Дисертації з теми "Institution for the Education of Idiots"
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Basset, Isabelle. "Des "idiots" à l'hôpital psychiatrique depuis les années soixante : quand l'histoire institutionnelle devient celle du sujet." Electronic Thesis or Diss., Amiens, 2022. http://www.theses.fr/2022AMIE0097.
Повний текст джерелаThis research is based on the author work as a clinical psychologist in a specialized care home. The institution, opened in 2003, was created by a psychiatric hospital in order to orient its deficient patients who had been hospitalised since childhood. When the author arrived in the institution in 2011, the subjective history of each patient seemed to be obscured by a collective history in which our historical representations of asylums, evoking dehumanisation, promiscuity and ill-treatment, were mixed. In the hospitalization files, the author found the generic term "idiocy" and a certain diagnostic confusion. She then looked at the historical conceptions of idiocy to recognise their influence on the treatment, both therapeutic and social, of these subjects with archaic pathologies. By considering history with a dimension of transgenerational inheritance, she have shed light on the persistence of ancient themes of incurability, ineducability and degeneracy, which have gradually become collective representations. It is their traces that she have studied throughout this work, their transformation supporting invasive phantasmatic processes generating experiences of shame, articulated to mechanisms of indifferentiation, misinscription and liminality. Based on clinical material consisting of files, meetings with families, but also with former hospital carers, she propose that a historicising and narrative approach becomes operative for the workers of the specialised home and its residents, in order to curb the dehumanising mechanisms of the clastic and the archaic which constitute this "extreme" clinical practice. Thus, considering the singular history of the subject consists in allowing him to occupy a differentiated place in the intersubjective relationship. This thesis is based on an epistemological viewpoint at the crossroads of the human sciences in order to question the process of institutionalisation of the subject with an intellectual disability and its impacts, in both a metapsychological and socio-historical dimension. The author link it to the evolution of public policies concerning psychiatry and the medico-social field in France
Ivanova, Olena. "Higher education as major social institution." Thesis, СПД "Охотнік", 2020. https://er.knutd.edu.ua/handle/123456789/16091.
Повний текст джерелаMadden, Heather. "Designing change in a higher education institution." Thesis, Cardiff Metropolitan University, 2017. http://hdl.handle.net/10369/9930.
Повний текст джерелаCurran, Michael J. "Institution-related, instructor-related, and student-related factors that influence satisfaction for online faculty at a for-profit institution." Thesis, Robert Morris University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557824.
Повний текст джерелаFaculty satisfaction has consistently been considered an important component of any successful educational program. With the emergence of online education, which has been spearheaded primarily by for-profit institutions, faculty satisfaction remains a critical element in the overall success of these business enterprises. Understanding which factors influence satisfaction for online faculty at a for-profit institution is a significant area of study for these organizations. This study used a survey to explore the student-related, instructor-related, and institution-related factors that influence satisfaction for online faculty at a for-profit institution. The methodology included using a survey instrument, an adapted version of the Online Faculty Satisfaction Survey (OFSS) on a sample population of online faculty at a for-profit institution. Analysis revealed that all three factors on the survey contributed to overall satisfaction, with student-related factors being the most significant. Overall, faculty were moderately satisfied with online teaching, with 71% either agreeing or strongly agreeing with the statement, 'I look forward to teaching my next online class'. The most important demographic factor was the degree to which faculty in the study worked exclusively at the for-profit institution. Both full and part time faculty that worked exclusively at the institution studied had higher incidences of satisfaction among all dimensions.
Howat, Edward G. "Factors Influencing Student-athlete Choice of Institution." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2923.
Повний текст джерелаKeegan, Thomas Anthony. "Student integration in a new Higher Education Institution." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525841.
Повний текст джерелаEsteves, Paulo Sérgio Filipe Mena. "Social CRM adoption in a higher education institution." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10395.
