Дисертації з теми "Education, Higher Victoria Evaluation"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Education, Higher Victoria Evaluation".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Bulaitis, Zoe Hope. "Articulations of value in the humanities : the contemporary neoliberal university and our Victorian inheritance." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/33626.
Повний текст джерелаKauppila, O. (Osmo). "Integrated quality evaluation in higher education." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211862.
Повний текст джерелаTiivistelmä Korkeakoulujen rooli tuottavan talouden olennaisena osana on korostunut uudella vuosituhannella. Tästä on seurannut jatkuva tarve osoittaa vaatimustenmukaisuutta ja erinomaisuutta eri sidosryhmille. Tämän seurauksena on kehitetty suuri määrä erilaisia sisäisiä ja ulkoisia arviointiprosesseja. Kuitenkin näiden prosessien yhdistäminen toiminnan jatkuvan kehittämiseen on usein osoittautunut haastavaksi johtuen organisatorisesta monimutkaisuudesta. Tässä kokoomaväitöskirjassa tarkastellaan, kuinka erityyppisiä laadunarviointeja korkeakoulutuksessa voitaisiin integroida mielekkäällä ja synergistisellä tavalla. Integraatiota tarkastellaan niin horisontaalisesti yliopiston kolmen tehtävän läpi, kuin myös vertikaalisesti ulkoisista arvioinneista itsearviointiin. Väitöskirjaan liittyvät tutkimusartikkelit tukevat tätä tutkimusongelmaa eri näkökulmista. Kirjallisuuskatsaus tukee artikkelien tuloksia valittujen laatujohtamisen ja arvioinnin aiheiden tarkastelun kautta. Tämän työn tuloksien mukaan suunnitelmallinen arviointikokonaisuus lähtien korkeakoulutasolta voisi tukea arviointien tulosten kumuloitumista ja edistää jatkuvaa kehittämistä. Holistinen näkökulma arviointiin ja arviointikriteereihin voisi ehkäistä osaoptimointia ja varmistaa, että seikkoihin kuten sidosryhmien osallistuminen ja yhteiskunnallinen vaikuttavuus huomioidaan arvioinneissa. Arviointien integrointi tukisi osaltaan korkeakoulun johtamisjärjestelmän integrointia ja edistäisi yhteisiin tavoitteisiin pyrkimistä. Erinomaisuuden yleistynyttä käsitettä voidaan pitää yhdistävänä tekijänä integraation toteutumisessa, ja siihen perustuvaa laatupalkintomallia käytettiin työssä esimerkkinä holistisesta arviointimallista. Väitöskirjatyön teoreettinen kontribuutio liittyy korkeakoulujen laadunarvioinnin, erinomaisuuden ja johtamistoimien integroinnin tieteelliseen keskusteluun. Käytännön työn kannalta tutkimustulokset tarjoavat käytännön työkaluja artikkelien tulosten kautta, sekä yhdistelmän teoreettisista ja käytännön seikoista jotka tulisi huomioida korkeakoulun laadunarviointia kehitettäessä
Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
Повний текст джерелаENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.
Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.
Повний текст джерелаSteele, Elizabeth Delavan. "Program evaluation in higher education: A case study." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1550154170.
Повний текст джерелаAllen, Jennifer. "Going higher, going further? : student perspectives on higher education at further education colleges and universities in England." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:23fc08c0-cbf1-4ae4-8c6a-3420136b8ea0.
Повний текст джерелаKhan, Muzafar, and Aleem Ahmad. "Usability Evaluation of a Hypermedia System in Higher Education." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4768.
Повний текст джерела0046739717017
Desai, Govind. "Vocational higher secondary education in Gujarat : a critical evaluation." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30856.
Повний текст джерелаShippey, Theodore Clive. "Standards and quality in higher education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.
Повний текст джерелаThe main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
Повний текст джерелаWhitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.
Повний текст джерелаFulgham, Julie Cordell. "An investigation of faculty perceptions of the use of a student evaluation of faculty instrument." Thesis, Mississippi State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618231.
