. In the second year began the course of French Neo-Latin letters. In 1964 they started the courses of Mathematics and English Neo-Latin letters. In 1966 he started the course of geography, closing the supply seven courses in total, before being incorporated into the UCS. The recognition as a higher education institution was only issued in 1965, despite the request being made effective in 1963, according to the rules prevailing in the country. Despite the strict rules, the School remained supported by Mitra Diocesan and contributed to the training of teachers for secondary education then the state's mountain region. The caxiense community through some segments, attended the Faculty attending their courses, conferences, lectures, events in general. Among the participants it is evident that some people could afford to attend a private institution of higher education while others showed interest in the institution as a training professional. Highlight the presence of businessmen, traders, workers, teachers and students of different educational establishments located in Caxias and in the region in addition to the graduates of the Seminary of Our Lady of Aparecida, maintained by the Catholic Church in the city. The local press followed the activities and disclosed in advance by inviting society to participate. Demand registered with offers of Secondary Education strengthened the School which formed teachers. Despite the Educational Reform in Brazil happened in 1968, in Caxias School started years before with a group of teachers who have thought a university model to be built that would meet throughout the region.

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Alpaslan, Mustafa. « Prospective Elementary Mathematics Teachers&#039 ». Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613610/index.pdf.

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The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers&rsquo
knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers&rsquo
knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtained from 1593 prospective teachers who were enrolled in first, second, third, and fourth years of Elementary Mathematics Education undergraduate program of nine universities located in seven geographical regions of Turkey through clustered random sampling. The scales used in the data collection were Knowledge of History of Mathematics (KHM) Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire. The two-way ANOVA results clarified that prospective teachers&rsquo
knowledge of history of mathematics improved as the years enrolled in the program increased. Results also revealed that males had significantly higher mean scores on KHM Test than females in the first two years of the program. In the third and fourth years, this situation reversed such that females had higher KHM mean scores, but this difference was not statistically significant. Results also showed that prospective teachers&rsquo
ABHME mean scores increased as years of enrollment in the program increased. More clearly, senior prospective teachers&rsquo
relevant mean scores were significantly higher than that of freshmen and sophomores, and juniors&rsquo
attitudes and beliefs were significantly higher than that of freshmen. In addition, females&rsquo
ABHME mean scores were significantly higher than that of males for all years. Lastly, a positive correlation between prospective elementary mathematics teachers&rsquo
KHM mean scores and ABHME mean scores was found through Pearson product-moment correlation analysis.

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Lourenço, Márcia Rozane Balbinotti de. « A trajetória histórica da extensão na Universidade Tecnológica Federal do Paraná ». Universidade Tecnológica Federal do Paraná, 2011. http://repositorio.utfpr.edu.br/jspui/handle/1/191.

