Rozprawy doktorskie na temat „Tertiary education”
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溫家豪 i Kar-ho Calvin Wan. "Government policy on tertiary education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41006094.
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Wan, Kar-ho Calvin. "Government policy on tertiary education". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.
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Papadopoulou, Maria. "Tertiary education and employment : Exploring the relationship between tertiary education, employment and overqualification across the EU". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158436.
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The dominant human capital theory-based perspective that education is crucial for economic success and employment has affected national and regional policies in education and employment worldwide. The present thesis critically assesses the target for increased number of tertiary education graduates in the current EU agenda for growth and employment (Europe 2020 Strategy). This target presumes that employment is positively related with tertiary education qualifications, and that there is an increasing demand for highly educated workers in the EU labour markets. Based on Eurostat data, our findings indicate that (i) more public spending on tertiary education does not seem to be associated with higher employment rates of graduates in the EU countries; (ii) in more than half of the EU28 member states, unemployment rates are not related with increased number of graduates; (iii) in most of the remaining EU countries, the increase in graduates is associated with higher graduates’ unemployment rates; (iv) increased number of tertiary education graduates relates with higher overqualification rates in the majority of the EU countries. These results accord with previous studies which find that investment in education alone is inadequate to explain complex socio-economic phenomena, such as graduates’ employment/unemployment. Moreover, they further support previous research works, which question the proclaimed increased need for highly educated workers in the EU labour markets. This, in turn, suggests that common European policies which target at increasing horizontally the number of graduates may further deteriorate the existing problem of overqualification in the EU. Without downplaying the importance of education and skills in employment, the current thesis contemplates that the disproportionate emphasis on the role of tertiary education in employment may falsely cultivate the perception that education per se can be the main solution for unemployment. Thus, it is likely to conceal the wider socio-economic reasons that influence a person’s ability to find, secure and advance in his/her job. Last, but not least, this perspective narrows down the role of tertiary education confining it to economic and employment purposes.
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Agherdien, Nuraan. "Investigating student readiness for tertiary education". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020593.
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Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions that prepare students for tertiary education. For this study student readiness refers to the ability of students to meet the basic requirements to successfully enrol for a course without remedial assistance and to successfully complete their studies in the recommended timeframe. The target population of this study focussed on students who registered on a full-time basis for the National Diploma in Human Resource Management for the academic year 2014 (n=117). A self-administered questionnaire was distributed to the students and an open-ended questionnaire additionally to the lecturers who teach first-year Human Resource Management students. The study was subjected to various statistical techniques such as Cronbach‟s alpha, t-tests, Pearson moment product correlation and Cohen‟s d. In doing so an improved insight into student readiness and success was developed. The main findings of the study indicated that there is a relationship between the type of schooling and readiness factors as statistical significance was noted. In addition, students who scored high on readiness factors were more likely to succeed in tertiary education. Moreover the number of interventions students is exposed to positively influence student readiness and success. This study has contributed to the body of knowledge which relates to the broader educational environment in South Africa and provides recommendations to address student readiness and success.
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Mackie, Diana Mary. "Computer-enhanced learning in tertiary education". Thesis, Edinburgh Napier University, 1991. http://researchrepository.napier.ac.uk/Output/7310.
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It is widely accepted that mathematics courses for science and engineering undergraduates should aim to develop an enquiring and creative approach to mathematics together with good communication skills. Due to their versatili ty, computatonal power and graphical capabilities, computers can play a significant role in developing these skills. A review of the development of computer-assisted learning of mathematics established that a new investigative approach could exploit the potential of the computer. For this project, two comprehensive computer-based learning packages were developed. The content and educational objectives of the packages were determined by consultation with mathematics lecturers. These objectives were to encourage investigative work, to facilitate problem solving and to enhance student understanding of certain algorithms and topics. The packages were evaluated over a four-year period, whilst in regular use in the mathematical sciences laboratories at Napier Polytechnic as part of the curriculum of several degree courses. During the formative evaluation, modifications and improvements were incorporated. The second stage of the evaluation comprised an investigation of the impact of the packages on the mathematics curriculum. In particular, changes in teaching approaches, learning outcomes and student attitudes towards mathematics were studied through observation, questionnaires and interviews. The feasibility of transfer of the materials developed to other higher educational establishments was also examined. The study identified an increase in the use of graphical methods to explore the behaviour of functions, numerical methods and models, more emphasis on investigative work, and more analysis and interpretation of results. Improved communication skills were also noted. It was deduced that the computer-based approaches adopted had fostered the development of higher cognitive skills, thus leading to an enhanced quality of learning.
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Buntting, Catherine Michelle. "Educational issues in introductory tertiary biology". The University of Waikato, 2006. http://hdl.handle.net/10289/2616.
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The work presented in this thesis focuses on educational issues in first-year biology courses at university. First-year courses are important because they have the potential to influence student retention and subsequent subject selection choices, as well as learning at higher levels. Further, biology is considered to be an important enabling subject in New Zealand because of the Government's drive towards a biotechnology-based knowledge economy. Specifically, the work in this thesis explores the educational implications of the increasingly diverse academic backgrounds of students entering first-year biology courses on teaching and learning in these courses. A social constructivist view of learning is adopted, in which prior knowledge of the learners is considered to have a significant influence on their learning. The social context of learning interactions also is considered to be important. The research involved three phases: identification of prior knowledge assumed by faculty; identification of actual prior knowledge of students; and the implementation and evaluation of an intervention programme based on concept mapping. In order to investigate faculty assumptions of student prior knowledge, 35 faculty from six New Zealand universities were interviewed. Document analysis and classroom observations provided data triangulation. The findings for this phase of the research suggest that faculty were aware of the diverse prior knowledge of students, and reported a tension between teaching from scratch in order to accommodate those with very limited prior knowledge; and the risk of boring those with more extensive relevant backgrounds. A range of concepts that are not explained during teaching (i.e., concepts it is assumed students understand) were identified, including biology-specific concepts and relevant chemical and mathematical concepts. In the second phase, research findings from phase one were used to develop a prior knowledge questionnaire administered in two successive years to all students enrolled in first-year biology courses at one New Zealand university. Data analysis for this phase suggests that although students with more extensive prior biology study were more likely to have a scientifically acceptable understanding of some key concepts, this was not true of all the concepts that were investigated, including chemical and mathematical concepts. The data also point to differences between what faculty expect students to know, and what students actually know. Furthermore, few students, regardless of the extent of prior biology study, were able to demonstrate understanding of the relationships between important biological concepts. In the third phase of the research, an intervention based on concept mapping was implemented and evaluated. Two of the six weekly tutorial classes associated with two first-year biology courses were used for the purposes of the intervention. The intervention differed from the other concept mapping studies reported in the literature in that its implementation was of long duration, viz., a period of 11 weeks. Students who participated in the intervention reported in 'tutorial experience questionnaires' and subsequent interviews that concept mapping helped them to learn the biology content covered during lectures, and to identify links between concepts. A large proportion of participants indicated that they used concept mapping for biology study outside of the intervention tutorial classes, and in some cases in other courses of study. Classroom management strategies appeared to contribute to the positive views about the use of concept mapping during tutorials. Specifically, the tutor modelled the use of concept mapping, but students were also given opportunities to construct their own maps. The role of the tutor in guiding discussions with students and providing feedback was also viewed as being important. Detailed analysis of course assessment tasks suggests that concept mapping enhanced learning for test questions that require understanding of links between concepts. Where tasks require only the recall of facts, concept mapping does not appear to make a statistically significant difference to student performance. The findings from the concept mapping intervention thus suggest that although concept mapping is a strategy that can be used effectively in tertiary biology tutorial classes, it is more worthwhile if the type of deep learning that is encouraged by the use of concept mapping is also the type of learning required to successfully complete assessment tasks. This raises the issue of whether the type of learning faculty specify in course objectives is the type of learning they actually seek to develop in course delivery and associated assessment regimes.
