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McShane, Kim. "Technologies transforming academics : academic identity and online teaching." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.
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As the discourses of the “technological imperative” and student-centred learning have gained momentum in university teaching and learning, one way for the lecturer to signal excellence has been to adopt the flexible, student-centred practices of online teaching. This thesis investigates academics’ insights and experiences about their changing teacher identities in the context of being, or becoming, a facilitator of online student learning. This was an empirical research project, a collective case study that explored the teaching experiences of twelve university lecturers in two Australian universities who taught online, or were making the move online. Primary research data were drawn from semi-structured conversations with the lecturers, online teaching artefacts and email communications. The interpretative analysis was organised according to three overlapping lecturer identities: the teaching metaphors of performance, care and creative direction. From the perspective of each metaphor position, the move to becoming a facilitator of blended learning was uneasy. The performer/carer/director lecturer struggled to entertain, care and intervene in familiar ways in asynchronous, computer-mediated communication. Online, the performing/caring/directing lecturer was ignored by students, and became instead a helpless and highly reflexive bystander to students’ learning. The findings suggest that the teaching values and practices of the performing/caring/directing lecturer, in particular lecturer-student responsiveness and reciprocity, do not adapt to online pedagogies. Indeed, blended learning establishes the conditions for a new moral order in university education, with the move to online facilitation best understood as a move to management-centred regulation of teaching and student learning. And so, overlooked in higher education policy and research, and ignored by her students online, the performing/caring/directing lecturer is under erasure, at the same time as the work of the facilitator is being archived.
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Griffin, Alexander. "The Academie Royale d'Architecture and the French Architectural Academic Tradition." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500078.
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Larson, Daniel Scott. "Academics and Athletics: The Academic Reform Policy in the NCAA." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1114631788.
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Brooks, Ann Irene. "Researching the academic community : gender, power and the academy." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020247/.
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Isaakyan, Irina. "Russian academic emigrants : academic lives disrupted and reconnected." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29172.
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This thesis takes as its starting point the idea of academic mobility, which is present in many policy texts and in discussions of the globalisation of higher education, and subjects that idea to critical scrutiny in the light of the lived experience of academics who have chosen to leave their homelands. In exploring the mobility issue, the particular concepts enable the illumination of academic work and life as disrupted and discontinuous. Discontinuity is related to such concepts as identity and exile, and I use a number of anthropological approaches to reassess the concept of academic career as a life journey that shapes identity through processes that may disrupt as well as advance careers and that corrode as well as affirm identities. The thesis uses biographical methods to explore and understand the experience of Russian academics working in the UK and the USA, who may be understood as living – to some extent – in conditions of exile. These academics left Soviet or early post-Soviet Russia for Universities in the West, and constitute representatives of the international academic diaspora. This example serves to complicate the idea of academic mobility as a straightforward issue in which a global academic market produces opportunities for the free movement of talented labour, and to raise some critical issues about the extent to which this decontextualised vision of academic work is possible. The thesis also attempts to show the enduring effects of early career socialisation on later experiences, and to connect the specific context of Russia and Russian academic traditions to the shaping of the academy in globalising conditions. Finally, the thesis attempts, through the study of particular individuals to add a degree of complexity and human experience to the literature on the globalisation of the academy, which often discusses developments at a very high level of abstraction, that is not sufficiently attentive to difference.
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Rennie, Garth Richard Lionel. "Academic politics : testimony, confession and the academic subject." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412284.
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Epps, Susan Bramlett. "Academic Integrity." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2564.
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Epps, Susan Bramlett. "Academic Integrity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2557.
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Tolley, Rebecca. "Academic Searching." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5702.
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This introductory overview covers the broad strokes of academic searching. Topics discussed: overall search strategy for different types of searches with different objectives; non-electronic venues (books, periodicals and archives); the most efficient methods for searching the databases at ETSU including Google Scholar; navigating the library catalog, theses and dissertations; saving articles and searches; setting up feeds and alerts; creating folders and exporting articles.
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Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.
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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.<br>A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.
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ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.
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Sacks, Casey K. "Academic and Disciplinary Outcomes Following Adjudication of Academic Dishonesty." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206386966.
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Fallon, Elizabeth B. "Academic Motivation and Student Use of Academic Support Interventions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811.
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Morgan, Troy P. "Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students." Kansas State University, 2011. http://hdl.handle.net/2097/10746.
