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1
Leahy, Elizabeth, et Elizabeth Leahy. « Writing from the Border : Frontier Rhetoric and Rhetorical Education at University of Arizona and University of New Mexico, 1885-1910 ». Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625453.
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This dissertation examines the histories of the University of Arizona (UA) and the University of New Mexico (UNM) before 1910. This project brings a trans-hemispheric approach to composition history by developing a theory of "frontier rhetoric" as a lens for analysis. Used to describe the rhetorical strategies that emphasize narratives of progress to disenfranchise others, frontier rhetoric allows us to examine the ways in which colonialism is embedded within institutions and reproduced by curriculum and policies. In the case of UA, institutional stakeholders envisioned their university as an Americanization project that both opened up Arizona’s natural resources to profit, while creating a citizenry devoted to defending their country. In the case of UNM, we see a subtler manifestation of frontier rhetorics, such as in the way Spanish was emphasized for the purposes of sending multilingual teachers out into the primarily Spanish speaking regions of the territory. An analysis of the students' curricular and extra-curricular writing from this time shows that students had the opportunity to challenge and resist frontier rhetorics through newspaper writing. The curricular and extra-curricular use of public genres such as newspapers allows students to take a more active role in negotiating their own understandings of citizenship and community engagement. Finally, this dissertation connects these histories to the present by discussing the ways in which writing program administrators can use frontier rhetoric to assess the inclusivity of their programs and adopt a translingual orientation in an effort to combat monolingual mentalities. This history makes visible the ways in which colonial legacies are embedded within our educational institutions, challenges the Eurocentric tendencies of composition histories, and offers new perspectives on the ways in which rhetorical education can both reproduce and resist oppressive attitudes about language, race, and culture.
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Roberts, Christopher Lee. « Information Technology Project Management of the New College of Education Facility at Western Kentucky University ». TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1362.
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Information Technology (IT) Project Management methodologies are numerous, often varying from organization to organization, and sometimes from project to project within the same organization. Although project type and scope can be a powerful indicator of what methodologies may work best for a given project, choosing which methodology to use can be daunting for project teams. At times, even after due diligence has been practiced to identify the management options available for a given project, there may not be a perfect fit. At such times, or when a formal methodology does not exist in an organization or project management office, the best approach for a project may be to utilize a collective of “best practices,” instead of a concrete methodology. When tasked with the IT Project Management of the new Gary Ransdell Hall on WKU’s main campus, the IT Project Manager (PM) did not have a tried-and-true methodology to use for managing the project. As a result, the IT PM and project team chose to research best practices, as reflected in the Project Management Body of Knowledge (PMBOK), to formulate a project plan that would maximize efficiency while protecting the triple constraints. Early in this paper, the author outlines assumptions, constraints, and risks that faced the IT team throughout the project cycle. Afterwards, the resulting methods and procedures used to manage the IT scope for the project are discussed, with figures included for reference. Next, a brief project summary is included to summarize the results of the project, with performance and scope metrics and limited end-user feedback. Finally, the lessons learned section outlines changes that have been implemented since project completion, as part of a continuous improvement effort by the WKU IT Division.
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Pazdral, Rebecca K. « The post Title IX generation : perceptions and experiences of gender equity among new university faculty / ». view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136438.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-154). Also available for download via the World Wide Web; free to University of Oregon users.
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Mansfield, John. « Christian ethics in a state university ». Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Perez, Saviniano Samuel III. « Computer based training for new California State University, San Bernardino faculty ». CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1504.
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The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.
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Dunn, Kelly M. « Investigating Parenting Style and College Student Grit at a Private Mid-Sized New England University ». Thesis, Johnson & ; Wales University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750334.
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Higher education has experienced an increase in parent engagement in the lives of college students (Arnett, 2014). Recognizing the presence of families, researchers have investigated the relationship between parenting style and college success variables such as academic performance (Miller & Speirs Neumeister, 2017), wellness (Coccia & Darling, 2017), and transition (Love & Thomas, 2014). In recent literature, studies have focused on grit and its relation to college success (Bowman et al., 2015; Duckworth et al., 2007); yet, research on the relationship between parenting style and grit is lacking.
This quantitative correlational study investigated the relationship between college student self-report of grit (Duckworth & Quinn, 2009) and parenting style (Baumrind, 1971b). The study was guided by the following research questions: 1. Is there a relationship between parenting style and college student grit? To what extent and in what manner does parenting style explain the variance in grit? 2. Is there a relationship among parenting style, college student grit, and demographics? To what extent and in what manner does parenting style and demographics explain the variance in grit?
Data were collected from undergraduate students (N = 974) through a questionnaire. The results revealed authoritative parenting was positively correlated (single r = .206, p = .003, ES = small/med; parent 1 r = .220, p < .001, ES = small/med; parent 2 r = .177, p < .001, ES = small/med) and permissive parenting was negatively correlated (single r = –.269, p < .001, ES = small/med; parent 1 r = –.119, p = .003, ES = small; parent 2 r = –.151, p < .001, ES = small/med) with grit. The regression models revealed less permissive parenting behavior and more authoritative parenting behavior explained the variability in grit for all parenting units (single r2 = .102, p = .011, ES = small; parent 1 r2 = .058, p = 0.009, ES = small; parent 2 r2 = .050, p < .001, ES = small). First- generation status, Hispanic, Black and non-Asian ethnicity were also significant in several models.