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Chan, Elsie Siu King, i mikewood@deakin edu au. "New educational service products : Tertiary EC/EB education - the Asia-Pacific region". Deakin University. School of Information Systems, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.150155.
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Electronic Commerce (EC) / Electronic Business (EB) has been (and is expected to continue to be) a dynamic, rapidly evolving area of technology, requiring skilled people with up-to-date knowledge and skills. The global community has required (and still requires) tertiary academic programs to prepare and train these people quickly. In the late nineties, following a tidal wave of tertiary EC program development in the United States, new tertiary programs began to appear in the Asia-Pacific (AP) region to satisfy this need, over a very short period of time. This research project aims to examine whether the development and effectiveness of tertiary EC/EB educational programs can be enhanced through employing a particular marketing paradigm. Four regions - Australia, New Zealand, Hong Kong SAR and the Republic of Singapore were selected from the AP region, for this study. Based on a review of marketing literature, an inductive approach is adopted to build a model for new educational service product offerings. I also provide a description and comprehensive analysis of EC/EB education, and explore the model empirically, examining how it applies to the way EC education programs have been developed, to date.
Essentially, this project consists of two major activities: theory building and theory testing and is divided into three parts.
Part 1: Preliminary study literature review for theory building. This section of the thesis provides a literature review of the domains of curriculum development, EC/EB program development and management, EC/EB component models and new service product development.
Part 2 : Understanding the marketplace quantitative analysis. This section comprises five major surveys which provide an understanding of EC/EB education.
Part 3 : In-depth analysis qualitative research for theory testing. This section discusses the results of the multiple case studies of EC/EB degree programs undertaken over a five year period.
The results of this project highlight both theoretical and practical aspects of the topic. In terms of the theoretical aspect, I provide a contribution to existing theory concerning the planning and development of new tertiary education programs.
Research into academic course development in the past has tended to assume that all program development is pedagogically based and influenced. There is an assumption that people only develop academic programs and academic courses for pedagogic reasons.
What this research project has done is to suggest that there are, in fact, many possible reasons for developing new programs and that, although these reasons might be pedagogic in nature, they can also be industry-focased, and market-oriented in the following ways:
-the university is shaping the way it is perceived by the public that is, the market;
-the university is highlighting where its expertise lies. This led me to a form of new service product development consistent with the new image of the university. There is a clear need for diverse models for program development which accommodate the dynamic roles of modern universities. My research project develops such a model based on conditions in the Asia-Pacific region, and discusses findings arising from the overall project, which can be used to improve new educational program offerings in future, in both the Asia-Pacific and, I suggest, in other regions. This potential use of my findings highlights the practical contribution made by the research Project.
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Chabthanom, Ladda. "Critical literacies in a Thai tertiary education context /". [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19018.pdf.
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Mackinven, Kathryn. "Blended learning in tertiary education : a science perspective". Thesis, University of Canterbury. School of Education Studies and Leadership, 2015. http://hdl.handle.net/10092/10861.
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Blended learning has been suggested as having the potential to transform tertiary education through its ability to provide flexible learning options, cost reductions and high quality educational experiences. Combining the benefits of both the face-to-face and online learning environments, blended learning provides opportunities for tertiary education organisations to improve the engagement, satisfaction and achievement of students. Tertiary science is experiencing issues with student recruitment and retention due to it being complex and challenging to learn and often poorly taught. Blended learning, therefore, with its ability to support visualisation of abstract scientific processes, critical thinking and attitudes to science could provide a means to encourage students to study science. However, to date, most studies on blended learning in undergraduate science have focused on evaluating the implementation of a particular blended approach within a small number of science classes or have considered only the teacher or student perspective. This study sought to explore both lecturer and student experiences of blended learning within undergraduate science whilst also considering the institutional context within which science teaching and learning operates.
A case study methodology was used to investigate blended learning in undergraduate science in a New Zealand university. Data collection methods included interviews with university management, lecturers and students. Management interviews were used to determine the university’s stage of blended learning adoption and to provide the institutional context for the study. Lecturer and student interviews provided a rich description of each group’s experiences and perspectives of blended learning in science. These were supplemented with lecturer and student surveys which provided breadth to the findings.
The findings revealed both the institutional and disciplinary context influence lecturer and student perspectives of blended learning. They also highlighted the similarities between lecturer and student experiences. Lecturer perspectives and issues have long been taken into consideration by tertiary organisations when planning their blended learning implementation. However, this study suggested that student needs and support are equally as important and recommended that they receive the same attention.
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Le, Anh Hai. "Tertiary Hospitality Education in Vietnam: An Exploratory Study". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365951.