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Master of Science<br>Department of Special Education, Counseling and Student Affairs<br>Brandonn S. Harris<br>Student affairs personnel in higher education have an extraordinary ability to affect positively the academic, personal, social, emotional, and vocational development of students, as well as to provide an understanding of the challenges that students experience. In addition, an increase in investigating student success, as well as how to quantify success has occurred. The purpose of this report is to reflect the areas of student development upon which student affairs personnel can have a profound impact—that being the psychosocial variables to student success.
In combination with exploring how Academic Assistance Centers (AAC’s) focus on psychosocial factors that influence student success, this report looks at the similarities between theory and the pragmatic programming that one particular Midwestern university employs to help facilitate student awareness and practice of psychosocial factors. The overarching belief of the author is that students can and will find success through challenge and support.
This report will demonstrate, through a brief history of the challenges that higher education has faced, how student affairs personnel are often times the first and last line of defense in student support. Moreover, student affairs personnel have been charged with the task of providing support to an ever growing diverse student body in addition to providing the proper support needed to enhance the academic and personal success of such a diverse student body.
Through a review of the literature investigating student attrition as well as retention, two subgroups of undergraduates were specifically identified as to how academic assistance centers can facilitate their success and, ultimately, their retention. The two subgroups are students who identify as multicultural and students who are on academic probation. Lastly, the author offers suggestions on what student affairs personnel, as well as higher education, can do to facilitate holistic student development and promote the awareness of psychosocial variables that will aid students in their academic development and success.
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Pather, Subethra. "Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1992.
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Thesis submitted in fulfilment of the requirements for the degree Doctor of Education
in the Faculty of Education at the Cape Peninsula University of Technology<br>The research question that guided this doctoral study is: How do pre-entry academic and non-academic factors influence teacher education students’ first-year experience and academic performance? The study was designed within the qualitative research paradigm and employed a case study strategy to collect both quantitative and qualitative data. The quantitative approach included a questionnaire that was completed by 195 respondents. The qualitative data was obtained from one-on-one and focus-group interviews with eight participants that were purposively selected. The conceptual framework developed for this enquiry took into consideration the significance of student diversity in understanding first-year experience and thus employed concepts from two sociological models, Tinto’s (1975; 1993) integration model (social and academic integration) and Bourdieu’s (1984; 1990) theoretical tools of capital, habitus and field. Six key themes emerged from the data: determination, self-reliance, fitting-in, out-of-habitus experience, positioning oneself to succeed and challenges. The unequal distribution of economic, social and cultural capital created disparities between students’ habitus and schooling experiences which influenced the way they integrated into their first year at university. The study revealed that more mature students than school-leavers and gap-students are entering higher education. Further, the majority of first-year students are unable to fund their studies and source external funding or engage in part-time employment. Students pursued financial aid before focusing on academic activities. Engagement in the social domain remained marginal. Students’ determination to change their economic circumstances was the primary factor that influenced their attitudes and actions at university. Higher education needs to consider student diversity, financial constraints of disadvantaged students, first-year curriculum planning and delivery, and the high cost of university studies. It needs to move away from viewing entering students from a deficit model, to capitalise on their qualities of determination, optimism, enthusiasm and openness to learning, thereby creating an inclusive first-year experience that could encourage retention and student success.
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Mosier, Sarah B. "Academic Probation and Self-Efficacy| Investigating the Relationship between Academic Probation Types and Academic Self-Efficacy Measures." Thesis, Johnson & Wales University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814180.