The resulting actions filled a gap in the literature finding a relationship between parenting style and college student grit. The results may help college administrators understand how parenting styles may relate to how students approach academic and career goals. The results may help K-12 administrators and Departments of Children and Families structure programming on how parenting style may support children for passion and perseverance towards long-term goals.
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Carlson, Gregory Dean. « Determining the Essential Components of State and Institution Dual Credit Program Policy in New Mexico : A Delphi Study with High School and College Experts ». Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/26566.
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The purpose of this Delphi study was to determine the essential components of dual credit in New Mexico. Dual credit experts from colleges and high schools in New Mexico were asked to participate in a three-round Delphi study to determine what the future policy of dual credit should be, and why it should be that way. Definitions of dual credit may vary significantly from one state or program to another. For the purpose of this study, dual credit program will be defined as ?a program that allows high school students to enroll in college-level courses offered by a postsecondary institution that may be academic or career technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate? (SB 943, 2007, p. 1; Title 5, Chapter 55, Part 4, New Mexico Administrative Code, 2008, p. 1; Title 6, Chapter 30, Part 7, New Mexico Administrative Code, 2010, p. 1). Dual credit courses may be offered on a college campus, online, or at a high school location. The first round instrument was developed by the researcher based upon an extensive literature review regarding dual credit and specific items relating to the structure of dual credit in New Mexico. Subsequent instruments were developed based upon responses from the expert panel in the previous round. Consensus and non-consensus items were used to develop recommendations for dual credit policy and can be used by stakeholders to guide institution dual credit procedures. Recommendations from this study may be used by other states to analyze dual credit policies.
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Bjørkquist, Catharina. « Stakeholder influence in higher education old ideas in new bottles ? / ». Doctoral thesis, Karlstad : Faculty of Social and Life Sciences, Political Science, Karlstads universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4711.
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Sletcher, Michael Alan. « The rise of heterodoxy and civic education in seventeenth-century New England, with special reference to Cambridge University and Harvard College ». Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620490.
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Wells, Pamela C. « Primary and secondary school funding in the state of New Hampshire and the effects on the university system ». Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045632.
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This study presents the significance of primary and secondary school funding in the State of New Hampshire and its related effects on the University System. Two main research questions are examined. Does the primary and secondary school funding structure impact University System of New Hampshire funding? What impact has the debate around the terms "adequate" and "equitable" had on educational funding? Comparisons between primary and secondary school funding and the University System of New Hampshire funding are examined.With New Hampshire's unique history and large Legislative body, educational funding at all levels can become an often discussed topic. A seventy-five person sample is analyzed and presented in the thesis; as are recommendations for further study.Department of Secondary, Higher, and Foundations of Education
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van, Ommeren Alice C. « New transfer partners : California community colleges and private for-profit four-year institutions ». Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/744.
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This study compares the demographic characteristics, academic experiences, and socioeconomic factors of California community college students who transfer to private for-profit four-year institutions with those who transfer to public or non-profit higher education institutions. Using logistic regression analysis, this study showed that academic experiences have the greatest influence on the decision to enroll at a for-profit institution. Controlling for academic experiences and socioeconomic factors, transfer students who are African American, female, and over the age of 25 are the most likely to enroll at for-profit institutions. Students receiving financial aid at community colleges also have a higher probability of choosing for-profits as their transfer destination.
Using data from the largest and most diverse community college system in the world, the results of this study determined that community college students who transfer to for-profit institutions are indeed different from students who follow traditional routes defined as public and non-profit institutions. Transfer to· four-year institutions remains a critical mission of the community colleges, especially in providing opportunities towards a bachelor degree for economically and academically disadvantaged students. Therefore, an understanding of the impact of higher education privatization on transfer choice is critical. The report discusses implications of these study results for community college and higher education administrators and policymakers.
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Pethel, Mary Ellen. « Athens of the South : College Life in Nashville, A New South City, 1897-1917 ». Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/history_diss/20.
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The Progressive Era affected the South in different ways from other regions of the United States. Because Southern society was more entrenched in patriarchy and traditional social strictures, Nashville provides an excellent lens in which to assess the vision of a New South city. Known as “Athens of the South,” Nashville legitimized this title with the emergence of several colleges and universities of regional and national prominence in the 1880s and 1890s. In the first two decades of the twentieth century, Nashville’s universities solidified their status as reputable institutions, with Vanderbilt and Fisk Universities garnering national prominence. Within Nashville, local colleges, including Ward Belmont College, David Lipscomb University, Peabody College, Roger Williams University, and Meharry Medical College shaped and were shaped by the growing city. Higher education and urbanization created a dialectic that produced a new generation and a new monied class of young adults who thought and acted differently from their parents. Moreover, women became more active participants in public spheres because of opportunities provided by higher education. In most cases, Nashville’s women continued to use their husband’s prominence to earn greater success. In regard to race, the city’s African American colleges helped to produce men and women who formed the backbone of the rising black middle class and elite in the South. Nashville endured great change, formally beginning with the 1897 Tennessee Centennial Exposition, whereby the city’s trajectory followed a more modern approach, albeit southern style. Higher education played a large role in the direction of the city, both literally and figuratively. Shifts in attitude toward race, gender, and leisure combined to create a new youth culture. Young women and men socialized on and off campus through a variety of new forms of recreation. The experience of “college life” was more than attending classes but rather a fluid phase beginning with youthfulness and ending with adulthood. Social interaction increasingly became a major component of college life; the city of Nashville simply provided the stage. By U.S. entrance into World War I, Nashville had legitimized its position as a Southern urban center of entertainment and higher education.