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Este estudo buscou descrever a história da construção da extensão universitária na Universidade Tecnológica Federal do Paraná - UTFPR, mais precisamente a partir de 1.968, ano em que a extensão passou a ser obrigatória nas instituições de ensino superior, por meio da Lei da Reforma Universitária de nº 5.540/68. A instituição então denominada Centro Federal de Educação Tecnológica do Paraná - CEFET-PR foi recentemente transformada em Universidade Tecnológica, porém, desde os seus primórdios realizava atividades com características extensionistas. O objetivo geral deste estudo foi pesquisar sobre o perfil da instituição e o desenvolvimento de suas ações extensionistas. Como seus objetivos giravam em torno da formação profissional, ficou caracterizada pela aproximação com o setor produtivo. Desta forma, o conceito de extensão caracterizou-se pela prestação de serviços. Para apresentar a função da extensão e sobre o relacionamento da universidade com a sociedade, buscaram-se os aportes teóricos de Fávero (1977), Rocha (1980), Gurgel (1986), Cunha (1988), Loureiro (1990), Durhan (1993), Fazenda (1993), Wolff (1993), Buarque (1994), Souza Santos (1996), Thiollent (2000), Botomé (2001), Faria (2001), Melo Neto (2001), Freire (2002), Toscano (2006), bem como, documentos do Fórum Nacional dos Pró-Reitores de Extensão das Universidades Públicas Brasileiras, principalmente o Plano Nacional de Extensão (2000/2001). Neste estudo, foi realizado um levantamento documental no Departamento de Documentação Histórica - DEDHIS e na Biblioteca da UTFPR, em busca de informações e ações de extensão realizadas pela universidade. A história da extensão na UTFPR a partir de 1968 foi registrada também, por meio de entrevistas com todos os diretores da instituição antes da transformação em universidade e os reitores, a partir de 2005. Constatou-se que nas gestões pesquisadas foram desenvolvidas inúmeras atividades de extensão, mesmo estas nem sempre serem entendidas como extensionistas. Identificou-se a preocupação da instituição no relacionamento com as empresas e, com isso, a conseqüente realização de atividades e projetos voltados para o setor produtivo sob a forma de prestação de serviços. Destaca-se o incentivo às atividades artístico-culturais na gestão compreendida entre 1972/1984; e a ênfase na pesquisa voltada a projetos tecnológicos na gestão de 1988/1992. A palavra “extensão” começa a aparecer com maior frequência a partir da segunda metade da década de noventa, assim como, a ênfase na prestação de serviços com o objetivo de arrecadação financeira. As atividades extensionistas ganham maior destaque a partir do ano 2.000 com as discussões sobre a transformação em universidade tecnológica, tanto que a instituição passa a fazer parte, em 2002, do FORPROEXT. Em 2005 ocorre a transformação de Centro Federal de Educação Tecnológica em Universidade Tecnológica Federal do Paraná. Devido à transformação, a UTFPR encontra-se em fase de construção de sua identidade, apresentando um projeto voltado ao ensino, à pesquisa e à extensão. Desta forma pretendeu-se com esta pesquisa, aprofundar e difundir o conceito de extensão da universidade, gerar a discussão sobre o seu papel e apresentar as ações extensionistas da UTFPR, promovendo assim a sua divulgação.
This study sought to describe the history of the university extension in the Federal University of Technology - Parana - UTFPR, more precisely from 1968, the year that the extension was made mandatory in the higher education institutions, by the Law of University Reform No. 5540/68. The institution then known as the Paraná Federal Center of Technological Education - CEFET-PR has been recently transformed into a University of Technology, however, since its early days because of its operational characteristics had extension as part of its activities. The aim of this study was to research the profile of the institution and the development of their extension activities. As Institutional goals revolved around training, was characterized by closer ties with the productive sector. Thus, the concept of extension was characterized by the provision of services. In order to present the aims of extension and the university relation with society, the following researchers were used Fávero (1977), Rocha (1980), Gurgel (1986), Cunha (1988), Loureiro (1990), Durhan (1993), Fazenda (1993), Wolff (1993), Buarque (1994), Souza Santos (1996), Thiollent (2000), Botomé (2001), Faria (2001), Melo Neto (2001), Freire (2002), Toscano (2006), as well as, documents of Fórum Nacional dos Pró-Reitores de Extensão das Universidades Públicas Brasileiras, mainly the Plano Nacional de Extensão (2000/2001). In this study, a documentary survey was made at the Department of Historical Documentation - DEDHIS and the Library of UTFPR in search of information and extension actions taken by the university. The history of the extent UTFPR from 1968 was also recorded through interviews with all directors of the institution before the transformation into a university and rectors from 2005. Among the university administration surveyed several extension activities were developed, although not always be understood as activities of extension. It was identified the institution concern for the relationship with companies and, therefore, the consequent make an effort of activities and projects for the productive sector in way of provision of services. Worth mentioning is the incentive the artistic and cultural activities in the management understood between 1972/1984, and the emphasis on research projects aimed at technology in the management of 1988/1992. The word "extension" begins to appear with increasing frequency from the second half of the nineties, as well as the emphasis on services with the aim of rising financial support. The extension activities earn higher consideration from the year 2000 with the discussions on the transformation into a university of technology, so that institution is a part, in 2002, the FORPROEXT. In 2005, take place the transformation of Centro Federal de Educação Tecnológica (Federal Center of Technological Education) into Universidade Tecnológica Federal do Paraná (Federal University of Technology – Paraná). Because of the conversion into a university, UTFPR is undergoing construction of its identity by presenting a project aimed at teaching, research and extension. It was projected with this research, strengthen and enlarge the concept of university extension, to generate discussion about their role and present the extension activities of UTFPR, thus promoting their dissemination.

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Boag, Brian T. « The role of the programme team in the implementation of policy at institutional level : a case study in the UHI Millennium Institute ». Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3027.

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This thesis reports an insider case study conducted by an active participant in the setting which is the UHI Millennium Institute. UHI is a federal, collegial partnership of 13 academic partner colleges. This partnership is made up of Further Education Colleges and smaller and specialised institutions. The case study focuses on one programme team, the BA Social Sciences team and at its role in the implementation of the institutional learning and teaching policy and its related strategies. The case study uses literature on policy implementation and of Further/Higher Education links. It makes use of social practice theory and the notion of the teaching and learning regime to analyse the cultural characteristics of the team and a typolgy of responses to change, to review the response of the team to policy objectives. In doing so the case study is a response to calls for more 'close-up' research at the meso-level of analysis. The study reviews the response of the team over a 10-year trajectory from the initial validation of the programme to 2009. The study takes an interpretive, participant-obervation based approach to examine the cultural characteristics and response of the programme team. The methods used to gather data include examination of comprehensive documentation relating to the programme over this time frame and semi-structured interviews with team members. The findings are that the cultural character of the team is dominated by its origins in Further Education and by the social relationships involved in a team which spans three colleges and deals with three sets of college managers and UHI. The response of the team to institutional policy is to embrace its objectives but also to reconstruct policy in ways possible within constraints. The team can make certain choices but is also constrained by policy from 'the top'. The study discusses implications for the notion of the teaching and learning regime and for the typology of responses used and proposes ways in which these might be modified. Proposals for further research in this field are made, particularly involving the implications for policy making of the relationship between college management and UHI.