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<p> College tuition costs have risen 33% in the past ten years (NCES, 2016a), forcing college administrators to refocus their efforts on student retention in order to stay competitive (Alarcon & Edwards, 2012; Sanders, Daly, & Fitzgerald, 2016; Tinto, 2006). Although universities have implemented support programs to help students in these areas, students are still failing. </p><p> Students with low self-efficacy lack motivation and lack self-regulation skills, putting them at a higher risk of discontinuing. Self-efficacy not only impacts academic performance (Bandura, 1982, 1997; Budescu & Silverman, 2016, Gallagher, Marques, & Lopez, 2016), but it also influences how students handle challenges (Al-Harthy & Was, 2013; Han, Farruggia, & Moss, 2017), impacts their level of self-discipline (Komarraju & Nadler, 2013), and their self-regulation strategies (Chemers, Hu, & Garcia, 2001). </p><p> This quantitative study investigated student perceptions of academic self-efficacy after having experienced academic challenges, defined by academic probation, suspension, or dismissal, during their first year. The relationship between academic probation types was studied in comparison with academic variables: cumulative GPA, academic cohort, and type of academic challenge. </p><p> The sample included undergraduate students from a mid-size, private institution in New England. Participants (<i>N</i> = 724) were emailed a link to a questionnaire consisting of self-rated statements created by the researcher and derived from the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995). Respondent data (<i>N</i> = 59) was exported to Excel and then SPSS® for analysis. Descriptive statistics, Cronbach’s Alpha, a <i>t</i>-test, and one-way ANOVA were conducted. </p><p> Results showed that students who were once academically at-risk demonstrated higher self-efficacy in managing difficult problems, learning new material, feeling motivated to succeed in courses, and havingconfidence in their academic abilities. These students also demonstrated lower academic self-efficacy in their ability to understand difficult course material and choosing to complete optional assignments even if it did not guarantee them a good grade. There was no significant relationship between cohort and academic self-efficacy score. Although not statistically significant, results showed a trend indicating that the higher the cumulative GPA, the higher the academic self-efficacy score. </p><p> These findings may help administrators better understand student academic self-efficacy and tailor support services to help this population.</p><p>
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Smits, Niels. "Academic specialization choices and academic achievement prediction and incomplete data /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2003. http://dare.uva.nl/document/66978.
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Owens, Taya Louise. "The role of academic departments in graduate academic program innovation." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742162.
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<p> This analysis contributes conceptually to the field by investigating how campuses both originate and respond to academic innovation by locating the focus of the study in the center of curricular decision-making and action—the academic department. </p><p> This study applies an organizational perspective to academic innovation directly by combining three ideas to conceptualize and measure departmental qualities. The research design proposes that (1) academic innovation is the result of a direct behavior taken by an actor—in this case, departments are collective actors and changes in academic programs require collective decision-making; (2) actor behaviors are often cyclical or routine and changes in behavior can be measured through these routines—in this case, departments routinely offer courses; (3) innovation requires feasibility in actor knowledge, capability, and skill—in this case, departments collectively contain faculty capability, course knowledge, and administrative skill. </p><p> The significance of departmental factors in a robust inferential model provides evidence that departments draw on technical knowledge and skills through course development and prior programmatic experience. Although enabling environments contribute, external conditions do not create organizational change. Program innovations occur within a campus, beginning at the department level. This study makes the case that context matters, but that its relative impact is mediated by the core characteristics of the collective actor that makes decisions and takes action.</p>
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Kite, Toby G. "Academic Interventions and Academic Achievement in the Middle School Grades." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.
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<p> After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to Intervention, 2011). In this study, middle schools that have developed an academic RtI program through the Professional Learning Community (PLC) process were compared to non-PLC middle schools that may not provide a systemic process of academic interventions to determine if PLC schools produce higher academic achievement. Academic achievement was determined by students’ Missouri Assessment Program (MAP) index scores in communication arts for seventh and eighth graders. As a result of the application of a <i>t</i>-test, there was not a significant difference between the scores of PLC schools and the scores of non-PLC schools. Building principals of the middle schools in the PLC group were surveyed to identify the characteristics of the RtI model that were in place. The survey results of the six top-performing PLC schools were analyzed and compared to the entire PLC group to determine what characteristics lead to improved academic achievement. The components of RtI present in the top-performing schools included interventions that were implemented for at least three years, interventions provided a minimum of three days per week, and a maximum of 70 minutes of intervention per week.</p>
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Zilber, Suzanne Marks. "Attributions as mediators between academic performance and academic self-efficacy." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260284961.
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Yesbeck, Diana. "Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2586.
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In the current era of student accountability, coupled with high-stakes testing, schools have focused on the alignment of standardized curriculums and assessments. However, developing standardized grading practices are still under examination. Grading serves as an important responsibility, yet many teachers still find the process a challenge of determining which academic and non-academic factors correctly represent student achievement. This qualitative study was designed to examine the grading factors teachers consider when determining student final grades. Middle school language arts teachers from one mid-sized suburban school district in Virginia participated in qualitative interviews. The interviews addressed the following topics: (1) the purposes of grades, (2) the grading factors teachers consider when they grade, (3) the teachers’ influences in determining their practices, and (4) how teachers’ grading practices relate to measurement theory. Overall results in the areas of the purpose of grades, the use of academic and non-academic factors, teachers’ influences, the use of formative and summative assessments, and the need for professional development are consistent with the literature. With respect to how teachers’ practices relate to measurement theory, the findings are consistent with the literature from previous studies. This suggests that although measurement theory experts recommend that achievement factors should be the only factors that determine student grades, the results of this study indicate that teachers use a mixture of variables in determining student grades, known as hodgepodge grading. Recommendations for practice include teacher reflection on determining why they grade, becoming familiar with measurement theory recommendations in terms of using academic factors that measure student achievement, how to use non-academic factors in other ways to support student learning, and providing staff development in the area of grading practices and how practices support measurement standards.