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Jules, Rosianna Paquerette Chantal. « The Praxis of Initial Seconday Science Teacher Education in Seychelles and New Zealand : a Comparison Between the National Institue of Education and the University of Canterbury College of Education ». Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/2725.
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Kleeman, Amy Parker. « Employer perceptions an exploratory study of employability skills expected of new graduates in the hospitality industry ». Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4779.
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Graduate employability skills have become one of the most important topics on the higher education agenda in the first decade of the 21st century. In the United States, and throughout the world, global competition, growth of a knowledge-based economy, technological advances, and the multigenerational workforce have combined to substantially alter the contemporary workplace (Gedye & Chalkey, 2006). Whether by choice or circumstance, the expectation of a secure lifelong position with one employer and the opportunity for linear career progression are no longer typical nor practical in the contemporary workplace (Harvey, Locke, & Morey, 2002). Employability skills are those skills, attributes, and behaviors, e.g., communication skills, problem-solving, organization, and planning, that bridge most disciplines, industries, and employing organizations. They have the greatest impact on the sustained, productive, successful employment of graduates (Cranmer, 2006; Gedye, Fender, & Chalkey, 2004). The purpose of this study was to (a) identify the employability skills employers perceive to be important for entry-level management/management-in-training positions in the hospitality industry, (b) to establish employability skills competency levels employers expect for these positions, and (c) to garner employer perceptions of Rosen College of Hospitality Management (RCHM) interns' and new graduates' employability skills competence for entry-level management/management-in-training positions in the hospitality industry. The findings add to the body of literature and provide insight into the need for further employability skills development of students prior to graduation and entrance into the workforce. Additionally, the study provides information and insight for faculty, career services, and experiential learning professionals regarding the skills students currently possess, the need for further skills development, and those skills employers deem most important.ID: 030646188; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 165-179).
Ed.D.
Doctorate
Educational and Human Sciences
Education
Educational Leadership
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Ponomariov, Branco Leonidov. « Student Centrality in University-Industry Interactions ». Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11633.
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This thesis proposes and estimates a model of university scientists interactions with the private sector; in this model students are conceptualized as an important enabler of such interactions. The results of the study show that university scientists student-related behaviors such as grant support of students and research collaboration with students, and student-related attitudes such as mentoring orientation positively affect the probability that scientists will enter interactions with industry as well as the intensity of such interactions. Behaviors such as teaching and advising of students are not related to interactions with industry.
This study is motivated by the increased emphasis on closer relationships between universities and industry as a means to facilitate the commercial application of university research. Today, numerous policies and programs attempt to achieve such goals. As a result, university scientists are called on to perform many tasks which on the surface seem misaligned. There is substantial study of conflict between the teaching and research missions of universities, and a growing body of study on conflict related to university based commercial and technology transfer related activities. Fewer, there are studies suggesting that these activities are not so misaligned after all. This study falls into the latter category as it posits a complementary relationship between university scientists student related activities and their work related interactions with industry, research and otherwise.
Speculations regarding the importance of students in university industry relations and indirect evidence are scattered through the relevant literature, but little or no systematic empirical tests of their importance exist. This study uses data from a national survey of university researchers to discern the centrality of students to university-industry interactions. Theoretically, students are conceptualized as a dimension of university scientists respective research capacities that enable cross-sectoral processes of accumulative advantage and thereby help to enable their interactions with industry. As a component of scientists scientific and technical human capital, students help university scientists to identify and act upon on research opportunities originating in the private sector. Moreover, students increase the appeal of university scientists to industry agents seeking research partners in academe. Implications for theory and policy are discussed.
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Haihuie, Samuel Songorohuie. « Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College ». Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019983/.
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This thesis explores the pedagogical practices of distance education in Papua New Guinea (PNG) involving adult students as they interact with print media mode of communication. My research was motivated after identification of a gap in the literature with regard to enhanced insight into the adult distance learners in the PNG context. My research focus incorporates PNG's unique indigenous cultural practices, forms of social organisation, knowledge and ways in which these 'ways of being' frame the uses of distance learning resources. The research aims to use a concept of 'pedagogic structures' as a way of interrogating these forms of social organisation and social position [re]construction. Collaboration and interaction as pedagogic themes resonates throughout the research. My research design voice takes an interpretive approach, through observation and informed by ethnographic research techniques. Fifteen students (3 females and 12 males), from three study centres and four lecturers, two tutor/mentors and four instructional designers participated with the researcher as participant observer. Qualitative analysis of data used a heuristic approach to code and categorise emerging themes from interviews, observations, and questionnaire responses. Distance learning resources and students' records were also examined. The intersecting concepts of ososom and osisini are introduced as orientations of learning in a distance education pedagogy. My research is theoretically guided by the ideas of Bernstein, Bourdieu and Moore, opening new avenues for analysing and shedding light on distance pedagogical practices on the premise that pedagogic practices are socially and culturally situated. My main research findings reveal that while the transmitter prescribes certain pedagogic principles, the adult distance learners go beyond these prescribed types of interaction to acquire knowledge. Students draw from their invisible social capital and pedagogic practices of tribal and communal forms of organisation to manage learning in their invisible world. This research points to the prioritisation for the enhancement of more meaningful collaborative and communal ways of distance education pedagogic transactions in PNG.
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Kivunja, Charles. « The structural and cultural dynamics of a multi-campus college : a case study inquiry of four multi-campus colleges in New South Wales / ». View Thesis, 2006. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060629.093746/index.html.
