Дисертації з теми "STEM Higher education institution"
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Johns, Reginald O. "A Phenomenological Investigation of the Lived Experiences of Female African American Undergraduate Stem Students at an Elite Predominantly White Institution." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153720.
Повний текст джерелаZamudio, Rocio. "From community college to 4-year institutions| Latinas' successful completion of STEM baccalaureate degrees." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1598661.
Повний текст джерелаThe purpose of this qualitative study was to explore the narrative of Latina graduates who successfully navigated through community college and 4-year institutions in the STEM fields. Rather than focus on what these students lack as much of the current research does, the study explored what assets these students bring that supports their success in STEM fields. Utilizing an ethnographic interview approach, participants who attained STEM baccalaureates in California were interviewed. Qualitative findings revealed various experiences, attitudes, and cultural influences that led to successful completion of a STEM degree. First, the study found that successful community college Latina STEM graduates exhibit grit, are resilient, determined, and have positive attitudes about their underrepresentation in STEM. Second, participants sought after peer, faculty, and staff relationships that helped them be successful. Lastly, participants had the support of their families and reported a high level of connectedness to their culture. Implications, recommendations for practice, and directions for future research are discussed.
Packer, Benjamin A. "Navigating the Streams and Currents of an Emerging Institutional Form: The Causes and Effects of a Community College S.T.E.M. Coalition." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/578605.
Повний текст джерелаCruz, Gary. "!Claro, se puede! Critical resilience: A critical race perspective on resilience in the baccalaureate achievement of Latino/a engineering and life science students." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/305372.
Повний текст джерелаMahoney, Melissa M. "Moving Toward an Anti-Deficit Perspective| African American Science, Technology, Engineering, Mathematics (STEM) Students at Hispanic-Serving Institutions (HSI)." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265532.
Повний текст джерелаThe increased demand for qualified STEM workers, necessitates addressing the bachelor’s science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations. Using inquiry derived from Harper’s (2010) Anti-Deficit Achievement Framework, this study sought to explore the factors that contribute to the successful degree completion of African American STEM students within a large comprehensive university system. Coding of the twelve semi-structured interviews revealed six major themes: a) K-12/precollege educational experiences, b) motivation to complete a STEM degree, c) systems of social support, d) extracurricular activities and out-of-class experiences, e) addressing stereotyping and discrimination, and f) faculty behaviors and dispositions. All themes were intertwined at each phase of participants’ academic careers, thereby, highlighting the complexity of this population’s experience and what is needed to address their low STEM degree attainment. Findings indicated that this student population benefits from positive, sustained faculty-student interactions, holistic STEM success programming, and genuine networks of social support. Furthermore, Harper’s framework can be modified to explore the motivation of African American STEM students as well as the African American student’s relationship with disability support services.
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 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 джерелаTew, Mandy. "A Learning Organization? Evaluating the University of Canterbury's Strategic Transition toward Sustainability." Thesis, Blekinge Tekniska Högskola, Avdelningen för maskinteknik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2630.
Повний текст джерела100 Eheart Street SE Blacksburg, VA 24060
Ragadu, 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.
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 джерелаHowat, Edward G. "Factors Influencing Student-athlete Choice of Institution." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2923.
Повний текст джерелаSete, Lerato Virginia. "Staff retention at an institution of higher learning." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/6564.
Повний текст джерелаAparicio, Elyzza M. "Examining Latina/o STEM degree aspirations." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591621.
Повний текст джерелаThis quantitative study examined the STEM degree aspirations of Latina/o students. Harper's (2010) Anti-Deficit Achievement framework on students of color in STEM was utilized to frame this study. Secondary data from the Cooperative Institutional Research Program's (CIRP), Freshman and Your First Year in College surveys were used to complete T-tests, correlations, and hierarchical regression analyses to explore gender differences in STEM degree aspirants and habits of mind among Latinas/os. Findings include probable major in STEM, faculty interaction, highest degree planned, academic self-concept and the habits of the mind CIRP construct were significant predictors of degree aspirations. Habits of the mind at the end of the first year in college were predicted by academic disengagement, positive cross-racial interactions, academic self-concept, and college involvement. Implications for STEM policy, student affairs practice and future research are discussed.