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Baker, Karen Cardell Parrish. "Academic dual-career couples lifetyle affects [sic] on careers in academe." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092673677.
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Idris, Mohd Kamel. "Occupational Stress in Academic life: A Study of Academics of Malaysian Public Universities." The University of Waikato, 2009. http://hdl.handle.net/10289/2597.
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Stress can lead to poor health and loss of productivity among employees across occupations. Stress does not only affect individuals but also organizations by causing work absence and staff turnover. Academics in Malaysian public universities are no exception. Due to the rapid developments in tertiary education, academics in Malaysian public universities are believed to be experiencing increased job demands that potentially lead to increased stress. This study was carried out to examine: i) the direct effect of role stressors (i.e. role overload, role ambiguity and role conflict) on strain; ii) the direct effect of strain on the outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment); iii) the moderation effects of organizational support, peer support, and self-efficacy on the relationships between role stressors and strain; iv) the mediation effect of strain on the relationship between role stressors and strain; and v) the mediation effect of outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment) on the relationship between strain and intention to leave among those academics. This study used a non-experimental two-wave panel design. Eleven of the 12 study variables were measured using pre-existing scales except for self-efficacy, iii which was measured by items specially developed for this study. A longitudinal survey with a six-month time interval yielded 357 respondents (academics) at time 1 and 210 respondents at time 2. Data were analyzed using multiple regression, hierarchical regression, and structural equation modeling (SEM) to test for direct effects, moderation effects and mediation effects respectively. The findings of this study indicate that academics who experienced increased levels of role stressors were more likely to have increased levels of strain. Subsequently, the strained academics were more likely to show higher levels of cynicism and lower levels of professional efficacy and organizational commitment. The predicted moderators (i.e organizational support, peer support, and self-efficacy) had no significant influence on the relationships between role stressors and strain. Mediation analyses consisted of two parts. In the first part, I found that strain strongly mediated the relationship between role ambiguity and outcomes of strain (i.e. cynicism, professional efficacy, and organizational commitment). In the subsequent mediation analysis, I found that cynicism and organizational commitment fully mediated the relationship between strain and intention to leave, but not professional efficacy.
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Read, Mary. "Reconfiguring academic identities : the experience of business facing academics in a UK university." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5819.
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The university sector at the beginning of the 21st Century is shifting in response to national and global changes in the role and purpose of Higher Education. Some universities, including the University of Hertfordshire, have chosen to focus attention on engagement with business and commerce. This practice based research examines the experience of academics in relation to the new challenges posed by this strategic development. There are three threads of investigation; interviews, examination of key concepts and the practitioner dimension. Drawing on a qualitative and constructivist approach, individual interviews with a range of business facing academics explore their experience of engaging with new activities. My perspective, as a manager of business facing academics, provides an important thread and situates the work firmly in the practice context. The implicit expectations arising from strategic positioning as a business facing university are examined. A conceptual framework is established with a focus on the nature of business facing activity, including its relationship with traditional forms of teaching and research, learning through work in the Higher Education setting and the idea of an enabling local context. The research found that amongst those undertaking business facing activity, academic identity is a fluid and multi-faceted construct reconfigured through experience and learning in the workplace; by its nature not easily defined, labelled or bounded. The challenge for universities is to nurture and sustain individuals in the creation and use of academic identities, in order to meet the undoubted challenges to come. This requires a forward looking, inclusive and innovative stance, resisting the temptation to judge current academic identities by the established notions of the past. Management of academics involved in business facing activity requires a more flexible, trusting and individual approach than is traditionally seen in universities.
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Chanthes, Suteera. "Delivering academic services at regional level : a grounded theory study of Thai academics." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/336221/.