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Mosholi, Thandeka Judith. « The impact of the introduction of the new FET system at colleges in the Free State with special reference to Motheo FET College ». Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/65.
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Thesis (M. Tech.) - Central University of Technology, Free State, 2006This study provides an analysis of the impact of the introduction of the FET system at Colleges in the Free State, with reference to Motheo FET College. The aim of the research was to explore the perceptions of Motheo FET staff on the implementation of the FET system. It is believed that these perceptions have far-reaching implications on aspirations of the stakeholders with regard to the implementation and success of the FET system at Motheo FET College. The literature has revealed that legislation, namely, the FET Act 98 of 1998, the SAQA Act 58 of 1995 and the Skills Development Act 97 of 1998, form an indispensable past of the FET sector and also provide all stakeholders with a frame of reference and guidelines to manage the new FET system for Motheo FET College effectively and efficiently. The study also has revealed that success in the FET sector will be achieved by closing the gap between “education and training” and also ”theory and practice”. Removal of the fragmentations in education through a co-ordinated, flexible and high-quality FET system will result in employability and employment opportunities for FET learners. It has become clear that the above objective may be best achieved by strengthening co-operation between the Department of Education and the Department of Labour, in which case a new system of learnership should be identified as a mechanism to enhance collaboration between the aforementioned departments. A literature study, interviews, observations and site analysis were used as data collection methods. Four major themes were formulated from the analysis of data, namely, transformation of the FET sector, ensuring equity in all respects regarding FET matters and ensuring equality in all aspects within the FET sector. The important findings were discussed at length and thereafter, the summary, discussions, conclusions and recommendations were drawn from the findings.
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Graham, James Philip Hector. « Whakatangata kia kaha : toitū te whakapapa, toitū te tuakiri, toitū te mana : an examination of the contribution of Te Aute College to Māori advancement : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand ». Massey University, 2009. http://hdl.handle.net/10179/1254.
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The thesis examines the contribution of Te Aute College to Maori advancement by exploring the whakapapa of Te Aute College and the brand that has developed out of the school’s whakapapa from its beginnings in 1854 prior to major European settlement in the Hawkes Bay through to the 21st century. In doing so, the notion of whakapapa is used to reveal the layers of tradition, history, connections, narratives, achievements and setbacks that have enabled the realisation of Maori potential and the ability of Te Aute College to sustain a contribution to the advancement of Maori. This thesis contends that the contribution of Te Aute College to Maori advancement stems from its whakapapa and its brand that is unequivocally Te Aute in focus and character. An Indigenous Maori research paradigm, a whakapapa research methodology, provides the context for researching Te Aute College, the basis of this thesis. The thesis also explores whakapapa as a tool that can be used as a legitimate research framework when engaging in Maori research. It posits an Indigenous Maori research approach as a paradigm base for a philosophical and theoretical discourse when researching Maori institutions and communities. This thesis signifies the continuation of both a personal and professional journey that originates from the author’s enduring interest in and sense of obligation to contributing to the story of Te Aute College. The initial thesis discourse contextualises the research through a historical chronology of the tangata whenua connection to the research community; of the first 150 years of Te Aute College providing education for predominantly young male Maori and of the ‘special character’ education that is offered by Te Aute College today. Three interconnecting themes provide the systematic basis for exploring the distinctive yet simultaneously universal layers of Te Aute College that emerged as significant to this research; the Te Aute Experience, the contribution of Te Aute College and He Toa Takitini - Collaboration. Finally, an analysis is given of these themes in conjunction with the whakapapa of Te Aute College and the future role of Te Aute College in sustaining its contribution to the advancement of Maori.
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Draper, Paul A. « New learning : The challenge of flexible delivery in higher education ». Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36625/1/36625_Digitised%20Thesis.pdf.
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Information technologies now enable people to communicate m real-time on a planetary scale. Previously isolated cultures have become interdependent in dynamic relationships of economy, government and society, where electronic information is a universal currency instantly distributed by a global web of inter-computer networks. Traditional labour theories of value are being rapidly superseded by knowledge value systems. Government and corporate rhetoric is now suffused with references to intellectual capital and employment opportunities that increasingly depend on people who can put knowledge to work in fluid, fast-changing landscapes. Thus, education has a critical and enhanced role in this new world order where knowledge is seen as the key to wealth and the engine of social change. By implication, universities are under increased pressure to develop and produce 'fast' knowledge workers by means of flexible formats of educational delivery. This dissertation examines the implications of these imperatives by undertaking an investigation into the professional development of the author as university teacher. The work responds to what has become known as the 'triple challenge' for universities, that is, i) to provide increased accessibility and student-centredness of higher education, ii) to achieve greater economy of operations but with less traditional sources of funding, and iii) to maintain quality, but also improve learning outcomes. The aim is to scrutinise the meaning of the terms 'flexible delivery' and 'lifelong learning' in the context of changing university structures and priorities. To do so, the author investigates teaching and learning practices that arise from within his specialist domains of professional music-making and education in music technology. The dissertation then argues the implications of this project for an overarching investigation of 'new learning' arising out of global change and its effects on all participants within the pedagogical arena - students, teachers, and the university as an organisational culture.