Повний текст джерелаThis study investigated the faculty perception of the use of a student evaluation of faculty instrument. The areas considered were use of the current Student Evaluation of Faculty (SEF) instrument to measure teaching effectiveness; use of the current instrument for annual faculty review; faculty involvement in developing the instrument; utilizing the instrument to improve teaching; and demographics of faculty gender, college/school in which they teach, and the numbers of years of higher education experience.
Participants included 734 full-time instructional faculty members at Mississippi State University who taught during the fall 2012 semester and utilized the current SEF instrument. From the 734 faculty invited to participate in the study, 205 responded. The study was conducted in the fall 2013 semester. Over 71% of the participating faculty indicated a negative perception toward the current SEF instrument as an effective tool for their use in evaluating teaching effectiveness. However, 60% of the participants agree the instrument serves as an effective tool for their use to improve teaching. The faculty also indicated they would like to be able to compare their SEF results to others teaching comparable courses. Participants were asked to rate each question taken from the current SEF instrument, indicating its level of usefulness in their ability to utilize the results to improve teaching. Of the 11 questions, only 2 were found to be least useful to the faculty. One of those was related to the tests they give being fair and the other related to the student learned a great deal in the class. Almost 81% of the participants indicated that faculty involvement in the development of the current student evaluation of faculty instrument increased the usefulness in measuring teaching effectiveness.
Conclusions based on the findings indicated a need to continue revising the evaluation process and instrument to include a multidimensional process. This multidimensional process should provide separate instruments to be used for annual faculty review and for improving teaching. These revisions should be carried out with faculty involvement to ensure acceptance of the processes and maintain positive perceptions.
Keywords: student evaluation of faculty, multidimensional evaluation process, teaching effectiveness
Peek, Audrey. "The Effectiveness of the Student Loan Safety Net| An Evaluation of Income-Driven Loan Repayment." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785890.
Повний текст джерелаOne in five federal student loan borrowers today is enrolled in income-driven loan repayment (IDR), a set of safety net programs in which loan payment amounts are tied to borrowers’ incomes. Policymakers across the political spectrum support expanding IDR as a way of reducing loan default and encouraging borrowers to work in public service careers, though there is little evidence of the effects of IDR on borrowers’ outcomes. Through the lenses of human capital theory and risk aversion theory, this study investigates two key gaps in our knowledge about IDR in comparison to other repayment plans: whether IDR borrowers’ make different career choices and whether IDR borrowers are more successful at paying their loans. Using the National Center for Education Statistics’ Baccalaureate and Beyond dataset (B&B:08/12), I weighted borrowers by their propensity to enroll in IDR, based on family, institutional, communities, and political and economic characteristics. This analysis found that IDR borrowers are statistically significantly more likely to be women, of Hispanic origin, and from low-income households. IDR borrowers are no more likely to pursue public service careers four years after graduation, but they are substantially more likely to be in repayment as opposed to being in default, forbearance, or any other loan status. The total estimated costs of loan repayment are more varied for IDR borrowers than for borrowers in other plans. Borrowers of color in IDR are likely to pay more than White borrowers in IDR. I conclude with a discussion of the implications for policy, research, and practice, including how policy makers and researchers should interpret the tradeoffs in these results.
Cunningham, Sheila. "Widening participation in higher education : a case study and evaluation." Thesis, Middlesex University, 2011. http://eprints.mdx.ac.uk/9057/.
Повний текст джерелаEscarré, Urueña Roberto. "The higher education role in building human capital. Impact evaluation of higher education capacity building interventions in developing countries." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/54051.
Повний текст джерелаZhou, Changjun. "Evaluation and professional development for young teachers at four Chinese universities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103703.