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Investigating the work of Thai academic staff, this thesis addresses the extent to which academic services are delivered at regional level with respect to the national development plan to build Thailand as a knowledge economy. This is a grounded theory research project involving three investigatory propositions namely regional, institutional and individual profiling of academic staff. The empirical setting of this investigation is a multi-site case study carried out in three traditional public universities. The thesis concludes that academic services are performed as either responding to regional needs or using resources existing within the regional proximity. For public universities, in response to the national expectation of their service roles, these universities have an institutional organisation that serves systematic service performance. However, at the operational level, despite the fact that there are many different forms of academic service delivered, part of this work is misconceived and undermined which results in an under-accounting of work and the underuse of designated institutional organisation of service delivery. With the grounded theory approach employed, these findings also function as hypotheses of a substantive theory developed regarding the three investigatory propositions. Supporting the theory developed, this thesis helps make a contribution to the knowledge by shedding new light on the way in which systematic services are to be promoted.
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De, Silva Sureetha R. "The changing academic work in universities: Lived experience and perceptions of Australian academics." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/394721.
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This thesis examines the changing academic work environment in Australian universities and the impact of this change on academics. In particular, this thesis explores the lived experience and perceptions of university academics working in public universities in Australia. Across the globe, universities are facing complex issues that can lead to transformational change. The main drivers of change are globalisation, burgeoning knowledge-based economies, the rapidity of new technology adoption, and global competition. The impact of these drivers and the subsequent reforms are ultimately reflected in the changing nature of academics’ work and in their analysis.
Over the past four decades since the Australian government reforms in the 1980s, public universities in Australia have been experiencing change, mainly influenced by new political and economic ideologies, including neoliberalism, corporatisation, managerialism, marketisation, and commodification of education. The consequences of these influences are reportedly having detrimental effects on academics, whereby academics’ esteem value, academic identity, academic freedom, and academic autonomy are all undermined. Academics report experiencing intimidation, bullying, mistrust, and harassment. As such there is a need and urgency for a research study, giving voice to Australian academics themselves, to investigate this problem to better understand it.
The public university system in Australia is a vast industry with a large workforce, and the services it provides to the country and economy are many. University academics who play a main role in this industry need to be happy, effective, and efficient in order to be productive. It is therefore important to provide academics with a work environment that enables them to exercise academic freedom, academic autonomy, and an academic professional identity esteemed by their peers. Given the scale of the public university system and the impact of its services on, and economic contribution to the country, this study is relevant and significant. This study emphasises the importance of prioritising attention to academics to ensure that the changing nature of academic work does not result in detrimental effects on academics and that they can effectively operate in a conducive work environment. To date, there is little research that has focused on Australian academics’ lived experience and perceptions relating to their changing academic work environment. Hence this thesis is unique and significant because it explores the lived experience and perceptions of academics in Australian public universities.
The study adopts a qualitative research approach, employing an interpretative phenomenological analysis (IPA) to explore and analyse the lived experience of the participants. To support inductive research and commence a generation of “new” thinking, the data collection method consists of 16 in-depth, one-on-one, and face-to-face interviews with academics working in eight Australian public universities who are experiencing change. The study takes the approach of standpoint theory.
The thesis points to two findings. The first is the formulation of the academic predicament model (APM), which explains the erosion of academic professionalism and how the change de-professionalises academia in Australia. The second is an understanding of the conflicting forces impacting on academics. On the one hand, in the changing learning environments, academics are expected by management to be innovative, collegial and collaborative, and involved in excellent research activities. On the other hand, with changing university governance, academics’ autonomy and academic freedom are challenged. Academics’ esteemed identity is devalued and undermined. Some academics feel a sense of obligation to conform to Senior Management directives and adhere to the introduced mechanisms of accountability. They report being pressured and stressed by what they regard as undue compliance, competition, and university managements’ high expectations of innovative creativity.
The key recommendations of the study call for strategies for enhancing respectfulness and collegiality, strategies to resist constraining ideologies, strategies for resolving work intensification, and strategies for improving existing processes and procedures relating to academics.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Itsumura, Hiroshi, Masanori Akiyama, Hidehiro Gamoh, 裕. 逸村, 晶則 秋山, and 英博 蒲生. "Academic knowledge factory." IADLC Office, Nagoya University Library ; Ichiryusha, 2005. http://hdl.handle.net/2237/6094.
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Sohn, Dae-Chul. "Academic advisor assistant." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/36590.
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Venter, H. "Measuring academic success." Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001658.
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Knoll, Stefanie A. "Creating academic communities." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669696.
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Conocimiento, Dirección de Gestión del. "Academic Video Online." Alexander Street, 2003. http://hdl.handle.net/10757/655211.
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Cherry, Donna J. "Disentangling Academic Dishonesty." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7650.