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The travel and tourism sector has become an increasingly important driver of growth and prosperity for many countries, with a reported contribution of around 9% of the World’s GDP and employment in 2013 (Crotti & Misrahi, 2015). In Vietnam this sector accounted for over $US 7 billion, or around 4.6% of 2013 GDP. While this is a significant contribution to the economy, it is markedly less than the contribution of the sector in neighbouring Thailand, with a contribution of $US 35 billion, or 9% of GDP. Given the comparatively low contribution of the tourism sector to the economy, a more in-depth exploration of aspects of the industry are worthy of further consideration. One such aspect is the human resources, the key factor exerting a major impact on the services delivered by the industry. This study focuses on the preparation of such resources through tertiary education. The aim of the study was to explore factors influencing effective tertiary hospitality higher education (HE) in Vietnam that supports the on-going development of the industry through the availability of quality human resources. In addition, the study assesses the alignment between the knowledge and skills developed in education institutions, and those required by industry professionals.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
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Silva, Marcela. "The Impact of Educational Policy on Racial Demographics of Tertiary Education in Brazil". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1274.
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Brazil faces low levels of educational achievement at the tertiary level. Historically, higher education institutions in Brazil are predominately attended by wealthier individuals. Two educational initiatives, Prouni, a scholarship program for private tertiary institutions, and Lei de Cotas 2012, an affirmative action law for public institutions, have been implemented to assist students coming from low income backgrounds. The majority of individuals in low income brackets in Brazil tend to be people of color, so inadvertently these policies may have an effect on racial minorities. This study explores the effect of the aforementioned policies on racial minority groups in higher education by reviewing previous studies and analyzing racial demographic data of higher education institutions, and concludes that the Lei de Cotas is most effective for students from racial minority backgrounds.
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Kirk, Gordon. "The Scottish Tertiary Education Advisory Council : a case study in educational policy-making". Thesis, Open University, 1997. http://oro.open.ac.uk/57698/.
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The study has two central purposes: firstly, to undertake the first comprehensive analysis of a particular policy-making process, the Scottish Tertiary Education Advisory Council's work in the mid '80s on the future strategy of higher education in Scotland; and, secondly, to use the STEAC process as a case study to test the validity of three models of the policy-making process. Using the minutes and papers of the STEAC itself, the Scottish Office file on STEAC, institutional archive materials, contemporary press coverage, and official documents, the study examines the STEAC process from its inception to its culmination in ministerial decisions. It establishes the educational and political matrix from which the STEAC sprang, and it analyses the evidence submitted, the transactions of the Council itself, the public and professional reaction to the Council's recommendations, the government's subsequent legislative action, and its aftennath. Through that analytical sequence, the interplay of forces and the key determinants of policy are identified and an assessment made of the strategic significance of STEAC in the development of higher education in Scotland. The STEAC process, given its transparency and the fullness of its evidential base, is taken to be an appropriate context against which to test the validity of three models of the policy-making process: the policy community, incrementalism, and the Humes "revised model". It is concluded that the established notion of a homogeneous policy community, as an elitist alliance in collusion with government, is suspect; that incrementalism should give way to an alternative model for which the term "prudentialism" is proposed; and that, while the Humes model acknowledges the full complexity of social phenomena, its very diffuseness makes it insufficient by itself as a model for interpreting the policy-making process in education.
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Alwahaibi, Anfal Nasser Humaid. "Women educational leaders in tertiary education in Oman : enablers, challenges and coping strategies". Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40500.
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Although more women than men are entering higher education worldwide, their representation in senior educational administrative positions is paltry (Oram-Stering, 2015). This is also true in the Gulf state of Oman. Despite the enormous advancement made by women in the field of higher education, their ability to leverage their educational success to obtain senior faculty positions and progress their careers, while navigating the challenges posed by socio-cultural and religious practices and discourses in Oman, appears limited. Building on previous research in this area, this study explores the barriers faced by women academics as they progress to leadership positions, and exposes the experiences of Omani female leaders who have successfully accessed leadership opportunities in higher education. The study aims to understand and highlight the reasons for women’s uneven advancement to high-ranking positions in Oman’s higher education institutions. In addition, it investigates contiguous factors that qualify some women for consideration for senior management positions, aiming to capture the views of current executives, their backgrounds and other characteristics pertinent to leadership roles. A qualitative approach was deemed appropriate for this study, covering educational policy and administration by examining organisational and structural changes in addition to individual growth and development. One-to-one semi-structured interviews were conducted with 13 female faculty members to attain the necessary data, providing a unique opportunity to examine the experiences of women as both faculty members and administrators, and to understand the ongoing gender imbalance within the study context. The results of the study highlight key themes including sociocultural practices, motherhood, religious interpretations, personal attributes, institutional policies and conceptualisations of gender and leadership in the workplace. Furthermore, the study offers important insights to assist female academics seeking access to leadership positions in higher education. Moreover, it could benefit policy makers seeking to formulate plans to encourage women to pursue leadership roles in higher education.
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Winberg, Dan-Erik. "English Academic Word Knowledge in Tertiary Education in Sweden". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24981.
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The English language has established itself as the academic lingua franca of the world. For example, Swedish universities are mainly using English textbooks in their teaching. For students in tertiary education in Sweden, it is thus necessary to have an academic English vocabulary. This study examines the academic word knowledge of 148 students in different disciplines at a Swedish university. The method used was a vocabulary test. The test design was based on the Vocabulary Levels Test (VLT) and the words were chosen from the Academic Word List (AWL) due to their frequency in academic written texts. There was a rapid decline of the participants' word knowledge the less common the words were according to the AWL. The results indicate that Swedish students’ academic word knowledge in English is generally unsatisfactory, which could make the reading of academic texts troublesome for them.
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Smith, Annique Elizabeth. "Facilitating intrinsic motivation in tertiary education through gameful design". Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/66671.
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Modern education systems tend to focus on the use of external pressures to motivate students to learn. Intrinsic motivation - motivation to do something because it is enjoyable in and of itself – by contrast, is more valuable in these environments as it has multiple benefits, such as better conceptual understanding and more sustained learning behaviour. The primary way to facilitate intrinsic motivation is to meet the three basic psychological needs of autonomy, competence and relatedness. Games are inherently effective at satisfying these needs and have in recent years begun to be used in non-game contexts, like education, in order to attempt to improve motivation. This is commonly known as gamification, although gameful design is the more beneficial counterpart thereof since it is directly based on a deep understanding of what makes games good motivators.
This study addresses the question of how gameful design can be used to facilitate intrinsic motivation in a tertiary education setting. This is done through an examination of existing literature in order to inform the design of a gameful intervention, which is the focus of this research. This intervention includes a new website, additional exercises on course content as well as changes to lectures. The intervention (in the form of a pilot study and a final implementation) is used in a first year undergraduate module in the Multimedia degree at the University of Pretoria.