Curran, 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.
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 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.
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Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
Pedone, Maggie Helene. "Persistence of Undergraduate Women in STEM Fields." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378899.
Повний текст джерелаEd.D.
The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women’s persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin’s Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM fields. This longitudinal study showed that both pre-college and college level factors influenced undergraduate women’s persistence in STEM. The research findings offer important implications for policy and practice initiatives in higher education that focus on the recruitment and retention of women in postsecondary STEM fields.
Temple University--Theses
Ronnie, 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.
Guiffrida, 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.
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 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.
Walker, Susan K. "Retention Strategies for Reducing Voluntary Turnover in a Higher Education Institution." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4111.
Повний текст джерелаMATHIS, DAVID. "Image, institution and leadership : Philip Lindsley and the modern university presidency 1825-1850." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618588.
Повний текст джерелаBoulware, Jessica. "The role model effect in higher education." Kansas State University, 2011. http://hdl.handle.net/2097/12029.
Повний текст джерелаDepartment of Economics
Florence Neymotin
Florence Neymotin
This report provides review of the existing literature on the role model effect in higher education and identifies the methodological and conceptual issues that have complicated the research program before discussing how research on similar areas may provide insight into the relationship between female students and female faculty members. By examining the related literature on the determinants of college major, peer effects, and critical mass theory, the existing studies of role model effect can be interpreted as support for a more specified theory of the role model effect in higher education that highlights the importance of the gender composition of the course or field of study.
Haston, Annabelle L. "Critical Thinking in Higher Education STEM: A Qualitative Faculty Perspective." Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank1588267723061242.
Повний текст джерелаHoffmann, Kori T. "Impact of freshman-year alcohol violations on retention at a regional, Midwestern, 4-year, public higher education institution." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182607.
Повний текст джерелаThis quantitative study examined over 7,000 freshmen at a regional, Midwestern, 4-year, public higher education institution. The participants were separated as either having a freshman-year alcohol violation or not having a freshman-year alcohol violation and then analyzed. The results of the study found that there was not a significant difference in retention for those with a freshman-year alcohol violation compared to those without a freshman-year violation. However, when looking only at those participants with a freshman-year alcohol violation, a logistic regression analysis showed that high school GPA, minority racial status, amount of financial aid disbursed, not receiving loans, and not being Pell-eligible were all significant factors indicating a participant was more likely to return to school. However, this model only accounted for 18% of the variance in retention and future studies will need to include more variables to account for more variance in retention.
Fenwick, Stephanie. "Exploring Faculty Members’ Multicultural Competence at a Faith-Based Institution." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/480.
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
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.
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.
Повний текст джерелаBiela, Runel. "The acculturation process in hostels of a higher education institution / Runel Biela." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1384.
Повний текст джерелаSelesho, Jacob M. "The historical perspectives of Quality Assurance in South African Higher Education Institution." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/417.
Повний текст джерелаQuality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).
Wheatley, Sharon. "Operational risk assessment in a higher education institution : a social systems perspective." Thesis, King's College London (University of London), 2011. https://kclpure.kcl.ac.uk/portal/en/theses/operational-risk-assessment-in-a-higher-education-institution(d57f6388-6dd8-45f7-8746-b29fb1e5bd52).html.
Повний текст джерелаLightfoot, Nicola Jane. "Interpretations and practice of widening participation within an institution of higher education." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/20837/.
Повний текст джерелаLourens, Guinevere Margaretha Attilla. "TB and HIV community-outreach training project in a higher education institution." Thesis, [S.l. : s.n.], 2009. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1021&context=td_cput.
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