Повний текст джерелаLa présente d'étude exploratoire fait une enquête sur le système de l'évaluation et du développement professionnel, à l'égard de perspective des enseignants aux universités de la Chine, en visant les jeunes professeurs. Cette évaluation des enseignants et du développement professionnel (TEPD) joue un rôle important pour l'apprentissage des étudiants, le développement des facultés, ainsi que le succès de l'université. Du fait que ce système d'hiérarchie est établi sur l'ancienneté et néglige le développement professionnel, les jeunes professeurs dans l'université de la Chine ont tendance d'être marginalisés à l'application de cette évaluation. Au moyen des interviews et des questionnaires, les participants dans cette études décrient leur perspective, identifient leur problème, et donnent leur recommandations sur le TEPD aux universités de la Chine. Les participants sont les 23 enseignants venant de quatre universités des la Chine. Par la méthode de recherche qualitative de Comparaison Constant et d'Analyse Narrative et, je présente le résultat de l'enquête par trois interviews approfondies et par les données des questionnaires. La recherche révèle que l'application actuelle du système de l'évaluation des enseignants et du développement professionnel met trop l'accent sur la réalisation de la recherche, la dépendance du taux d'étudiants, manque de système de réaction et limite l'opportunité de développement professionnel. Il existe une urgence d'établir un système de TEPD sain, effectif et d'égalité, en mettant l'importance sur l'intérêt des jeunes enseignants aux universités. L'implication essentielle du résultat de l'étude concerne la qualité d'éducation supérieure, le management de ressource humaine dans l'université, et la marginalisation des jeunes professeurs.
Revelt, Joseph E. "Contextual evaluation a framework for accountability in higher /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.55 Mb., 153 p, 2006. http://wwwlib.umi.com/dissertations/fullcit?3220747.
Повний текст джерелаEngleking, Charlene. "Exploring an Accelerated College Program for Adult Learners| A Program Evaluation." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027093.
Повний текст джерелаMany colleges and universities have expanded their mission to include adult learners. Programs range from scheduling traditional courses in the evening to designing new programs tailored to meet the needs of working adults. Program designers have relied on theorists such, as Mezirow (1991), Houle (1996), and Knowles, Holton, and Swanson (1998), to develop programs that apply adult learning theory. Lindenwood College, now Lindenwood University, established The Lindenwood College for Individualized Education (LCIE) in 1975 to serve adult students in the St. Louis metropolitan area. The program has evolved over the course of 40 years, and this program evaluation evaluated the program effectiveness in its current delivery format.
This program evaluation employed a mixed-method design to answer one main research question and two sub-questions. The main research question asked, How does LCIE, in its current incarnation, address the ideals of adult learning theory, the needs of busy contemporary adult students, and the requirements of the accrediting agency? Sub-question #1 asked, How have LCIE learning processes evolved since 1975? Sub-question #2 asked, Is there congruency between LCIE mission and practice?
The outcome measurement data was gathered through a comparison of pre-test and post-test data collected by the university to assess critical thinking skills of entering and graduating students. The university employed the ETS Proficiency Profile, and a sample of 30 students was extracted from that data set for comparison for this study. The findings showed that the differences between pre-test and post-test scores were not significant.
The process measurement data was gathered through interviews with volunteer faculty (3) and students (9) from the program. A series of interview questions was posed, and the responses coded to identify three emerging themes. The three themes were general satisfaction, the importance of job preparation and career mobility, and program rigor.
The program evaluation found that LCIE is currently applying adult learning theory and there is congruency between the program mission statement and the program practice. The answer to sub-question 1 concerning the changes in the program was inconclusive as the students had not experienced the changes and therefore felt unqualified to comment.
Julian, Nessa Duque. "Exploring the culture of assessment within a division of student affairs." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570909.
Повний текст джерелаThe growing calls for accountability within higher education have mobilized student affairs divisions to develop practices that provide evidence of student learning and development. In order to do this effectively student affairs divisions understand the importance of creating, managing, and sustaining a culture of assessment. The purpose of this study was to explore and understand effective practices in creating a culture of assessment within a division of student affairs at a large public university. The findings from this study offer insight into the experiences of one division in creating a culture of assessment. Key themes of leadership, socialization, and learning were consistent with organizational theory regarding the creation and management of a culture of an organization and with student affairs assessment literature. This study offers suggestions for best practices in ways other divisions might approach the creation of a culture of assessment.
Borden, Jonathan P. "Predicting baccalaureate degree attainment| A university admissions model that includes transfer students." Thesis, Spalding University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642715.