When the intervention has been used by the students for a full semester, data are collected in the form of questionnaires, focus groups, Google Analytics, website database logs and observation. The results indicate that the gameful intervention meets the three basic psychological needs of those students who interacted with it. As a result of this, students are more intrinsically motivated to interact with the intervention and therefore spend more time engaging with the course content.
This study contributes a list of guidelines for educators wishing to use gameful design in their own modules. It also provides the details of the design of the intervention in order to aid the understanding of how gameful design can be used to facilitate intrinsic motivation. This approach to “gamifying” education is rare in the existing literature and can therefore be considered a valuable contribution.Dissertation (MIS)--University of Pretoria, 2018.
Information Science
MIS
Unrestricted
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Muna, Aminath. "Evolution and development of tertiary education in the Maldives". Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682688.
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Education has always been highly valued in the Maldives. Every historical document, from times ancient, testifies to the deference and respect that the learned person has received from the society. Historically, an education comprised of acquiring knowledge on the religion of Islam, which constitutes the foundations of culture and society in the country. For centuries, the purpose of education has been twofold: the proliferation and maintenance of religious knowledge in the country, and the transmission of essential skills for a maritime people. The shape of the existing organized system of education began to emerge only in the latter half of the twentieth century. The appearance of vocation-oriented postsecondary training centres is closely linked to the needs and priorities of programs for national development. The growth and amalgamation of these centres culminated in the establishment of the Maldives National University in 2011, and led to the rise of private tertiary education providers. This dissertation traces the historical progressions that led to the evolution and development of tertiary education in the Maldives within the framework of the small states paradigm. It investigates the economic, social and political forces that guided and steered the emergence of this sector. While many influences and trends that parallel those in other small states can be seen, some crucial differences exist. Vulnerability to climate change and the narrow economic base of the country are shared characteristics. On the other hand, the isolation of Maldives among a group of larger neighbouring states has profound implications for the development of the national university. Key issues of access, quality, governance and collaboration emerged from a detailed qualitative case study of the Maldives National University. The case study reveals the achievements, challenges and priorities of the new national university. In the light of this analysis, it is argued that there is a pressing need to strengthen tertiary education by creating a sustainable policy framework for transforming the sector to better cater for its growth, quality improvement, research profile, governance and autonomy. Unlike many small states Maldives is isolated and consequently faces further challenges in exploiting the potential benefits of regional cooperation and alliances. This has related theoretical implications for tertiary education that are identified and that need to be explored and addressed in future studies on tertiary education in small states.
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Gauntlett, David A. "A study of specific learning difficulties in tertiary education". Thesis, Open University, 1987. http://oro.open.ac.uk/56996/.
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This study is unique in investigating instances of Specific Learning Difficulties (Dyslexia) among mature students in British institutes of tertiary education. Despite growing awareness of this condition, it is only during the last thirty years that cases of dyslexia among adults have been distinguished from aphasia. Assessments were conducted using a structured questionnaire, psychometric tests, measures of attainment, vocational interest and personality. Test results provided support for the view that dyslexia is characterised by a discrepancy between language skills and intellectual ability accompanied by measurable cognitive differences. Significant differences were found on tests of short term memory, while spelling difficulties were the most enduring form of written language difficulty. Differences found on measures of personality, are thought to reflect an interaction between personality and coping strategies. Most subjects had felt constrained to take Jobs with a low interest level, ie. they had compromised their vocational interests and subsequently achieved lower socio-economic status than their fathers. The investigation into the provision made by British universities revealed that very few have any formal policy for dealing with dyslexic students. Most were unable to state what course support or examination concessions were available. In a study of factors related to modality, dyslexic students took longer to read material and remembered less than other groups. When using multi-modal material dyslexic subjects remembered more but must reconcile improving their recall ability with the expense of spending more time. In a second study of factors thought to influence the marking of scripts It was found that higher marks were not awarded to typewritten scripts free from spelling errors. Changes in format only influenced the focus of the tutors' comments. The conclusions are that dyslexia does not improve spontaneously, the dyslexic child is likely to become a dyslexic adult who will continue to experience difficulties with language skills, especially spelling, while the individuals educational, social and occupational ambitions are likely to be compromised because of their specific learning difficulties.
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Phillips, Todd. "Cultural factors affecting tertiary education access for Bundjalung men". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54626/1/Todd_Phillips_Thesis.pdf.
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Despite documented changes to mainstream educational systems, Indigenous educational achievements are still at critically low levels across all phases of formal education. According to the Australian Bureau of Statistics (2011) Indigenous students are still less likely than non-Indigenous students to complete their final years of schooling (45% compared with 77% in 2009); tertiary level entry and outcomes are also significantly lower than non-Indigenous entry and outcomes.
Although significant research has focused on the area of Indigenous education, in particular, identifying and making recommendations on how to close educational gaps between Indigenous and non-Indigenous people, these studies have failed to bring about the change needed and to engage successfully with Indigenous communities and draw on Indigenous communities’ insights for best practice.
This thesis focuses on Indigenous perspectives and takes a closer look at the cultural factors that impact on tertiary education access for Indigenous young men who come from a Bundjalung community on the far north coast of northern New South Wales. To date, this community has not been the focus of serious postgraduate study. Their experiences and the values and ideas of their community have not been investigated.
To do this, the study uses an Indigenous methodological framework. It draws on Indigenous Standpoint Theory to analyse data through concepts of the cultural interface and tensions (Nakata, 2007, pp. 195-217). The study’s framing also draws on decolonising methods (Porsanger, 2004; Smith, 1999) and Indigenist research methods (Rigney, 1997). Such methodologies are intended to benefit both the research participants (community members) and the researcher. In doing so, the study draws on Creswell’s (2008) methods of restorying and retelling to analyse the participants’ interviews and yarns about their lives and experiences relating to tertiary educational access.
The research process occurred in multiple stages: (1) selection of research sites, (2) granting of access which was requested through consultation with local Aboriginal Elders and through the local Aboriginal Lands Council, (3) conducting of interviews with participants/ data collection, (4) analysis of data, (5) documentation of findings, (6) theory development, and (7) reporting back to the nominated Indigenous community on the progress and findings of the research.
The benefits of this research are numerous. First, this study addresses an issue that has been identified from within the local Aboriginal community as an issue of high precedence, looking at the cultural factors surrounding the underrepresentation of Indigenous people accessing tertiary education. This is not only of local significance but has been identified in the literature as a local, national and international area of concern amongst Indigenous peoples (Department of Economic and Social Affairs, 2009; Herbert, 2010; King, 2011). Secondly, the study draws on local Indigenous knowledges and learning processes from within a Bundjalung community to gain inside perspectives, namely the cultural factors that are being expressed from a range of Indigenous community members – young men, community Elders and community members – and finding out what they perceive inhibit and/or promote tertiary education participation within their community. Such perspectives are rarely heard.