Повний текст джерелаNeste estudo foi adoptada a definição proposta por Choy, et al. (2003) e Shaw (1999) onde o Customer Relationship Management é definido como o processo pelo qual uma empresa envereda por uma estratégia de procura de maximização da informação sobre os seus clientes num esforço para aumentar a sua lealdade e pronlogar a relação comercial. A Web 2.0 é o termo geralmente usado para descrever a chamada segunda geração da World Wide Web e está intimamente relacionado com o fenómeno da interacção e partilha de informação online (Barsky & Purdon, 2006). Com a evolução das tecnologias e da Web 2.0 começaram a haver mudanças no comportamento dos consumidores e na sua adopção a estas novas tecnologias tais como redes sociais, foruns, wikis, blogs, entre outros, tendo a Internet como base. Isto é importante, pois permite ás empresas juntar os seus dados sociais, ás informações já existentes nos seus sistemas de CRM, a isto chama-se CRM Social. Define-se como uma filosofia e uma estratégia de negócio, suportada por uma plataforma tecnológica, regras de negócio e caracteristicas sociais, desenhada de forma a empreender conversas colaborativas com os seus clientes (Greenberg, 2010). Neste estudo discute-se a adopção de uma instituição de ensino superior ao CRM Social. Para desenvolver este estudo foi efectuado um método de case study para perceber quais os grandes objectivos inerentes à sua adopção, e se estão de acordo com o estudado por (Greenberg, 2010).
In this study, we adopted the definition proposed by Choy, et al (2003) and Shaw (1999) where Customer Relationship Management is defined has the process which a company decides to invest in a strategy to maximize the information search about their customers in order to increase customer loyalty and to prolong their commercial relationship. Web 2.0 is the term generally used to describe the second generation from the World Wide Web and it is related to the phenomenon of interacting and sharing information online (Barsky & Purdon, 2006). With the evolution of technologies and the Web 2.0, there were changes in customer behavior and people?s adoption to these new technologies, such as social networks, forums, wikis, blogs and others having the internet as its base. This is important for companies to understand in order to add their social information to their CRM information, this is called Social CRM. It is defined as a philosophy and a business strategy, supported by technology platform, business rules, processes and social characteristics, designed to engage customers in collaborative conversations (Greenberg, 2010). This study discusses the adoption of a higher education institution to Social CRM. To develop this study, a case study method was adopted to investigate what were the main objectives behind this adoption and if they are aligned with the definitions studied by (Greenberg, 2010).
Al-Darraji, Zainab, and Tarik Almohtasib. "International Students’ Choice of Swedish Higher Education Institution." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54415.
Повний текст джерелаMarkmann, Margaret Mary T. "Katharine Drexel: Educational Reformer and Institution Builder." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/179571.
Повний текст джерелаPh.D.
Amidst the racial animosity that characterized the nineteenth century, Katharine Drexel, the Philadelphia heiress, believed that education would be the equalizer between white and black America. Grounded in a strong sense of Catholic social justice, Drexel committed her fortune to providing educational opportunities that frequently eluded African Americans. She established a community of Roman Catholics nuns for that specific purpose. By combining their efforts to address the deficiencies in African American education, Drexel's religious congregation reflected the efforts of other nineteenth century groups of women who pooled their efforts to address social concerns of the larger American society.
Temple University--Theses
Sturm, Pamela S. "Knowing when a higher education institution is in trouble." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=583.
Повний текст джерелаEpstein, Paula Chernoff. "Achievement motivation attributes of international students attending a postsecondary institution." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/3145.
Повний текст джерелаFenwick, Stephanie. "Exploring Faculty Members’ Multicultural Competence at a Faith-Based Institution." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/480.
Повний текст джерелаRagadu, Suzette C., and Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.
Повний текст джерелаFemales in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.
Adams, Nasheeta. "Emotional intelligence amongst undergraduate students at a higher education institution." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7446_1319114087.
Повний текст джерелаAmericanos, Marios. "Development of policies and procedures in a higher education institution." Thesis, Middlesex University, 2008. http://eprints.mdx.ac.uk/6529/.
Повний текст джерелаMostert, Frans Frederick. "Occupational stress in a higher education institution / Frans Frederick Mostert." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1397.
Повний текст джерелаGarnett, Andrea. "Creativity barriers in South African higher education institution / Andrea Garnett." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2365.
Повний текст джерелаKarousou, Regina. "Investigating undergraduate students' transitions within one institution of higher education." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11873/.
Повний текст джерелаGarnett, David John. "Curriculum and institution : a model; discourse formation and professional education." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335258.
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 джерелаFurlet, N. Ya, and Н. Я. Фурлет. "Head of institution of higher education – subject of labor law." Thesis, Yaroslav Mudryi National Law University, 2018. http://openarchive.nure.ua/handle/document/7788.