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Liu, Yuan. « We Are Ginling : Chinese and Western Women Transform a Women’s Mission College into an International Community, 1915-1987 ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1585222813888865.

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Jarrett, Jennifer Ann. « Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 / ». Connect to full text, 2003. http://hdl.handle.net/2123/5673.

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Frankignoulle, Pierre J. L. M. A. « L'Université de Liège dans sa ville, 1817-1989 : une étude d'histoire urbaine ». Doctoral thesis, Universite Libre de Bruxelles, 2005. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211014.

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Etude urbanistique et historique des différentes implantations de l'Université de Liège depuis 1817 (Salle académique) jusque (et y compris) le Sart Tilman
Doctorat en philosophie et lettres, Orientation histoire
info:eu-repo/semantics/nonPublished

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Davis, Julie Lynn. « The influence of biological sex, age, work history and training on perceptions of sexual harassment ». Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/537.

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This cross-sectional study investigates the perceptions of sexual harassment among 271 non-academic university personnel. The survey administered measured perceptions of sexual harassment using 17 dependent variables which assessed attitudes toward hostile work environment and quid pro quo sexual harassment. The study found that differences do exist in perceptions of sexual harassment based on biological sex of the respondents and the biological sex of the sexual harassment target. The study also found that there are significant positive correlations between perceptions of sexual harassment and the variables of age and number of years in the workforce. This study found no significant differences in perceptions of sexual harassment between those respondents who had participated in sexual harassment education and those who did not.

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O'Donnell, Patrick R. G. « Explorations of the policy drive to foster a research culture within the University of the Highlands and Islands ». Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3031.

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This study focuses on the University of the Highlands and Islands (UHI) modelled on a federal, collegiate university based on a number of existing and geographically dispersed Further Education (FE) colleges and research institutions. The inclusion of FE colleges and their geographical dispersal distinguishes it from most mainstream institutions. The UHI was heralded by its advocates as a distinctively radical enterprise designed to meet the fast-moving challenges of the twenty-first century by embracing new technologies and overcoming geographical barriers. After attaining Higher Education (HE) status in 2001, the policy goal of fostering a research culture emerged as a prominent concern for the UHI. This study explores the policy drive to foster such a research culture, focusing on the period from 2003 to 2008. The study was informed by a constructivist grounded theory methodological approach and the data gathering included twenty-six semi-structured interviews to ascertain how this policy drive was received within the UHI partners. The study found that a unified research culture was not perceived to have embedded throughout the partners, with the exception of one or two research institutions where it can be said to have pre-existed. Against this backdrop, the study identified emerging discourses encapsulating how the policy drive was perceived by a wide spectrum of different actors throughout the UHI. Two different types of performativity discourses proved to be central in shaping the policy aspiration, namely a ‘RAE performativity discourse’ and a ‘Further Education (FE) performativity discourse’. Both discourses can be seen to have influenced the trajectory of research expansionist policy within the UHI by setting up a normative space privileging certain identities, subjectivities and associated actions at the expense of others. In highlighting both the structural and socio-cultural barriers to the policy of promoting research, the study aims to contribute to wider debates on institutional policies for building research capacity in a dual sector/hybrid institutional setting. In terms of offering direct benefits to the UHI, by analysing the different sort of assumptions and realities that shape the meaning of a research culture within the UHI, this study may help inform future policy making on research expansion within UHI partners. The study concludes by making a number of practical recommendations which the author believes will help move research from the periphery to a more central stage within the UHI partners.

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Sayah, Edward. « The American University of Beirut and Its Educational Activities in Lebanon, 1920-1967 ». Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331929/.

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The purpose of this study was to trace the historical development of the American University of Beirut and its educational contributions in Lebanon and the Middle East from 1920 to 1967. Through their activities in the Levant in the early nineteenth century, the American missionaries virtually laid the foundations of the Syrian Protestant College, later known as the American University of Beirut. Though religion was the cornerstone in the founding of the University, under the pressure of the local environment, its secular character was to be substituted for the religious one. The establishment of the University in 1866 marked the beginning of the system of higher education in the Arab world. As the first established institution of higher learning, the University played a significant role in raising the level of literacy throughout the region. Despite the difficult times that the University faced throughout its history, it survived and continued its dedicated mission to serve the people of Lebanon and the entire area. For the University, the first 50 years under Ottoman rule was a period of surviving and maintaining its existence. With the freedom it came to enjoy during the French Mandate and later during independence, the University moved into a period of advancing and expanding. By the 1960s the University had become a prestigious institution and captured the support of most people and governments in the area. The study's six chapters describe the historical setting of Lebanon and the origins of its religious groups, the historical background of the American University of Beirut, the educational activities of the University during the French Mandate, and its educational activities under independent Lebanon. The thesis showed that the University had a significant role in the education of the Lebanese and the peoples of the area, and that it has significantly contributed to the development of Lebanon and the Middle East.

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Jarrett, Jennifer Ann. « Catholic bodies : a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 ». Phd thesis, School of Policy and Curriculum Studies in Education, 2003. http://hdl.handle.net/2123/5673.

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Thèses sur le sujet « Universities and colleges – Europe – History »

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