Finally, recommendations made from this study are aimed at revealing investigative styles that may be utilised by Western institutions to improve access for Indigenous young men living in the Narlumdarlum1 region in the tertiary context.
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Southey, Philip. ""Concept" and "Context": Toward modelling understanding in Physics Education research". Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27857.
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"Context sensitivity" is a core issue in physics education research (PER). Why does student understanding of a concept depend so crucially on the context in which it is embedded? This dissertation attempts to answer this question by using a variety of theoretical tools to model understanding. We conducted three empirical studies which probed context sensitivity of student understanding of (i) Vector Addition; (ii) The FCI (Force Concept Inventory); and (iii) the learning of the concept of a Mathematical Group. (i) Regarding vector addition, we discovered context sensitivities involving the type of physical quantity added (e.g. force or momentum); the textual prompts "total", "net" and "resultant"; and the object on which a force acts. (ii) In the FCI, we discovered a moderate context sensitivity to unfamiliar words (i.e. when familiar words like "box" were substituted for unfamiliar words like "kist".) This sensitivity was moderately correlated with the difficulty of the question. (iii) Previous studies have shown that learners exhibit a sensitivity to the concreteness of the learning condition of a Mathematical Group; our study shows that students are engaged in different types of activity in these conditions. A variety of theoretical tools from PER, Cognitive Linguistics, Cognitive Psychology and other areas of Education Research are used to model student understanding in these various studies. Three key insights emerged. (a) The importance of one's model of "concept" - how it relates to the notion of "context", and how one chooses an appropriate grain size. (b) The difference between "expert" and "novice" - how this difference influences one's model of "concept", and how it influences one's notion of "sameness" and "difference". (c) Student reasoning - how a framing of a situation might result in fast, associative, linguistic reasoning on the one hand, or slow, deliberate simulative reasoning on the other. Finally, this thesis is grounded in Wittgensteinian ordinary language philosophy which maintains that notions of "concept", "context" and "understanding" obtain meaning not be referring to some transcendental "thing", but by being embedded in our messy form of life. In other words, by modelling understanding we are not approaching the "true meaning" of the term. Instead we are demonstrating how our various models are constitutive of what we mean when we say: "My students understand this concept".
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Kisgen, Stefanie [Verfasser]. "The Future of Business Leadership Education in Tertiary Education for Graduates / Stefanie Kisgen". Stuttgart : Steinbeis-Edition, 2017. http://d-nb.info/1147302219/34.
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Lavadia, Linda. "Technological, Pedagogical, and Content Knowledge (TPACK)| An Educational Landscape for Tertiary Science Faculty". Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280318.
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Earlier studies concluded that technology’s strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators’ reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers’ (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.
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Wong, Lai-ngor. "An analysis of Hong Kong's tertiary education policy, 1989-1996". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19711785.
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Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis". University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
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Ransome, Alison, i n/a. "Information for decisionmaking: a case study of tertiary education administrators". University of Canberra. Library & Information Studies, 1990. http://erl.canberra.edu.au./public/adt-AUC20060308.141418.
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This study examines the broad problem of the role of information in decisionmaking by
tertiary education administrators. The purpose of the study is to investigate the
information required by administrators for decisionmaking, to discover patterns of
use, the sources most commonly used, and the effect of environment and context on the
type and source of information. The method chosen to exemplify the research
problem, a case study of one particular tertiary institution, allows for examination, in
depth, of the flow of information and of information seeking behaviour in one unique
organisation. It also affords the opportunity to apply the findings directly to the object
of the study. At the time, the institution was experiencing a period of uncertainty and
change which culminated in its becoming part of a new networked or federated
university.
Three groups of models from the literature guide the study. These relate typologies of
information to decisionmaking; transpose information for decisionmaking into the
higher education context; and relate behavioural and environmental factors to
information. The basis of this case study is a series of semistructured interviews
following an agenda based on the models chosen. Data was analysed by patternmatching
and explanation-building.
Two significant contextual factors are apparent: the first, the high degree of perceptible
uncertainty in the institution's environment; and the second, the idiosyncrasies
of the individual administrator. The case study approach was found to be
appropriate for the unusual organisational circumstances existing at the time.
Strategies for improvement in the effectiveness of information seeking for
decisionmaking include recommendations for the institution and for its library.
Suggestions for further research are also made.
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Clark, I. F. "An analysis of geology curricula in secondary and tertiary education /". Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phc5928.pdf.
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Ould, Hende El Moctar. "ELT course descriptions in tertiary education : a critical-interpretative investigation". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/76643.
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The course description is a brief, yet comprehensive, written account of a course teachers produce and give to their students at the beginning of courses. Course descriptions (CDs) are routinely produced and used in many educational institutions. However, with the exception of few passing references to them in Elliot (1997) and Swales (1990), discourse analysis has not sought to provide good understanding. This study is an attempt to fill in such a gap in knowledge by exploring the CD in the context of higher education in the United Arab Emirates, where the researcher has been working up to the completion of the present study. Employing the technique of triangulation, the study forms a methodology that combines Foucault’s approach to discourse, action research and the critical and interpretative paradigms as a basis for analyzing data from 12 CDs, questionnaires and interviews. On the level of analysis, Foucault’s approach to discourse has been operationalized by Systemic Functional Linguistics and Bernstein’s theory of pedagogic discourse. Within the framework of the Systemic Functional Linguistics, the CD as a text is approached from three perspectives: Field, Tenor and Mode. This has revealed the overwhelming use of long clauses, the constitution of the student as’expected to study‘, not as thinking or knowing entity, the use of the Declarative Mood, ambiguity of the source and receiver, ellipsis and obligatory sections. The purpose of investigating the CD within the framework of Bernstein’s theory of pedagogic discourse was to shed light on CD perspectives that could not be accounted for by the text analysis on its own. Thus, it described the roles, production, transmission and reproduction processes of the CD and the attitudes of teachers and students towards it. Thus, it has been concluded that the CD is dominantly regulative, that it is imposed by the Accreditation Committee under the pressure of globalization and that its use needs to be improved or stopped.
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Wong, Lai-ngor, i 黃禮娥. "An analysis of Hong Kong's tertiary education policy, 1989-1996". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965684.
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Frey, Debra L. "Child mortality: the impacts of food safety and tertiary education". Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8773.