Повний текст джерелаThe dissertation is devoted to the systematic and detailed analysis of the legal essence, content and features of the status of the head of a higher education institution as a subject of labor law, as well as actual problems of practical nature and the search for solutions to them. In the scientific work the legal characterization of the activity of the head of a higher education institution as a form of realization of labor rights for the fulfillment of official duties, as well as a specific kind of labor activity was carried out. Defined the notion and essential features of the labor-legal status of the head of a higher education institution, in particular, the nature of the legal relationships that the composition is established between the head of a higher education institution (as an employee) and the founder of a higher education institution (as an employer). Features of the emergence and termination of labor relations with the head of the higher education institution are highlighted, and the gaps and conflicts in the normative and legal regulation of labor relations with the head of higher education institution are identified. Specific suggestions and recommendations for improving the legal regulation of the status of the head of a higher education institution as a subject of labor law have been formed.
Naidoo, Anban. "Student funding at a South African institution of higher education." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52272.
Повний текст джерелаMini-disseration (MBA)--University of Pretoria, 2015.
nk2016
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
Sete, Lerato Virginia. "Staff retention at an institution of higher learning." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/6564.
Повний текст джерелаRonnie, Linda. "Transforming habitus? : experiences of mature students in a higher education institution." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8223.
Повний текст джерелаIncludes bibliographical references (leaves 230-245).
This study explores the experiences of mature adults returning to study at a higher education institution. The aims of the research focus on the complicated and complex ways in which dispositions of class, embodied in the habitus, shape opportunities, choices and experiences of a group of mature students enrolled at a school of management studies within a higher education institution. The study focuses on the reasons these mature adults returned to study, the strategies they employed to cope with the academic demands and related expectations during their year of study, and the effects and consequences of the higher education experience on their relationships with significant others in their lives. The study foregrounds class and its role in mediating the choices, actions and experiences of mature students through drawing on Bourdieu’s conceptual toolkit of habitus, capital and field.
Huaman, Mayta Denny Edwin. "Análisis, diseño e implementación del módulo de caja para el ERP Educativo de un Instituto de Idiomas en la ciudad de Huancayo." Bachelor's thesis, Universidad Continental, 2018. http://repositorio.continental.edu.pe/handle/continental/4933.
Повний текст джерелаTaylor, Cassidy S. "Examining Personality Across College Institution Types." Wittenberg University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1617969300425738.
Повний текст джерелаBortoli, Luiza Venzke. "Atividades de marketing diante das interações de consumidores de diferentes idades: um estudo em cursos de idiomas." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-28062011-193521/.
Повний текст джерелаConsumer\'s interaction during the service encounter is part of the service delivery. This interaction is more important in high-contact services. One of the factors that influence the opinion regarding the behavior of other consumers in the service environment is age. This study aimed at identifying and analyzing marketing activities for the service encounter in language courses when dealing with consumers of different ages. To achieve this goal took place first a theoretical framework, covering services, services marketing and the industry of language courses. The method used for the field research was the case study. Given that language courses provide high-contact services, with interaction among consumers of different ages, this research was done in this sector. Three language courses - Instituto Cervantes de São Paulo, Associação Alumni and CNA Pinheiros - were analyzed in view of the following marketing activities: marketing information system, segmentation, positioning and service marketing mix. It was concluded that the activities used by companies to manage the service encounter in which there are consumers of different ages are the same. There is difference in how they perform these activities. There are companies in which marketing activities are complex and similar to the theory, while in others actions are more inductive. It was possible to describe that when companies identify a larger number of segments, marketing activities are most appropriate to meet the needs of consumers of different ages.
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 джерелаTeeple, Jamie Eric. "A Multidisciplinary Normative Evaluation of Media as an Educational Institution." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372859710.
Повний текст джерелаThomas, Mary. "Perceptions of bullying in a higher education institution : A case study." Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523188.
Повний текст джерелаBarkhuizen, Emmerentia Nicolene. "Burnout of academic staff in a higher education institution / Nicolene Barkhuizen." Thesis, North-West University, 2004. http://hdl.handle.net/10394/260.
Повний текст джерелаThesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.
Hodson, Peter. "Implementing an innovation in a higher education institution : evidence of institutionalisation?" Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288309.
Повний текст джерелаO'Reilly, Allison. "Towards a framework for performance management in a higher education institution." Thesis, Cardiff Metropolitan University, 2009. http://hdl.handle.net/10369/2567.
Повний текст джерелаCrafford, S. "A curriculum framework for consumer learning at a higher education institution." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3173.
Повний текст джерела287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semistructured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
Muller, Anton. "Promoting a research culture and scholarship at a higher education institution." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/470.