The research is located amid two sets of contestations - that which exists between corporate managers and practitioners, and that which exists between practical creativity and the traditional research culture. In keeping with the challenge of working in this shifting and fragmented terrain, the research methodology makes a postmodern break with traditional formats by employing a generative 'double-science' approach to practitioner-research. However, the project was not generated out of postmodern theory, but out of the 'messiness' inherent in teaching practice. It is not, therefore, a 'postmodern' project, despite the fact that postmodern scholarship informs recent developments in the author's thinking about pedagogical praxis. The enquiry strives to transcend the divides of 'science' and 'experience' by generating a confluence of knowledges, a co-authorship arising from a symbiosis of analytical scholarship and artistic creativiry. The action is about both 'doing practice' and 'troubling practice'. It acknowledges the non-innocence of any knowledge production where the practitioner is both the researcher and the researched. Central to the design is a double-pronged engagement in/with analysis/application whereby recurring themes are deconstructed in chaptered sub-cycles that spiral toward validation and theory-building. It is a reflexive process which works through compounding reconstructions of information, through re-comparisons and member-checks that provide multiple accounts of the data-as-evidence.
The dissertation argues a new logic that arises out of an explicit interrogation of the complexiry, uncertainty, and artistry of pedagogical practices in the context of the author's work. It demonstrates how flexible learning mechanisms can exist amid the artificially imposed boundaries of class segregation and discipline. In the exploration of these opportunities, it is shown that powerful new relationships can be mobilised by the supportive use of information technologies. An examination of collaborative teamwork, interdisciplinary groupings and cross-year activities suggests ways in which current demands for increased accessibility and student-centredness might be met. With its focus on improving practice, the research documents pedagogical activity that is not only generative of theory, but of learning and self-improvement. In its open-endedness, the dissertation also signals that this pedagogical project is unfinished, yet amenable to completion. It imagines a complete, yet on-going body of work that invites further experimentation, innovation and self-reflection in university teaching.
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Kivunja, Charles. « The structural and cultural dynamics of a multi-campus college : a case study inquiry of four multi-campus colleges in New South Wales ». Thesis, View Thesis, 2006. http://handle.uws.edu.au:8081/1959.7/26209.
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This case study of four multi-campus colleges in New South Wales combines both qualitative and quantitative research instruments in a multiple-case study methodology to investigate the reasons why the DET restructured 34 of its comprehensive high schools into 11 multi-campus colleges and to study the interplay of the structural and cultural dynamics in those colleges. The study is situated in the literature on organisational behaviour whose perspective recognises the close interconnectedness between structure and culture but emphasises reculturing as the essence of effective organisational dynamism. In particular, special attention is given to Pace’s (2002) dynamics model which was redesigned into the Dynamics Paradigm that underpins the data analysis in this thesis. Using 16 structural-cultural dynamics criteria, themes and patterns were identified in the data and through iterative, inductive analysis, they were categorised into the different elements of the Dynamics Paradigm for analysis. Contextual contingency, curriculum, opportunity, economic rationalisation, politics and policies of the DET, plus demonstration effects from other Australian States and Territories were the reasons for the restructuring of the comprehensive high schools. The study identifies 12 areas for further research, recommends 32 policy options which could lead to improved outcomes for students and teachers in multi-campus colleges, and proposes 11 potential applications of this thesis.
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Roggendorf, Nadine. « How New Zealand universities present themselves to the public an analysis of communication strategies : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Masters of Arts (MA), 2008 / ». Click here to access this resource online, 2008. http://hdl.handle.net/10292/472.
Texte intégralRésumé :
This thesis investigates how the eight state-funded New Zealand universities present themselves in the prospectuses they publish yearly. The background for this research is the fact that the universities now have to compete for students and funding monies because the government has linked the amount of funding to the number of students and the universities’ success in research (McKenzie, 1996). Additionally, student fees and private sources increasingly contribute to the universities’ budget. The entry of competition into the tertiary education sector is a result of recent policy changes that led the education sector from an egalitarian scholarly system with a tradition of open and free access for all citizens to a market-oriented education industry, which contributes considerably to the national economy. This restructuring of the tertiary education sector is part of the major social, political and economic changes that New Zealand went through – and is still going through – beginning with the Fourth Labour Government's second term of office from 1987 to 1990 (Holland & Boston, 1990). The historical background of this thesis focuses on these policy changes that influenced all areas of the public life in New Zealand in the last 25 years. The literature review established that these reforms resulted in processes of commodification of education, competitive marketisation and corporatisation of the universities (Butterworth & Tarling, 1994). The purpose of this thesis is to find evidence of these three tendencies within the language and visual presentation of the university prospectuses. The prospectuses have been chosen as the data corpus because they provide a comprehensive overview of the institutions. Moreover, they represent a hybrid genre of an advertorial text type, being partly informational, partly promotional. The data has been analysed by applying textually-oriented discourse analysis (Fairclough, 1992). Discourse analysis has been proven to be a suitable methodology as it links linguistic analysis to the broader social context. The premise of this approach was that social changes leave traces within the discourse. The data analysis confirmed the intended outcome that the tendencies of commodification, marketisation and corporatisation are visible in the present material. This concludes that the order of discourse of business has colonised the order of discourse of tertiary education.
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Brown, Justine C. « Waiting for the inevitable : social processes preceding a merger in the New Zealand tertiary sector : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Commerce in Management in the University of Canterbury / ». Thesis, University of Canterbury. Management, 2008. http://hdl.handle.net/10092/876.