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Master of AgribusinessDepartment of Agricultural Economics
John A. Fox
Child mortality is defined as the death of children under five years old. Worldwide, child mortality was about 8.1 million in 2009, of which over fifty percent is related to diarrhea, pneumonia and malaria. Food and water borne pathogens are an important cause of deaths related to diarrhea and pneumonia. Illiterate or semi-literate populations are often slow to adopt food and water safety standards. Practices such as washing of food in sewage water, which would repulse most westerners might be considered normal in some parts of the world. Understanding some of the basic science underlying food safety standards is important for the farm worker in California, the villager in Africa and the child in Afghanistan. Ultimately, food safety practices in production can affect the consumer of agricultural products no matter where they are in the world, and inadequate food safety standards can affect the producer as a result of diminished consumer confidence in their product, or lack of access to export markets. In the instance of food contamination, young children and the elderly are typically most at risk. Perhaps the most sobering consequence of inadequate food safety standards is child mortality. This thesis uses a regression model to investigate determinants of the level of child mortality. We find that income distribution and levels of tertiary education, particularly for females, are significantly correlated with child mortality rates. Estimates suggest that a one percent increase in tertiary education in the female workforce is associated with a reduction of almost seven percent in the child mortality rate in countries where the rate of female tertiary education is below fifteen percent.
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Fourie, Elmarie. "Role of technology and media in tertiary education : an overview". Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/477.
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Published ArticleIt seems traditional training methods are no longer able to satisfy learners' learning needs and experiences. Although most of today's learners use some form of information technology in their learning, they are actively encouraging their learning environments to be value-adding and more stimulating. Tomorrow's learners will demand access to more technological and media resources and will depend on their university's ability to deliver. This introductory presentation explores the reason why tertiary institutions should be actively involved with electronic learning and information technology. The advantages of asynchronous and synchronous instructions are addressed while the communication profiles of developing, least developed and selected Southern African countries are mentioned. Special attention is given to some factors which inhibit electronic learning at our tertiary institutions. Finally, recommendations are made for the optimal use of information technology to enhance learners' learning experiences.
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Louisy, Calliopa Pearlette. "Tertiary education in St. Lucia : implications for small island states". Thesis, University of Bristol, 1993. http://hdl.handle.net/1983/f2d16ec8-8627-4f08-8706-149e60aff7ef.
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Moyo, Alfred N. F. "Adolescent econometricians : perceived earnings differentials and choice for tertiary education". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5739.
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Edmondston, Joanne. "Cultivating the civic scientist: Science communication & tertiary biotechnology education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/1605.
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Biotechnology is one of the most rapidly growing industries of the 21st Century and governments worldwide have invested significant funds to support research and development in this area. The belief that the commercialisation of biotechnology will offer significant social and economic benefits to the communities investing in this industry, however, is not a universally accepted view. Surveys of attitudes towards biotechnology in a number of countries have indicated that there are widespread concerns about the risks presented by the industry and the application of biotechnology products (Smith, 2001). These public concerns have resulted in a stronger focus being placed on the mechanisms by which biotechnology is communicated with non-scientists (Gregory, 2003).ln particular, improving the level of scientists' participation in public engagement has been afforded high priority (FASTS, 1999). Yet despite increasing calls for scientists to become more involved in this area, the perception that scientists
are unwilling or unable to communicate persists (Stocklmayer, Gore, & Bryant, 2001). In response, the provision of quality science communication training for scientists and science students has been recommended (Royal Society, 2006b). This training should provide a fundamental support for improving scientists' ability to act as civic scientists by engaging with the public. Using an Australian biotechnology degree program as a case study, this doctoral study examines how biotechnology education at the tertiary university level prepares science graduates for a civic science role. Qualitative and quantitative data were generated from 343 questionnaires and 36 interviews of key stakeholders in the chosen biotechnology program, including undergraduate and doctoral students, lecturers, postgraduate supervisors, and early-career biotechnologists recently graduated from the program. Additional interview data were also obtained from 10 science communicators and science communication lecturers.
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Takane, Mpeli Alice. "Context dependence of Physics students' responses to the term "radiation"". Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13299.
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Includes bibliographical references.For the public to be able to participate meaningfully in debates regarding issues that are related to science and technology it is important that they are properly informed and that their sources of information are reliable. One source of such information are university science students and it is therefore interesting to find out what their views are regarding various scientific concepts. For example such an area of interest is that of using nuclear power for electricity generation, in particular the dangers associated with radiation. A reasonably correct view of radiation would be seen as an important part of having a meaningful debate. The present study aims to find out the views that a group of university students who are studying physics hold about radiation, in particular their immediate response to being asked to clarify what the term radiation means. However, the notion that students simply have conceptions that are unitary and static has been challenged by several Physics Education Researchers. Instead a view summarised as “knowledge in pieces” has been proposed in which it is suggested that much smaller units of ideas are brought together dynamically depending on the situation at hand and that context plays an important role in how students respond to questions. Thus, the thesis explores to what extent context plays a role in their responses by preceding the question with four different scenarios which are suggested as the contexts in which the question is being asked. In summary, the guiding questions for the present work are: (1) What do students understand by the term radiation and (2) To what extent do student response patterns depend on “textual priming”. The thesis is divided into two parts (1) a pilot study in which the methodology is established and (2) a follow up study (main study) in which the effect of textual priming on the responses is explored.
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Tsompanaki, Eleni. "A comparative study of dance education and training in tertiary education in England and Greece". Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535847.
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A comparative study of dance between Greece and England was explored in this thesis. More specifically, the core research involved multiple case studies conducted in institutions offering 'tertiary level' courses in 'dance education and training, 2. Research questions were: 1) what is the socio-historical and political context of dance education in dance studies in England and Greece? 2) What is the reality of dance in tertiary education in England and in Greece? 3) What are the similarities and differences of dance education and training at tertiary level in England and Greece? 4) What can be learned! applied across national boundaries to improve dance education and training? An interpretive, predominantly qualitative study was undertaken shaped by a modified theoretical model for the investigation of dance learning and teaching. Presage, process and product factors embraced the rationale, design and analysis of the study. Multiple case studies were used to gain insight across dance institutions within and between the two countries. These totaled six, three in Greece and three in England, enabling comparative analysis examining similarities and differences across national borders. Methods included use of documentation, observations, interviews and questionnaires from classes/lectures and individuals within each of six dance institutions. Curriculum and institutional documents were analysed, ninety-seven third-year student questionnaires, eighteen student interviews, six lecturer interviews and six course leader interviews were conducted. Observations involved two-week block residencies in each of the six institutions Findings revealed that the place of dance in education and training is determined by sociohistorical context which shapes and perpetuates both status and dominant understandings of dance. The study revealed many differences, particularly at the interface of learning and teaching in terms of style, expectations and outcomes. The English system had more potential for autonomy of course development, student engagement and career opportunities than that in Greece. There was no chance to break the cycle in Greece without 'borrowing' ideas from other countries, such as those revealed in the findings to this study
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Pillay, Justin. "Equality and non discrimination in tertiary education for the visually impaired". Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8404_1297400944.