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Nobles, Kathryn Gilbert Juan E. "Academic Virtual Advisor." Auburn, Ala., 2007. http://hdl.handle.net/10415/1364.
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Thorsrud, Harald Christian. "Cicero's academic skepticism /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Jones, Megan Dymphna. "Remembering academic feminism." Phd thesis, Department of Gender Studies, 2002. http://hdl.handle.net/2123/7020.
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Draper, Franklin Gno. "Recalling academic tasks." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288867.
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This study was focused on what students remembered about five middle school science tasks when they were juniors and seniors in high school. Descriptions of the five tasks were reconstructed from available artifacts and teachers' records, notes and recollections. Three of the five tasks were "authentic" in the sense that students were asked to duplicate the decisions practitioners make in the adult world. The other two tasks were more typical school tasks involving note taking and preparation for a quiz. All five tasks, however, involved use of computers. Students were interviewed to examine what and how well they recalled the tasks and what forms or patterns of recall existed. Analysis of their responses indicated that different kinds of tasks produced different levels of recall. Authentically situated tasks were remembered much better than routine school tasks. Further, authentic tasks centered on design elements were recalled better than those for which design was not as pivotal. Patterns of recall indicated that participants most often recalled the decisions they made, the scenarios of the authentically situated tasks, the consequences of their tasks and the social contexts of the classroom. Task events, in other words, appeared to form a framework upon which students constructed stories of the tasks. The more salient the events, the richer the story, the deeper and more detailed the recall of the task. Thus, authentic tasks appeared to lend themselves to creating stories better than regular school tasks and therefore such tasks were recalled better. Implications of these patterns of recall are discussed with respect to issues of school learning and assessment.
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Rock, Terryl. "Demystifying Academic Language." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3266.
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Are you confused by Academic Language? Are your students struggling? The purpose of this session is to demystify the Academic Language component of the edTPA® so that faculty can improve their own understanding of what is required by rubrics 4 and 14. The session leader will take the participants through an interactive lesson where meanings of the terms function, discourse, syntax and supports are learned contextually. This instructional method has been successfully used to help teacher candidates analyze the academic language of their lessons.
Using a sample lesson, participants will engage in a group activity that will help them discover the language product. They will then be guided in classifying the product as either syntax or discourse. Next participants will identify the language function and the vocabulary that must be used to create the product. Participants will then brainstorm general, targeted, and individual supports. At this point, a closer look at the prompts associated with rubrics 4 and 14 will guide our discussion of ways to improve the performance of our teacher candidates.
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Areepattamannil, Shaljan. "Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/1088.
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Ortiz, Yesenia. "The influence of perceived social support, academic self-concept, academic motivation, and perceived university environment on academic aspirations /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1404349151&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Chen, Qiongqiong. "Globalization and transnational academic mobility| The experiences of Chinese academic returnees." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683013.
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<p> The purpose of this study was to examine the way US returned academics negotiate their academic identities and professional practices at China's research universities in the context of higher education internationalization. To be specific, it explored how western doctoral education and work experiences affect returnees, and how these returnees reconstruct what it means to be and become a Chinese professor as they renegotiate the existing university rules, cultures, and practices. Second, it examined the complexity of the internationalization of Chinese universities and the role that returnees play in the process. This study went beyond economic accounts of academic mobility and placed the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the returning scholars around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It shed light on scholarly debates on transnational academic mobility and higher education internationalization in China.</p><p> This study utilized qualitative methodology to explore the everyday experiences of the returned Chinese scholars. The sample was comprised of 52 US doctoral recipients from different disciplines at five research universities in both east and west China. In-depth interviews were used as the primary method of data collection. Other methods, such as non-participatory observation, informal conversations, and documentary analysis, were also used to complement the interview data. An inductive analysis approach was employed to generate codes, categories, and themes from the raw data. Data interpretation and reporting followed the <i>Standards for Reporting on Empirical Social Science Research in AERA Publications.</i></p><p> This study finds that 1) the returnees were motivated to return by China's rapid economic and social development, policy initiatives on mobilizing return moves, and better career opportunities that the improved academic system provided. They also returned for cultural and personal reasons, including social attachment, cultural belonging, self-realization, and family considerations. It suggests that the act of returning is a complex process that involves both personal choices and negotiations of various conditions and regions. 2) The integration of returnees into Chinese universities was not always a linear process, but constrained by the existing university structures and power relations. These include the bureaucracies of university administration, local politics and complicated interpersonal relationships, the problematic evaluation and funding system, and a lack of an efficient administrative system that supports high quality of teaching and research. 3) The returnees were not passively adapting to the structure. Instead, they were strategically drawing upon and using part of their transnational gains and advantages to create a new space for their professional careers and China's higher education innovation. They can be regarded as a driving force for change, either by introducing new teaching and research practices at the operational level, or calling for organizational changes by taking up leadership positions at the institutional level.</p>
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Nolan, Bridget. "An Academic Report on New Orleans Airlift: An Internship Academic Report." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/aa_rpts/194.