Texte intégralRésumé :
This study investigates the social dynamics of a pre-merger process between two tertiary education organisations in Christchurch, New Zealand. An emic/ insider research approach was used as the author was an employee of one of the merging organisations. Primary data was collected through personal observations and unstructured and semi-structured interviews with thirty merger participants consisting of, general and academic staff, management, and one student. Secondary data sources included existing merger literature, organisational communication and change policies, and press articles. The study focused on four aspects of social dynamics: i) use of language, ii) expression of emotions, iii) meaning making, and iv) exit behaviour. The use of language depicted the merger as a battle that felt like a war-zone, while humour was used as a prop and revealed sub-text of negative emotions. Expression of emotions portrayed the intensity of feeling, acted as a lens to process meaning, and heightened the organisational atmosphere. Recipients of the merger such as, staff attributed different meanings to the change than those in charge of the merger did such as, management, which impacted relationships, self-confidence, career direction, and provoked self-assessment. Overall, staff felt excluded from the merger process and as a result exercised a range of exit behaviours including escapism, withholding of effort, disengagement, and defiance. This study suggests that minimising dysfunctional exit behaviour can be achieved through inclusive communication processes, transparent decision-making, and acknowledgement and management of emotions. An inclusive merger structure should provide mechanisms for staff to express emotions as well as integrate roles that enable what is important to staff to be built into the process. Additionally, as mergers are likely to be contested processes, management skill is required to defuse stress and tension, and to resolve conflicts.
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Patterson, Cassie Rosita. « Reflections from Elsewhere : Ambivalence, Recuperation, and Empathy in Moral Geographies of Appalachian Ohio ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437567890.
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Terreni, Lisa. « A case study : how young children and teachers use an interactive whiteboard in a New Zealand kindergarten setting for visual art learning experiences : a four paper thesis submitted to the Victoria University of Wellington College of Education in partial fulfilment of the requirements for the degree of Master of Education / ». ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/983.
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Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. « The Association of Libarians in colleges of advanced education and the committee of Australian university librarians : The evolution of two higher education library groups, 1958-1997 ». Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
Texte intégralRésumé :
This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Fischer, Helge. « Der Change Management-Methodenbaukasten : Konzeptionelle Überlegungen zur Überwindung von Nutzungsbarrieren beim E-Learning ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-140897.
Texte intégralRésumé :
Der vorliegende Beitrag stellt mit dem Change Management-Methodenbaukasten einen konzeptionellen Ansatz vor, mit dem die hochschulweite E-Learning-Integration aus Perspektive des Marketings und der Organisations- bzw. Personalentwicklung professionalisiert werden kann. Dabei werden sowohl die einzelnen Elemente als auch die theoretischen Grundlagen des Konzeptes, welche sich aus der Akzeptanz- und Organisationsforschung herleiten, detailliert dargestellt. Der Change Management-Methodenbaukasten ist ein wertvolles Werkzeug, um zukünftigen Change Management-Aktivitäten systematisch und strategisch zu planen und umzusetzen. Damit wird ein wichtiger Beitrag zur Ausbreitung des E-Learning an Hochschulen sowie zur Gestaltung des Lehr- und Lernkultur-Wandels geleistet.
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Fischer, Helge. « Der Change Management-Methodenbaukasten : Konzeptionelle Überlegungen zur Überwindung von Nutzungsbarrieren beim E-Learning ». Technische Universität Dresden, 2007. https://tud.qucosa.de/id/qucosa%3A27920.
Texte intégralRésumé :
Der vorliegende Beitrag stellt mit dem Change Management-Methodenbaukasten einen konzeptionellen Ansatz vor, mit dem die hochschulweite E-Learning-Integration aus Perspektive des Marketings und der Organisations- bzw. Personalentwicklung professionalisiert werden kann. Dabei werden sowohl die einzelnen Elemente als auch die theoretischen Grundlagen des Konzeptes, welche sich aus der Akzeptanz- und Organisationsforschung herleiten, detailliert dargestellt. Der Change Management-Methodenbaukasten ist ein wertvolles Werkzeug, um zukünftigen Change Management-Aktivitäten systematisch und strategisch zu planen und umzusetzen. Damit wird ein wichtiger Beitrag zur Ausbreitung des E-Learning an Hochschulen sowie zur Gestaltung des Lehr- und Lernkultur-Wandels geleistet.
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Flores, Juárez José Benito. « Promoting student success : students' perceptions of the factors that influence their engagement at a Mexican university ». Thesis, 2005. http://hdl.handle.net/2152/1546.
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Owen, Laura (Laura Estelle). « Narrowing the college opportunity gap : helping students and families navigate the financial aid process ». Thesis, 2012. http://hdl.handle.net/1957/31768.
Texte intégralRésumé :
The number of students enrolling in post-secondary institutions in the U.S. has slowly been rising over the last 10 years, yet gaps continue to exist in terms of who attends college and persists through graduation. Minority and low income students often lack the guidance needed to navigate the college enrollment process and as a result, remain underrepresented at U.S. colleges and universities. The prospect of attending college is frequently ruled-out based on fears surrounding college costs and lack of awareness and exposure to financial aid programs. This dissertation study looked at the impact of increased school counselor outreach on FAFSA completion and college enrollment in a large urban school district in Albuquerque, New Mexico. Researchers found robust treatment effects on both FAFSA completion .103 (sd=.01) and college enrollment .117 (sd=.01) suggesting a strong correlation between student contact with a school counselor and these two essential tasks for successful college matriculation. The opportunity gap was narrowed for all groups measured with the greatest improvement noted for African American, Asian, and Native American students.Graduation date: 2013
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« Advancing the New American University Through Innovative Practices in the Development of Barrett, The Honors College ». Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.14355.