Повний текст джерелаThis article offers a glance at strategies related to the creation of a research culture at higher education institutions that desire to reposition academic staff to commit to scholarly work and research outputs. The departure is that these institutions need to focus on a multidimensional and holistic approach to create a research culture in which a sustainable research environment can be established for academia to contribute significantly to research. The dimensions of a research culture and ethos, focussing on the coordination of goals, regular communication and professional rewards, is proposed as a tool with the potential to contribute towards the promotion of a research culture. In this article strategies employed by the previous Technikon Witwatersrand (now merged into the newly formed University of Johannesburg) will be discussed, especially with reference to promoting a research culture and ethos and scholarship. It is suggested that a research culture, although multifaceted, needs to be created to promote scholarship in higher education institutions.
Maskiell, Jennifer L. "Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613.
Повний текст джерелаWalker, Susan K. "Retention Strategies for Reducing Voluntary Turnover in a Higher Education Institution." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4111.
Повний текст джерелаMASTROKOUKOU, SOFIA. "Teaching Effectiveness and SWOC analysis at a Greek Higher Education Institution." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/325866.
Повний текст джерелаThis dissertation consists of four separate essays on sociology of education. The first essay, through a scoping review, aims to enhance understanding and further conceptualise teacher effectiveness in higher education from both practical and research-driven perspectives. This review represents an initial step forward in understanding evidence-based practice in the classroom. The second essay introduces a new way of analysing universities by exploring the use of the SWOC analysis technique. To be more specific, the application of the SWOC analysis is carried out in the Greek Higher Education Institution. Results report that certain methodological and pragmatic weaknesses can be overcome (e.g., budget and process time, space constraints, course language in Greek), while other basic systematic limitations cannot without institutional reform (e.g., entrance of business practices into higher education). Similarly, certain challenges can be solved (e.g., limitations of infrastructure), while others cannot or can only be partially resolved, but there is a need for time, institutional and framework reforms and society preparation (e.g., necessity for external funds and increased self‐funding). The third essay sets out to understand the determinants of teacher effectiveness at a Greek Higher Education Institution by confirming the validity of a 21-item instrument entitled TAGGED, based on an exploration of its dimensionality among undergraduate students. It also aims to assess the perceived teaching quality offered at a Greek university by proposing a shorter (8-item) scale that is extremely accurate in measuring teacher effectiveness. Results reveal that TAGGED is a three-factor instrument consisting of the three dimensions: teaching style, course difficulty, and student engagement. As the first academic research that investigates the possibility of assessing a shorter questionnaire at Greek universities related to teacher effectiveness and thus student satisfaction, this study can help researchers conduct confident investigations using the adapted and validated teaching quality instrument within the Greek higher education system. The fourth essay, exploring the concept of vulnerability, presents some preliminary results concerning the teaching style that vulnerable students at a Greek Higher Education Institution prefer. The essay has gone some way, in the limited context of the data, to make a strong case for locating vulnerability as a generative theoretical framework for exploring the lives of students at risk in Higher Education. Results reveal that although many students are facing some kind of vulnerability, they do not want to be self-defined as vulnerable in order not to be associated with labels and thus not to be discriminated or stigmatized. The analysis further identifies a lack of information to support vulnerable students in making choices about their futures, principally in relation to gaining information about pursuing Higher Education. Further investigation suggests that there must be a commitment on the part of Higher Education Institution to develop student support services and personal development planning must be embedded.
Eid, O. M. "The khalwa as an Islamic educational institution in the Sudan." Thesis, University of Edinburgh, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370219.
Повний текст джерелаPayton, Whitney Monique. "Factors Affecting Institution Selection for Undergraduate Gates Millennium Scholars." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/cauetds/27.
Повний текст джерелаComer, Bruce W. "Athletic administrative functions concerning the physical plant of the academic institution." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/780.
Повний текст джерелаJansson, Bjurhammer Gustaf. "Skolan som institution : En processtudie av skolpolitikens skeenden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-235146.
Повний текст джерелаGuiffrida, Douglas A. "African American college students perceptions of success at a predominantly White institution." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
Повний текст джерелаCekic, Osman. "Responsibility center management and cultural change at a public higher education institution." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330774.
Повний текст джерелаTitle from PDF t.p. (viewed on Jul 20, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3875. Adviser: Douglas M. Priest.
Wilson, TaJuan RaKeem. "The Impact of TRIO Student Support Services at a Midwestern Institution." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125269.