Повний текст джерелаThe purpose of this study was to report a more inclusive postsecondary graduation rate figure, improve the ability of postsecondary institutions to predict the likelihood that a student will graduate, and to help address challenges presented by the United States President and by the Kentucky General Assembly. The more inclusive graduation rate calculation is in contrast to the prevailing National Center for Education Statistics' (NCES) Graduation Rate Survey (GRS) calculation. The calculations used in this study incorporated data from the National Student Clearinghouse's (NSC) StudentTracker systems. The research population used in this study consisted of students who initially enrolled at the University of Louisville (UofL) in academic years 2000-01, 2001-02, or 2002-03. Using a more inclusive graduation rate calculation that counted a student as having graduated from any postsecondary institution, not just the institution where they initially enrolled yielded a graduation rate that was 10 percent higher for the research population than was reported under the prevailing methodology. The study created a Graduation Likelihood Model (GLM) to predict the likelihood that a first-time, full-time bachelor-degree-seeking student will graduate within six academic years. Eight independent variables were examined through chi-square and logistic regression (logit). The eight variables examined were gender, race/ethnicity, ACT, High School Grade Point Average (HSGPA), public high school (HS) vs. private HS, HS distance from campus, state/federal-grant/scholarship financial aid, and federal loan financial aid. In addition to running chi-square and logit on each variable, the procedures were run on the variables after they were included in four distinct categories: demographic, academic, pre-postsecondary academic and financial aid. The chi-square results showed that with the exception of HSGPA there was an association, albeit small, between the variables and successful graduation. All variables including HSGPA are to be used in the GLM, which can be used by postsecondary institutions to predict, at the time a student applies to the institutions, the likelihood that a student will graduate within six academic years. The GLM and the new calculation of graduation rates relate to initiatives set out by both the state of Kentucky and current US President Barack Obama. The new calculation provides a better way of assessing student achievement. At the time of initial enrollment, the GLM can be used to identify students, who may need additional assistance to obtain their degrees. .
Kiely, Richard. "Programme evaluation by teachers : an observational study." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/36380/.
Повний текст джерелаHeller, Monica L. "Predicting first-year college achievement| Evaluation of a self-regulatory coping model." Thesis, Ball State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716069.
Повний текст джерелаThe current trends observed in 4-year college graduation and retention rates (ACT 2011; 2012; 2013; 2014; Tinto, 2006) demonstrate a need for improvement in student academic achievement outcomes. Overwhelmingly, research finds that the first year in college is the time of greatest risk for student academic failure and drop out. Challenges associated with academic-oriented forms of stress and anxiety (Baillie & Fitzgerald, 2000; Bembenutty, 2008; Cassady, 2010; Collier & Morgan, 2008; Jean, 2010; Pike & Kuh, 2005; Soria & Stebleton, 2012; Turner et al., 2012) coupled with limitations in effective coping strategies (Hofer et al., 1998; Kitsantas et al., 2008; McInerney, 2011; Pintrich & Zusho, 2002; Robbins et al., 2004; Zimmerman & Schunk, 2008) lie at the center of the difficulties these first-year students experience, which ultimately play a significant role in persistence and achievement outcomes. This is particularly true for students from at-risk populations (e.g., first-generation students, ethnic minorities; Balemian & Feng, 2013; Borman & Overman, 2004; Choy, 2001; Engle, 2007; Jones et al., 2010; Pascarella et al., 2004; Toldson, 2012).
The wide body of research confirms that no single factor reliably predicts college academic success or failure, although institutions have traditionally relied upon indicators of prior achievement (i.e., H.S. GPA and college entrance exams) for such inferences (Alarcon & Edwards, 2013; DeBerard et al., 2004; Harackiewicz et al., 2002; Kowitlawakul et al., 2013; Randsell, 2001; Zypher et al., 2007). Rather, it is the collective of factors from environmental, behavioral and personal domains that interact and have the potential to positively or negatively influence college student achievement (Bandura, 1986; 1997; 1999; Lazarus & Folkman, 1984; Snow et al., 1996). As such, the Transactional Stress and Coping model (Lazarus & Folkman, 1984) provides a comprehensive model through which the influence and interaction of multiple factors associated with student stress-appraisals, coping responses, and eventual outcomes can be examined within investigations of college academic achievement.