Texte intégralRésumé :
abstract: Barrett, The Honors College at Arizona State University (ASU) serves as a universal role model for organizing the resources of an institution to support highly motivated and prepared students. In 2009, Barrett, The Honors College (Barrett) opened the nation's first purposefully designed undergraduate honors residential college campus. Given the current demand by other American higher education institutions who wish to better understand how Barrett emerged as a distinct and singular model for an honors residential college experience, this action research study explores the effectiveness of the decisions, execution and outcomes central to Barrett's development. Five senior administrators of college units or universities were interviewed and provided insight for constructing a design for how other honors programs and colleges can learn from the challenges and accomplishments presented in developing an honors college for the 21st century while replicating Barrett's success. The study is framed in the overall context of how Barrett actualizes the New American University at ASU in meeting the demand for producing students that can compete in a global marketplace.Dissertation/Thesis
Ed.D. Higher and Postsecondary Education 2011
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Kay, Philip. « Guttersnipes' and 'Eliterates' : City College in the Popular Imagination ». Thesis, 2011. https://doi.org/10.7916/D8WH2XBP.
Texte intégralRésumé :
Young people go to college not merely to equip themselves for competition in the workplace, but also to construct new identities and find a home in the world. This dissertation shows how, in the midst of wrenching social change, communities, too, use colleges in their struggle to reinvent and re-situate themselves in relation to other groups. As a case study of this symbolic process I focus on the City College of New York, the world's first tuition-free, publicly funded municipal college, erstwhile "Harvard of the Poor" and birthplace of affirmative action programs and "Open Admissions" in higher education. I examine five key moments between 1940 and 2000 when the college dominated the headlines and draw on journalistic accounts, memoirs, guidebooks, fiction, poetry, drama, songs, and interviews with former students and faculty to chart the institution's emergence as a cultural icon, a lightning rod, and the perennial focus of public controversy. In each instance a variety of actors from the Catholic Church to the New York Post mobilized popular perceptions in order to alternately shore up and erode support for City College and, in so doing, worked to reconfigure the larger New York public. The five episodes consist of the following: (1) In 1940 a state judge barred the philosopher Bertrand Russell from joining the faculty and a sweeping "investigation" followed that resulted in a purge of fifty allegedly Communist professors from the faculty. (2) Ten years later seven members of City College's national championship basketball team, all of them Jewish or black, were convicted of consorting with professional gamblers to fix games. (3) Then in 1969, in the midst of a mayoral primary, black and Puerto Rican students seeking greater access for members of the surrounding Harlem community seized control of City's South Campus and shut down the college for two tense weeks that were followed by a series of violent racial clashes. (4) Those events in turn ushered in the school's radical and hotly contested experiment with "Open Admissions" along with a decade of relentless media attacks, nostalgia for an imaginatively constructed golden age, and series of dramatic cuts to the college's budget and staff that occasioned the end of its century-old tradition of free tuition. (5) Finally, in 1991 one Afrocentric professor's outrageous remarks about Jews coupled with an accident at a student-sponsored fundraiser in the college gym that claimed nine young lives came---through the offices of the mass media---to stand for the anarchy and physical danger that seemed to be engulfing not only the institution but the city itself. Taken together these five moments, with their attendant tabloid scandals, ritual sacrifices, and manufactured crises, foreground the cultural dimension of City College's history and the construction---including the self-construction, even performance---of particular varieties of student and teacher, both past and present. Newspapers and their various publics were central to---indeed, constitutive of---the process by which different communities claimed disparate meanings for the institution and deployed those meanings toward their own, distinctive ends. The press provided the main stage upon which to enact bitter struggles and excommunication ceremonies and encouraged readers to use the college to reimagine themselves and their place in the changing city and nation.
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Chmait, Safa. « Exploring tertiary teachers’ pedagogical experiences about academic diversity ». Thesis, 2018. http://hdl.handle.net/1959.7/uws:51950.
Texte intégralRésumé :
Academic diversity has become increasingly common in higher education institutions. Although much research has focused on student experiences, there has been less focus on tertiary teachers’ pedagogical experiences with teaching academically diverse cohorts. This study utilised research interview methodology to examine the perceptions of three tertiary educators from The College, Western Sydney University, with an aim of attaining greater understanding of these educators’ pedagogical experiences in their academically diverse classrooms. An analysis of the interview data revealed that although the tertiary educators articulated their ideas using different terminology, their pedagogical concepts were aligned with one another, and seemed to be aligned with Transition Pedagogy Model of teaching, as well as incorporating elements of the Multiple Means of Representation approach to teaching. Teachers identified the ways in which they implemented their pedagogical approaches, and described the ways in which academically diverse cohorts enriched their classrooms, as well as provided challenge. Participants also provided recommendations to further support their academically diverse cohorts, from the teachers’ individual perspectives. This study provided an opportunity to garner insight into tertiary educators’ individual viewpoints as they relate to their academically diverse learner cohorts. It allowed for a close study of the three participants’ ideas and experiences relating to teaching academically diverse learners. The findings of this study provide an initial insight into tertiary teachers’ experiences, and allow for the consideration of the recommendations they put forth. This study is valuable to tertiary education stakeholders, particularly teachers and policy makers, as it identifies recommendations from the perspective of college teachers. It is clear that academically diverse cohorts are increasingly presenting as the norm in many Australian colleges, and it is recommended that further research replicate and expand upon this study, to generate greater understanding of tertiary educators’ pedagogical experiences about academic diversity.
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Simons, Murray Vaughan. « Holistic professional military development : growing strategic artists : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand ». 2009. http://hdl.handle.net/10179/1434.