Повний текст джерелаFirst-generation, low-income, and disabled college students are an increasing population (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic to overcome challenges and thrive while in college (Coffman, 2011). Utilizing a mixed methods approach, the goal of this study was to examine the student success outcomes of retention and grade point average of TRIO SSS students compared to students who are similarly qualified but not being served by TRIO SSS at a Midwestern, large, public, four-year institution. In addition, TRIO SSS seniors were interviewed during focus groups. During focus groups, students reflected on their overall programmatic experiences in TRIO. A total of 1,913 students were involved in the quantitative analysis, and 16 TRIO seniors participated in the focus groups. Data analysis resulted in the emergence of four major themes: (a) relationships, (b) loyalty, (c) trust, and (d) transformation. These findings were consistent with other studies conducted within the scope of Tinto’s (2012) theory of student retention. All of the interview participants identified a profound and personal emotional connection to their time in TRIO SSS. This study was significant due to the lack of previous research that couples the experiences of students with quantitative data. Implications for practice included, but were not limited to, stronger support for first-generation students through a range of campus partnerships and initiatives. Recommendations for future research included expanding this study by examining TRIO programs at other institutions and gathering perceptions of first-generation students through multiple focus groups.
Bennett, Sean T. "African American student perception of persistence in engineering at a predominantly white institution." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116308.
Повний текст джерелаThis study examines African American student perceptions of persistence in engineering. The research design is methodologically qualitative using a purposefully selected population of engineering students. Semi-structured interviews were designed to develop an in-depth understanding of what completion of the engineering degree means to African American engineering students. This research seeks insight into the linkages between African American student perceptions of persistence as it relates to both the academic and social culture of the engineering department.
Vincent Tinto’s model of Institutional Departure (1975, 1987) is one of the most commonly cited models of persistence in higher education (Braxton, Milem, Sullivan, 2000). Tinto’s model was leveraged in this study to understand perceptions obtained through student interviews. Tinto suggests that exploration of student goal commitment and perceptions of institutional commitment are key to understanding student persistence. Results of this study suggest that African American students have perceptions about the university that may influence the decision to persist in engineering. Ultimately, this study may prove useful to researchers and administrators interested in improving access and success for African American engineering students.
Shallcross, Anthony George. "Education as second nature : deep ecology and school development through whole institution approaches to sustainability education." Thesis, Manchester Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252441.
Повний текст джерелаWendel, Paul J. "Creationism at the Grass Roots: A Study of a Local Creationist Institution." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1207843937.
Повний текст джерелаRandolph, Laura. "Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/442767.
Повний текст джерелаEd.D.
As college and university continue to recruit and enroll more diverse student populations and maintain institutional priorities of diversity and inclusion, it is imperative we understand the distinct experiences of our minority populations. This research will specifically focus on the experiences of Black undergraduate females. To ensure the success of our Black females students, it is imperative we understand their need for a sense of belonging on a predominantly White campus in order to achieve higher-level opportunities of classroom and campus success. Sense of belonging is defined as the ability to connect, feel validated, accepted, and matter. This understanding is key to Black undergraduate females’ ability to successfully integrate academically and socially in their college environment. Existing research provides insight into the Black male experience, not limited to the challenges Black males face, as well as variables needed to enable Black males’ educational success. However, there is a general lack of awareness and attention to the nuanced experiences of our Black female students on predominantly White campuses. What challenges do Black females face and what factors can enable their educational success? This missed opportunity of understanding of their experiences limits faculty, staff, and administrators from creating an environment where Black females can succeed both inside and outside the classroom. This research gives voice to the experiences of this seemingly silent minority and challenges campus environments to address their operating norm of campus rituals and culture. The purpose of this qualitative study is to examine the experiences of nine Black undergraduate females at one predominantly White urban institution located in the North East. Through the use semi-structured interviews, this study seeks to understand in what ways Black female students’ understanding of self, relationship development, and engagement with their campus environment aids in the creation of their sense of belonging to their institution. Findings from this study demonstrate key components of belonging are rooted in understanding of self, and self in relation to others; the impact of participating in institutional programs; and the ability to navigate rules of engagement, both in the classroom and social environments. Participants demonstrate varying levels of belonging but provide key insight for higher education administrators to reflect upon their institutional programs, services, and opportunities to provide intentional space and place of support and ultimately find a place where they matter; their place of belonging.
Temple University--Theses
Grobler, Elaine Maria. "Retention strategies for gold-collar employees in an institution of higher education." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/6126.
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