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The focus of this paper is the right of the visually impaired to access tertiary education that is not unfairly discriminative and unequal. The study is intended to highlight the inadequacy in the current legislation on equality such as the Promotion of Equality and Prevention of Unfair Discrimination Act 4 of 2000 and the Higher Education Act 101 of 1997 in properly promoting the ideals and purpose of constitution. Furthermore to analyse the constitutional court's approach to equality and non discrimination in order to provide solutions and recommendations for changes to existing legislation that is indeed to be effective.It also aim to define what it means to have equality for the visually impaired, more especially in tertiary education through the constitutional court's definition of equality...
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Butler, Herman Gustav. "A framework for course design in academic writing for tertiary education". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09112007-125845.
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Sato, Masahisa. "Environmental education at the tertiary level in the Asia-Pacific region". Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395844.
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Davies, Elizabeth Anne. "Learning identity : the transition to tertiary education for school and college leavers". Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/22957.
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The focus of this research is the re-conceptualisation of learning in higher education. By theorising the university as a group of interconnected discourses I have been able to develop an understanding of student learning identity which goes beyond the formal academic settings of the university and which explores the influence of both the social and academic spheres of the university in terms of student transition and engagement in learning. Data were gathered in three phases: through in-depth interviews with sixty nine students entering their first year at three British universities, the collection of three day diaries from forty four of these students and follow up interviews with thirty students from the original sample. By negotiating positions on continua of continuity and discontinuity of experience with interlocutors in identified discourse settings, students were found to experience learning as an integral and transformative aspect of their identities.
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Kašpárková, Barbora. "REFORMA TERCIÁRNÍHO ŠKOLSTVÍ, OTÁZKA DIVERZIFIKACE SYSTÉMU TERCIÁRNÍHO VZDĚLÁVÁNÍ". Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-113686.
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The thesis should prove the necessity of this reform and at the same time to support the opinion of MŠMT which indicates the clear target why even be interested in the reform. The content of the thesis is also the focus on the necessity of study diversification which should be one of the main pillars of the future reform. I try to explain the diversification from the point of view of its meaning and need for the whole reform and its contribution for the tertiary education including the analysis of the attitudes of the universities. The aim of the thesis is to give the integrate view on the reform of tertiary education, to evaluate the meaning and usefulness of reform, to answer the questions, if these essential changes leaf to improving the quality and competitiveness of Czech universities and students. In the frame of objective evaluation I will reveal the possible lacks and risks coming from the implementation of reform steps.
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Yeung, Hiu-hung, i 楊曉紅. "From hospital based training to tertiary education: issues concerning an initial implementation of newnursing education policy". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962075.
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au, Editech@iinet net, i Pamela-Anne Shanks. "A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia". Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.134304.
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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Haultain, Steve Alan. "Deciding to enter tertiary education and taking on debt : a longitudinal perspective". Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/2488.
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This thesis describes a program of research designed to investigate longitudinally the role of debt in a cohort of 1232 final-year New Zealand secondary school students, their tertiary entry decisions and their attitudes towards tertiary education and student debt. It follows some of these students into their first year out of school into tertiary education or otherwise. Two surveys were conducted that employed the Attitude to Debt Scale (Davies and Lea, 1995) to address students’ debt and savings behaviour and estimates, tertiary education entry decisions, and attitudes to tertiary education and term-time working. Debt attitudes are found to be more complex than previously proposed, and this has significant ramifications for debt attitude theory and research. Longitudinal comparisons suggest students’ views regarding debt necessity does not change but their attitude to avoiding does. Students become more or less avoidant of debt depending on their circumstances. However, debt attitude results still support many of the findings of earlier research such as debt acquisition preceding a more tolerant attitude change. Debt and tertiary education attitudes are not well predicted. Students report engaging in term-time working to limit their student loans, but engaging in term-time working results in lower grades in their studies. Those from the middle and higher socio-economic classes are more likely to be positive towards tertiary education, and thus entrants, compared with the lower socio-economic classes. However, the results do not suggest this is due to debt attitudes or fear of debt.
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Chan, Hoi-lei Holly. "The privatization of tertiary education in Hong Kong : issues, concerns and prospects /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294759.
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Chan, Wan. "A study on the effective managers in tertiary education institutions in Macao". Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2147574.
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Chitekedza, Ignatious. "Efficiency evaluation of South Africa tertiary education institutions using data envelopment analysis". Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4764.
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With an increasing number of students enrolling at higher education institutions in South Africa, it has become important to investigate whether these institutions are using their resources adequately. This study uses data envelopment analysis (DEA) to estimate the efficiency of 23 South African tertiary education institutions based on both teaching and research outputs. Using DEA we are able to rank South African universities according to their use of resources in these two areas. These rankings can identify institutions which are performing well and also those which require improvement. The effect that merging institutions has on this efficiency is also determined. Owing to the limited sample size, variable reduction techniques, including the efficiency contribution measure (ECM) and principal components analysis (PCA-DEA), were used to improve the discrimination of the analysis.
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Chung, Kim-Choy, i n/a. "Brand image and brand trust in choice of international tertiary education provider". University of Otago. Department of Marketing, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090826.121449.
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Increased competition for top students, reduced public funding, and comparative "shopping" by prospective students have resulted in universities taking a more market-oriented approach to improve student enrolment (Moore 2004). The outcomes of this market-oriented approach of universities are: First, students are increasingly seen as customers of knowledge by universities, and universities as suppliers of knowledge to these customers (Svensson & Wood ,2007). Second, students are being faced with an array of education choices and information (passively or actively gained). As with physical product consumption, the institution brand with its underlying appeals can function as a route map for students through this bewildering variety of choices/information.