The main purpose of this study was to examine the degree of influence student background characteristics, indicators of prior achievement, anxiety-laden cognitive belief states, and self-regulated learning had on first-year college student achievement. Informed by the Lazarus and Folkman (1984) framework, a proposed academic-oriented stress-appraisal and coping model was tested for viability in predicting student achievement outcomes at the conclusion of their first-year in college. This study investigated research questions specifically associated with: 1) the influence of gender, ethnicity and first-generation status on first-year achievement; 2) the influence of student prior achievement (i.e., H. S. GPA and SAT scores) on first-year achievement; 3) the potential mediating influence of cognitive appraisals on first-year achievement; and 4) the potential moderating role of self-regulated learning in first-year achievement. For this archival study, all student demographic data, measures of prior achievement, first-year college achievement (cumulative GPA) and self-report responses to the LASSI-HS (Weinstein & Palmer, 1990) instrument were accessed from a large sample (N = 29,431) of first-time, first-year students enrolled at a mid-sized, Midwestern 4-year university during years 2004-2012. Using an established model of stress-appraisal and coping (Lazarus & Folkman, 1984) within an academic context, five models were tested using Structural Equation Modeling (SEM) to answer the specific research questions and investigate the utility of the models in predicting first-year college achievement.
The results revealed that although all background factors (i.e., gender, ethnicity, first-generation status) were statistically significant predictors of first-year achievement (GPA), their influence on first-year GPA was minimal. Additionally, prior achievement had a statistically significant, but weak, influence on first-year GPA. Although the direct path relationships for all pre-existing personal factors were statistically significant, the results also indicated anxious cognitive appraisals served a mediating role between these factors and first-year GPA. Thus, a partially mediated model best represented the relationships among these variables. The potential moderating effects of motivational regulation and active coping strategies did not have any meaningful impact in the two self-regulatory coping models tested. Although some statistically significant relationships were observed and provided evidence that background factors, prior achievement, anxious cognitive appraisals and self-regulated learning are associated, their influence was minimal and offered little practical utility in explaining first-year college student achievement.
Overall, the results of the study were unexpected given the strong theoretical and empirical support for the measures utilized in the study and literature supporting meaningful and rather robust relationships among the variables of interest. This atypical finding seemed to be due primarily to the first-year student GPAs, and suggests attending to concerns related to the evaluation of student performance and achievement in the first year of college. (Abstract shortened by UMI.)
Jacques, Kevin. "Professional values in a UK higher education institution : a thematic evaluation." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:13624.
Повний текст джерелаTrueman, Carole. "Fit for purpose? : an evaluation of education for sustainable development pedagogy in higher education." Thesis, Ulster University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.763935.
Повний текст джерелаVasileiou, Ismini. "A pedagogical evaluation of Computing Flexible Learning Degrees in Higher Education." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15399/.
Повний текст джерелаVargo, John J. "Web technology support for more effective higher education: A formative evaluation." Thesis, University of Canterbury. Accountancy, Finance & Information Systems, 2001. http://hdl.handle.net/10092/5912.
Повний текст джерелаGUSTAVSON, LAURA MORTEN. "HIGHER EDUCATION INSTITUTIONS: A STRATEGY TOWARDS SUSTAINABILITY AND AN EVALUATION SCHEME." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27932@1.
Повний текст джерелаCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Este trabalho tem por objetivo propor um conjunto de ações em sustentabilidade e uma ferramenta de avaliação e monitoramento como estratégia de pavimentar o árido processo para que uma dada instituição possa ser reconhecida como sustentável. Para avaliar o grau de performance institucional das IESs, propõe-se um modelo analítico para o ambiente organizacional de uma IES em 4 dimensões: Administrativa, Sociocultural, Acadêmica e Operacional. Para cada dimensão, e à luz de um conjunto de 40 ações em sustentabilidade construídas para refletir o estado-da-arte das recomendações internacionalmente consensadas, três índices de sustentabilidade são propostos (índice de comprometimento, coerência e dificuldade na implementação das ações propostas). A motivação consiste em prover uma metodologia sistemática de implementação e avaliação de ações em sustentabilidade para IESs, contribuindo para que estas instituições possam alcançar seus objetivos em favor do desenvolvimento sustentável. A metodologia da pesquisa estruturou-se em três pilares: (i) pesquisa documental e bibliográfica em sustentabilidade; (ii) análise crítica de métricas e indicadores de sustentabilidade e (iii) validação da ferramenta aplicada a um grupo seleto de 21 IESs norte americanas de excelência internacionalmente reconhecida. Os resultados indicaram um grau de comprometimento Bom (IC igual 0.73) para essas IESs. Dentre as conclusões, a ferramenta de avaliação e monitoramento proposta mostrou-se eficaz para a identificação e análise do comprometimento e performance institucional de IESs no processo de implementação de ações de sustentabilidade. Em nível global, a ferramenta proposta não deve ser entendida como um fim em si mesma, mas como um instrumento-guia para o aperfeiçoamento contínuo.