Texte intégralRésumé :
Professional military education is a well‐established system in most modern militaries. Like all things though, incremental and ad hoc improvements to legacy approaches typically lead to reduced quality. It is therefore, essential to periodically review the entire system for holistic effectiveness. For military education, this need is particularly important when the global security environment is experiencing such rapid change. Added to this is the emerging understanding of the ‘new sciences’ that provides a unique opportunity to improve cognitive agility when confronting complex adaptive systems. There is also an urgent need to acknowledge and enhance the intangible dimension of professional military education beyond mere content‐centric subject expertise. From the literature on hidden learning and constructivism, there are a number of opportunities available for modernizing the legacy paradigm of professional military education. This study investigated the role of holistic learning (formal, non‐formal, informal, selfdirected, and incidental learning) in the professional development of 29 mid‐career military officers. It involved detailed study of their participation on the seven‐month staff course at the New Zealand Defence College from May to December 2008. Mixed methodology data collection included observations, interviews, questionnaires, focus groups, and document analysis. Analytic procedures ranged from statistical comparisons through to qualitative theme constructs. The study found a number of dimensions (sources and influences) contributing to holistic learning. It also identified a number of opportunities to improve the learning experience. The findings identify a number of important factors in developing strategic artists. Of these, the greatest need is for a strategic plan to extend the current content‐centric syllabus into a full curriculum with intangible traits clearly linked to formal and informal learning activities. Specific components required in this strategic plan include an academic philosophy and a cross‐referencing matrix. The study also recommends reviewing time allocated to cross‐discipline learning of the profession and cognitive agility focused on deep learning. There is also a need to re‐examine the directing staff requirements, management of learner stress, and shaping practical‐value motivation strategies through cultural artefacts. Collectively, the findings recommend shifting from the traditional vessel‐filling paradigm of formal courses to a sociological approach of growing strategic leaders.
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Bishop, Graham. « Improving the retention of first year students ». Thesis, 2007. http://handle.uws.edu.au:8081/1959.7/42697.
Texte intégralRésumé :
The thesis compares student attrition rates in two UWS Schools for 2004 and 2005. It analyses possible reasons why students discontinue and identifies strategies and approaches to improving the quality of the teaching and learning environment for these students. The thesis focuses on the retention of first year students in the School of Engineering at the University of Western Sydney. Low retention rates are costly to the university, leading to inefficient use of resources, failure to fulfil student aspirations, and intervention between the university and the student. In each chapter, the thesis addresses student retention, satisfaction and performance and the interrelation between them and outlines the measures taken by the School of Engineering to improve these measurements for students commencing in 2006 and proposes many recommendations for further improvements in subsequent years. Each chapter addresses these issues by following the student pathway, commencing with the student leaving High School and entering their chosen university and course of study. At each stage, the relevant issues are addressed which have a direct or indirect impact on student retention, satisfaction and performance. Use is made of reports and papers published by universities and organisations, as outlined in the Literature Review. The research questions provide data through the results obtained from surveys. Typical Retention Rates are 75% for UWS, 81% for the Sector, 76% for the New Generation Universities (NGUs) and 62% for the School of Engineering on which this research is focussed. This thesis confirms the research from many countries that closely links student retention with the quality of teaching and learning. Key issues are: • a sound first year student orientation and welcome by staff; encountering efficient, effective and accurate student. The introduction of a more effective and tailored orientation program in 2007 attracted, at UWS School of Engineering, 92% attendance and greater awareness by the students of their study program and the available support services; • having student queries responded to promptly and effectively; The introduction of a First Year Coordinator in 2007 proved to be well received, with a significant number of students having prompt responses to their queries, as compared with previous years; clear expectations management about services and key academic issues like assessment; the marketing of UWS Engineering programs was addressed in 2006 and 2007, with an expansion of the marketing program operated for feeder schools and improved awareness of student expectations prior to entry: an ongoing exercise; having committed, accessible, responsive and capable teaching staff; the accessibility and responsiveness of teaching staff to first year student issues, as outlined in this thesis, is being addressed in 2007; receiving prompt and helpful feedback on their learning; an issue being addressed by the First Year Teaching Team as an essential element of the teaching and learning process; together with: effective use of an appropriate selection from a myriad of learning strategies and resources which give emphasis to active learning, practice oriented learning, peer supported learning and self-managed learning; supported by a reliable infrastructure and support systems; and consistently encountering staff that are responsive and committed to giving service to student support. Results suggest the following recommendations for improving the retention of first year students. Involve staff in retention measures: Streamline pre-enrolment information: Keep all student promises – e.g. in Unit Outlines and assessment plans: Identify high-risk students early: Cater for poor UAIs and maths/science: Minimise administrative barriers: Appoint a first-year mentor/coordinator: For First year Student Orientation, the student’s first exposure to the UWS
campus: Aim for 100% attendance: Ensure user-friendliness: Address student expectations :Address aims of the Orientation program: Ensure all key staff easily available: Avoid information overload: Regularly review and modify the program on an annual basis: Ensure full academic-administrative liaison: Ease tutorial registration and offer instant online interactive timetable confirmation: Streamline induction information on a CD or a School web site: Adopt a team approach to teaching First Year Units: Consider alternative peer-mentor models: Strengthen academic mentoring: Ensure staff consultation availability: Regularly encourage prompt attendance and submission of assignments – a study discipline: Address travel problems: Address campus facilities: Promote learning skills awareness: Encourage students to seek help and: Follow up all student queries.