Despite the plethora of studies on education purchase, the impact of brands on students' choice of international tertiary education provider has not been fully explored. This is especially so within the context of brand image and brand trust. The purchase of an international tertiary education can be a risky (uncertain) venture because of the time and cost involved. Consumer's trust in a brand contributes to a reduction of uncertainty in consumer purchases (Garbarino & Mark 1999). However, the concept of brand trust is not explored in education. While the research on brand image within the context of education is not new, its definition and measurement varied or seldom explore in relation to country-of-origin, promotion channel and individual values in student's choice decisions. This thesis aims to address these research gaps. It explores the impact of two psychological associations with brand: brand image and brand trust (in relation to individual values, country of origin and promotion channel) on Chinese students' choice of international tertiary education provider, using the Bednall and Kanuk's (1997) decision-making model as the research's underlying framework.
Since no existing measures or scales related to brand image and brand trust suitable for use in this thesis were identified from the literature, a two-stage research method to collect both qualitative (in-depth interviews) and quantitative data was used to develop measures for this thesis. The adopted research design is consistent with Anderson Churchill (1979) and Gerbing's (1988) guideline for scale development.
Information gathered from 36 in-depth interviews, 416 pilot surveys in Singapore and Malaysia, and 287 surveys (post enrolment data) in New Zealand revealed that choice patterns for international tertiary education providers are focused on: i) A university's brand image, as reflected in the brand positioning messages of an institution competencies, course related issues, and brand identity (university values and missions statement); ii) Brand trust as reflected by the expressed opinion of friends and family members and students' positive experiences with university staff; iii) The social political image of a university's country of origin; iv) The perceived direct barriers to tertiary education (English language proficiency and course admission requirements); and v) High Context communications through education fairs, corporate sponsorships of scholarships/bursaries and international student exchange programs.
In addition, a customer-centric approach to the student-university relationship helped improve the identity and brand image of a university. The presence of senior academic staff (professor level) at education fairs; good accessibility of academic staff on campus; having knowledgeable and culturally sensitive frontline staff (reception & marketing personnel); and small, customised tutorial classes would identify the university as customer-centric and contribute to a positive university life experience. These help projected an image that the university is concerned with their students' learning outcomes. Not only will positive university life experiences lead to improved learning outcomes for students, it helps strengthen future alumni-university relationships, resulting in alumni being willing to promote their alma mater to their children, friends and colleagues. This free publicity can help enhance the brand image and brand trust in a university, differentiating it from other universities.
This thesis verified the findings of McMahon (1992) that superior economic development in the destination country is not an important 'pull' factor in student mobility. It complimented the findings of Gray, Fam and Llanes (2003) by showing the importance of customised strategy in international education offerings and illustrated the link between brand image and country image (socio-political) in the purchases of educational services, evidence that was absent in the study by Zhou, Lawley and Perry (2000).
While pre-enrolment data from the in-depth interview and pilot survey indicated that Singapore and Malaysian Chinese students are value bound in their decision of New Zealand as their intended study destination, there is no evidence from the main survey (post-enrolment) that individual values had an influence on their choice decision. The in-depth interview indicated that Singapore and Malaysian Chinese students found New Zealand society appealing because of its low corruption and high level of honesty and fairness because these values help to reinforce group harmony, a prominent characteristic of Chinese society. Further research is recommended in this area. Overall, this thesis will contribute to the body of knowledge in students' decision-making and university branding.
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Lin, Emily Shu-Ying. "Environmental education in pre-service teacher training programs in Canadian tertiary institutions". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ49856.pdf.
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Chan, Hoi-lei Holly, i 陳海妮. "The privatization of tertiary education in Hong Kong: issues, concerns and prospects". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966433.
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McLaughlin, Glenn Denis. "Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea". Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019312/.
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This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently, the intervention curriculum had two major expectations: to improve the level of cognitive development; to improve the quality of potential teacher educators. The following evolved as research questions. • What factors influence the learning of Papua New Guinea teachers undertaking higher education? • Does the experience of the special curriculum promote greater cognitive development than increased general education at the University? • What is the perceived impact of the BEd T. students in the teachers' colleges? • What are the contextual factors that influence college lecturers' teaching and students' learning? No one research methodology was considered appropriate to address these research questions because the theoretical position required a combination of qualitative and quantitative data. The methodology adopted was multi - disciplinary in scope and used structures from the following perspectives: ethnographic; illuminative evaluation; case study; quasi experimental. The research concluded that: The biggest single factor that influenced teachers' learning at university is their own misconceived expectations of learning compared with university expectations. This is exaccrbated by learning through English as a second language, where the main problem is the lack of conceptual equivalence between western and Melanesian epistcmologies. It was also found that the intervention curriculum did promote significantly greater cognitive development in the BEd T. students, as measured by the Student Process Questionnaire who in turn were perceived to be making a strong positive impact in the teachers' colleges. However the fullness of impact appears to be potentially muted by the mechanistic curriculum operating in the colleges, as well as by the conservative bureaucratic administrative practices of Government agencies.
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Muthiraparampil, Susamma Thomas. "Misconceptions in electrostatics among learners at university entry point: a South African case study". Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1007755.
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The study explored misconceptions in electrostatics and their origins amongst learners at entry point in a South African University. Available literature showed misconceptions in electrostatics amongst High School learners and confirmed textbooks as one of the sources of misconceptions. It was therefore important to look for misconceptions in electrostatics amongst first year Bachelor of Science (B.Sc 1) learners in physics courses and their origins at the start of the academic year. The study also explored educators' misconceptions in the topic to check whether they could also be a source of learners' misconceptions. The results were intended to give guidance on how to eliminate learners' misconceptions at school rather than carrying them to higher education institutions. The study used the ex-post facto research design and was a case-study. The ex-post facto research design enabled the researcher to investigate whether one or more pre-existing conditions have possibly caused the existing problem of misconceptions. The sample consisted of 198 learners from B.Sc 1 physics course and 28 educators from 15 High Schools in one education district in the Eastern Cape Province of South Africa. The data were collected through questionnaires, analysis of textbooks, and interviews. The Statistical Package for Social Sciences (SPSS) version 17 was used for quantitative analysis whereas categorization and coding were used for qualitative analysis. The study revealed that learners had misconceptions in electrostatics. The origins of misconceptions were traced to educators, textbooks, intuition, daily language and lack of hands-on activities. It emerged from the study that educators also had misconceptions and the cause of their misconceptions were textbooks, websites and gaps in content knowledge. The recommendations from the study were the following: identify preliminary knowledge of learners during introduction of the lesson; introduce the iii constructivist approach to teaching in the teacher training curriculum so that learners at school can be taught using the same approach; frequent upgrading of educators through inservice workshops to reduce educators' misconceptions which, in turn, will help to reduce the misconceptions among learners; introduction of conceptual change textbooks.