The objective of this work is to propose a set of sustainability actions and an evaluation scheme as a strategy to guide Higher Education Institutions (HEIs) in their efforts to become more sustainable. Structured into four dimensions (Administrative, Social & Cultural, Academic, and Operational) a set of forty strategic sustainability actions are created (ten per dimension), reflecting state-of-the-art international recommendations for best practices in sustainability. Based on the institutional fulfillment of these actions, three sustainability indices are proposed as a metric for evaluating aspects related to the commitment, coherency and difficulty of execution of the proposed actions. The motivation for this work is to provide a systematic approach of implementation, evaluation and monitoring of sustainability actions, globally accessible to all HEIs, particularly given the demonstrated bias in the existing metrics favoring HEIs in developed economies. The research methodology is structured based on three pillars: (i) documentary and bibliographical research in sustainability (concepts, principles, guidelines, best practices); (ii) review of metrics and sustainability indicators and (iii) validation of the proposed tool through its application to a select group of 21 HEIs recognized for their academic and sustainability excellence. The results reveal a Good degree of commitment (CI equal 0.73) for the 21 HEIs studied, indicating the proposed evaluation scheme is effective in the identification and analysis of institutional commitment and performance of HEIs implementing sustainability initiatives.
DiGiacomo, Karen. "Program Evaluation of a Competency-Based Online Model in Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3938.
Повний текст джерелаAdamson, Julie M. "Analysis of ISO 9000 quality standards management certification instruction in California undergraduate engineering programs." Thesis, California State University, Dominguez Hills, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524283.
Повний текст джерелаThe purpose of this thesis was to study how and to what extent ISO 9000 quality standards management certification is taught on the undergraduate level in courses in California ABET-accredited 4-year engineering programs. The level of knowledge of the standard among graduates is of concern because well-educated engineers are important to the future of businesses in the global economy, and the ISO 9000 series is an enduring standard of global significance. An email survey was conducted of over 2000 undergraduate engineering professors who are currently teaching in public and private California universities. The overview of responses indicates that, although the majority of professors have over 10 years of teaching experience and a past background in industry, ISO 9000 series certification is not widely understood, taught, or valued. Engineering students and their future employers are clearly not gleaning the benefits of learning this valuable global standard.
Hill, Joyce Diane. "Student success and perceptions of course satisfaction in face-to-face, hybrid, and online sections of introductory biology classes at three, open enrollment, two-year colleges in southern Missouri." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605532.
Повний текст джерелаIntroductory biology courses at two-year, open enrollment colleges in America are presented in a variety of different course delivery formats. Traditionally, most students have enrolled in seated or face-to-face (F2F) lectures and laboratories. There is increased demand for courses presented online or in a hybrid format, although some studies report higher attrition rates, and lower grades for these course delivery formats. The purpose of this study was to examine if there were academic differences among F2F, hybrid, or online introductory biology courses by analyzing precourse and postcourse assessment scores, final grades, attrition rates, and students' perceptions of course satisfaction. This study was grounded in the social constructivist conceptual framework and followed a mixed method design. Four research questions guided the study which involved the collection of both quantitative and qualitative data. The study involved 354 adult students enrolled in three, open enrollment, two-year institutions in Southern Missouri. Statistical analysis indicated significantly higher mean gain scores on postcourse than precourse assessments, regardless of location or course format. There was a significant difference in final course grades for students enrolled in online courses compared to those in F2F or hybrid sections; students enrolled in online sections also had a significantly higher attrition rate. Seven focus groups were conducted, and students completed online surveys indicating their satisfaction level. This study had direct application to the design, implementation, and assessment of introductory biology courses and provided insight into students' academic success and perceptions of course satisfaction with introductory biology classes.