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This academic report was composed at the conclusion of a 480-hour internship with New Orleans Airlift. This report includes Airlift’s mission, history, and organizational structure, a SWOT analysis, duties and projects completed and a summary of best practices. Listed are also a series of suggestions and recommendations as to how New Orleans Airlift can improve and strengthen current practices to maximize its potential as a small arts organization.
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Faulk, Deborwah. "Highly Credentialed:Exploring the Differential Returns to Academic and Non-Academic Credentials." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497277290467119.
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Hull, Starr Lee Piland William E. Baker Robert Lawrence. "Academic employees' attitudes toward academic program review in Illinois public universities." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8626591.
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Thesis (Ed. D.)--Illinois State University, 1986.<br>Title from title page screen, viewed July 15, 2005. Dissertation Committee: William E. Piland, Robert L. Baker (co-chairs), Kenneth H. Strand, Robert A. Pringle, Normand W. Madore. Includes bibliographical references (leaves 161-170) and abstract. Also available in print.
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Roby, Simone D. "Classism, Academic Self-Concept, and African American College Students' Academic Performance." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2138.
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The “Black-White” achievement gap, in which some African American students show lower academic achievement than their White American counterparts, has received increased empirical attention. Classism has rarely been explored in psychological research as a significant contextual factor for understanding African American college students’ academic performance. Previous research shows that academic self-concept (ASC) is an attitudinal construct which consistently predicts African American college students’ grade point averages (GPA). A wealth of previous research also suggests that college student’s social class background and experiences with classism significantly influence students’ academic attitudes and performance. With this empirical and theoretical backing, a hierarchal regression analysis was run to test experiences with classism (EWC) as a moderator of the effects of academic self-concept on GPA for a sample of 124 cisgender, heterosexual African American students at SIUC, a predominantly white institution (PWI). Thus, the present study was conducted to test the hypothesis that African American college students’ levels of experience with classism would significantly moderate the effects of students’ ASC on their GPA. Results of the regression analysis showed that EWC did not significantly moderate the effects of ASC on GPA. An alternative mediation model was also tested, and showed that EWC did not mediate the relationship between ASC and GPA. Potential explanations for the results are provided, as well as limitations, and implications. Although the findings were not significant, the results of the present study call for future research to explicitly explore the influence of social class on psychological experiences, especially as it intersects with marginalized identities in the U.S. Overall, as African Americans’ and college students’ academic experiences are both greatly influenced by social class and classism, the academic achievement of African American and White American students should be discussed in the context of systems of oppression in which their achievements occur.
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Isa, Posiah Mohd. "A study of academic motivation, academic locus of control and academic performance of Malay and Chinese students in Malaysia." Thesis, Keele University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282631.
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Zettler, Gregory M. "Naval Academy athletic programs as predictors of midshipmen academic and military performance." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FZettler.pdf.
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Thesis (M.S. in Leadership and Human Resoource Development)--Naval Postgraduate School, June 2002.<br>Thesis advisor(s): Greg Hildebrandt, Roger D. Little. Includes bibliographical references (p. 67-68). Also available online.
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Sharifian-Sani, Maryam. "Involving non-academic users in social science research : collaboration between management academics and practitioners." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22626.
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The motif of a '<I>closer relationship' </I>between academics and practitioners in doing research and the impetus for <I>'user engagement' </I>in different stages of social science research has become a subject of considerable interest to policy-makers over recent years and has featured in policy statements of government. Following the UK Government's 1993 White Paper, <I>Realising our Potential: A Strategy for Science, Engineering and Technology</I>, the Economic and Social Research Council (ESRC) emphasised meeting the needs of the non-academic users of social science research and introduced a policy which enhanced funding opportunities to academics proposing to engage with an explicit agenda of collaboration. But is this initiative sufficient to realise the benefit of its proposed outcomes? Are policy-makers aware of the possibilities and limitations of <I>research collaboration</I> between academics and practitioners in practice? The aim of this qualitative study is to explore the perceptions of academics and practitioners of the process of research collaboration and to provide a better understanding of this process. Projects for study were identified from those which were on ESRC's list of funded research projects in the management discipline and which appeared to be responding to the ESRC's encouragement of collaboration between academics and non-academic users of their research. Findings from this study are presented through three cases of research collaboration between academics and practitioners, who were interviewed in their workplaces. The findings are combined with the results of supplementary interviews with academics in other management departments in British universities and policy-makers in the ESRC. Bringing the results together demonstrates how <I>research collaboration </I>works out in practice, and what the academics' and practitioners' views of research collaboration are. The findings also reveal some limitations of collaboration on both sides which need to be considered by those promoting or entering into research collaboration. In addition, this study develops a theoretical discussion of research collaboration based on existing literature of collaboration in other contexts (especially science and technology Research and Development and inter-organisational collaboration) and suggests directions for future research.
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McGuigan, Leigh. "The role of enabling bureaucracy and academic optimism in academic achievement growth." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123098409.
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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 178 p.; also includes graphics. Includes bibliographical references (p. 160-178). Available online via OhioLINK's ETD Center
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Perry, John E. "The auditioning academic from industry to academic professional : stories of the journey." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/20223/.
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The purpose of this study was to investigate the professional journey from industry practitioner to higher education academic. The research 'mapped' ten new academics' engagement within the institutional and subject team community throughout their first full teaching year within a higher education institute. A comprehensive literature review was undertaken which initially drew on several theoretical perspectives, such as transitions and socialisation, communities of practice and identity formation. These theoretical positions originated from a mini-focus group. The coding from this initial study together with the reflective thoughts of my own first year in academia led me to read certain topic areas. The literature was further developed throughout the course of the study with the data challenging some of the notions that arose from the initial literature sources. Subsequently new literature was identified which supported the data analysis and emergent themes. The study focussed on the lived experiences of new academics through the use of a narrative methodology which acknowledged that lived experiences are socially constructed. Ten new academics were interviewed at four key stages throughout their first full teaching year. The interviews were transcribed and coded, which led to the development of emergent themes. The key themes were scrutinised through writing narrative chronologies for each of the academics. The narrative chronologies laid the foundation for the development of the conceptual model and research findings. From the research findings a new academic progresses through what can be described as three key overlapping phases (The Reciprocal Phase; The Fragile Phase and The Engaged Phase) within the academic milieu. Within these phases the new academic is seeking to establish identity and legitimacy within the boundaries of the academic communities to which they initially belong. Fundamental throughout these phases is the relationship the new academic has with established academics, who act as gatekeepers to academic practice and communities. The research also finds that institutional policies and practices for new academic entry are found to be inadequate and in light of these key findings a number of changes in professional practice are proposed.
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Saunders, John Nicholas Rossato. "School Drama: A Case Study of Student Academic and Non‐Academic Outcomes." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13948.
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School DramaTM is a teacher professional learning program for primary school teachers developed by Sydney Theatre Company (STC) and the University of Sydney’s Faculty of Education and Social Work. The program aims to develop teacher confidence and capacity in using Process Drama as critical quality pedagogy with quality literature to improve student literacy. STC pairs each participating Classroom Teacher with a Teaching Artist and together the pair co‐plan, co‐mentor and co‐teach the seven week program. The research to date on the School DramaTM program has aimed to investigate the impact of the program on teacher learning and school sustainability rather than on student learning outcomes. This study aims to explore the gap in the current School DramaTM research and focus on student outcomes, both academic (literacy and English) and non‐academic (motivation, engagement and empathy). This qualitative case study investigated a single Year 6 class and their teacher. Multiple data collection methods were employed including artefacts (for pre‐program and post‐program student benchmarking as well as sample student work), focus groups with students, reflective interviews with the Class Teacher, and observations from the Teaching Artist/Researcher. The findings suggest that students involved in the School DramaTM program generally showed marked improvements when comparing their results on the pre‐program and post‐program benchmarking tests. These tasks, with identical criteria, required students to illustrate their inferential comprehension and descriptive language skills. The data also suggests a range of non‐ academic improvements to students through the intervention, such as increased motivation and engagement in learning, and shifts in empathy. The findings resonate with several other case studies investigating both the School DramaTM program and the relationship between Drama and literacy. The findings of this research also provide recommendations for further study of the School DramaTM program.