Hayes, Linda A. "Identifying the strengths, needs, and barriers to student success for first generation, low-income, first year college students." Thesis, Northern Kentucky University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606106.
Повний текст джерелаThis participatory action research needs assessment was to empower the students in a large urban research university to explore and to identify the strengths of the program, to identify the needs, and to identify the barriers to student success during their first year of college. Using qualitative methods of Group Level Interviews (GLA) and personal success narratives, low-income first generation college students engaged as advocates for improvements to a residential student support services program to benefit future first year students. Constant comparative analysis with open coding was used to analyze the data. The analysis of data revealed: (strengths) self-efficacy relating to self-confidence, reaching out, proactive planning, support, community, and personal effort; (needs) empathic leadership, support, and community; (barriers) stress pertaining to their grades, obstacles and distractions, time management, and transition to college. Overarching themes emerged as 1) community, 2) empathic leadership, 3) self-efficacy, and 4) time management.
Hartloff, Kristin Michelle. "Peer involvement in teacher evaluation| A multiple case study." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662312.
Повний текст джерелаTraditional teacher evaluation procedures involve the school leader providing feedback in a summative form to the classroom teacher (Tuytens & Devos, 2011). The function of the administrator to be both supervisor and evaluator is a contrasting role. There are four main purposes of teacher evaluation: improvement, accountability, staff development, and personnel decisions (Darling-Hammond, Wise, & Pease, 1983; Tuytens & Devos, 2011). Administrators are already constrained for time and resources. Therefore, fulfilling all four purposes through the current evaluation process in California is becoming increasingly difficult.
Using peers in the evaluation process is an alternative evaluation method being explored across the country, specifically in the form of Peer Assistance and Review (PAR; Goldstein, 2004; Matula, 2011; Weems & Rogers, 2010). The problem this research addressed was the efficacy of teacher evaluation systems and how evaluative practice can be improved from the perspectives of principals and Consulting Teachers (CTs) with experience in the PAR program.
The study found principals and CTs had mixed reactions regarding the inclusion of PAR as a multiple measure for teacher evaluation. All participants' perceptions of the role of the CT included the common language of supporter, helper, coach, and mentor, which matched the PAR documents from each district. The data showed that subjectivity, fear, and lack of time, negatively impacted the traditional teacher evaluation process and that involving peers in the process could be beneficial.
An, Jumei. "Faculty Perceptions of the Natonal Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions From 2003 TO 2008 in China." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339103750.
Повний текст джерелаLaws, James Edward Jr. "An evaluation of the academic outcomes of the Upward Bound program at Virginia Union University." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618428.
Повний текст джерелаMakulilo, Victoria Boniface [Verfasser], and Dieter [Akademischer Betreuer] Neubert. "Private Financing of Higher Education and Democracy: The Case of Tanzania and Kenya / Victoria Boniface Makulilo. Betreuer: Dieter Neubert." Bayreuth : Universität Bayreuth, 2014. http://d-nb.info/1064499910/34.
Повний текст джерелаYamazaki, Naoko. "The evaluation of research in the UK and Japan." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/56205/.
Повний текст джерелаAL, SENAIDI YAQOOB SALIM. "EVALUATION OF THE ENGLISH AND MATHEMATICS COMPONENTSOF THE GENERAL FOUNDATION PROGRAM (GFP): OMANI UNIVERSITY STUDENTS’ LEARNING SATISFACTION OUTCOMES." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent157608179817989.
Повний текст джерелаBraley, Denise A. "Evaluation of Stakeholder Collaboration With a College Disability Learning Center." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583496.
Повний текст джерелаDavenport, JoanneAndi. "A Modified Program Evaluation of Training for Employer Compliance With Health Insurance Requirements." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3343.
Повний текст джерелаO'Brien, Katherine F. "Success of developmental readers| An examination of factors affecting attrition and institutional practices which support retention." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618948.
Повний текст джерелаStudents who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of academic records, and interviews with students and their instructor.
Nzama, Bongi Noreen Patricia. "An evaluation of the impact of higher education-business partnerships on technology-supported education reform." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32812.
Повний текст джерелаPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the relationship that exists between the processes that are employed when establishing and implementing higher education-business partnerships and the impact that these partnerships have on technology-supported education reform. The concept of technology-supported reform refers to educational initiatives that are designed to generate technological innovations and skills as the key outcomes of the reform process. While earlier studies (Antelo & Henderson, 1990; Powers & Powers; 1988; Meister, 1998) showed links between the implementation of the core partnership processes and the eflectiveness of partnerships, there was insufficient evidence in the literature to support the concept that higher education-business partnerships have an impact on higher education reform. Consequently, investigating the relationships between the core processes that lead to effective partnerships and those that contribute to education reform was a primary goal of this study. The case study method was selected as the method of evaluation. Four cases that represent different contextual and operational environments were selected for the purpose of impact evaluation. A benchmarking framework was applied to the evaluation so that the investigation was consistent. The prediction was that each participating case would yield similar outcomes or replications with regard to the five theoretical assumptions, and the key research questions that bounded this study. Such replications would provide evidence to support a view held by South Africa's Ministry of Education (White Paper on Education 3, 1997), that business-education partnerships are a strategic policy approach for improving educational outcomes. This study assessed the extent to which the four cases addressed South Africa's post-apartheid educational transformation needs and challenges. Two sets of findings emerged: findings related to partnerships, and findings related to education reform. The main finding relating to partnership was that successful higher educationbusiness partnerships engaged key processes and procedures for planning, implementing, and evaluating their work. A key finding related to education reform was that higher education-business partnerships make an impact on education reform. The most significant areas of impact were: teaching and learning, human resources development, technology transfer and research. The study concluded by developing a proposed benchmarking framework which can be used to plan, implement and evaluate higher education-business partnerships.
2031-01-01
Nakornthap, Amornwich. "Curriculum evaluation in higher education : a case study of government universities in Thailand /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604132502.
Повний текст джерелаKaliika, Michael. "Perceptions of commerce graduates from a selected higher education institution." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1004358.
Повний текст джерелаRaistrick, Claire Gillian. "Educators' self evaluation practices when making technology enhanced innovation in higher education." Thesis, Lancaster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730916.
Повний текст джерелаGlendinning, I. "Evaluation of policies for academic integrity in higher education : an international perspective." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/6200b505-ea88-49b4-bc8c-b56cdb38a5e9/1.
Повний текст джерелаBolden, Kenneth Frank. "Applying Logic Modeling to the Higher Education Accreditation Process." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/563.
Повний текст джерелаCemal, Nat Muesser. "Design, development and evaluation of technology enhanced learning environments : learning styles as an evaluation tool for metacognitive skills." Thesis, University of Greenwich, 2012. http://gala.gre.ac.uk/11995/.
Повний текст джерелаMontes, Roberto Emmanuel. "Support and guidance| The experiences of first-generation college students at a private university." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196534.
Повний текст джерелаThis ethnographic study addressed two effective programs designed to assist first-time underrepresented college students navigate and successfully graduate from a private four-year university. This study also addressed how small universities can often reach out to first-generation college students even when these students apply too late for special programs. It focuses on incoming-freshmen on their first semester of their freshmen year and on Alumnae. I explore how students’ transitions from high school to a four-year university are bounded by a variety of factors within the school's structural organization. By taking an anthropological framework, my qualitative research explores behavior and perspectives about the transition of First Generation College students (FGCs) and how support systems can enable these students to stay enrolled in college.
Findings indicate four major themes that enabled students to successfully graduate or enroll into the subsequent semester: 1) social support; 2) social capital; 3) importance of mentor, 4) importance of FGCs programs. The research process utilizes participant observation and interviews in uncovering the role that these support programs play in the transition of these students. Questions were posed for further research and recommendations were made for implementation by the university programs evaluated in this thesis.
Edmiston-Strasser, Dawn Marie. "An Evaluation Of A Global Business Minor Program On The Intercultural Competence And Professional Development Of Students And Faculty." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091599.
Повний текст джерелаAronson, Gregory. "Guided By Voices : Living and Learning Music." Thesis, 2016. https://vuir.vu.edu.au/33180/.
Повний текст джерела