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Dissertations / Theses on the topic 'Catholic University of Zimbabwe'
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Taylor, Charles 1931, and Robert P. Imbelli. "Revitalizing the Catholic Intellectual Tradition on Catholic University Campuses: A Conversation with Charles Taylor." The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103728.
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Chitakure, John. "Domestic violence among the Shona of Zimbabwe the Roman Catholic Church's role in combating it /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0835.
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Mahamba, Barbara. "The Roman Catholic Church and girls' and women's education in South-Western Zimbabwe, 1887-1965." Thesis, Oxford Centre for Mission Studies, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732956.
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Chikono, Albert Nhawo. "Knowledge sharing practices amongst academics at the Zimbabwe Open University." University of the Western Cape, 2018. http://hdl.handle.net/11394/6426.
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Magister Library and Information Studies - MLISThis study investigated knowledge sharing (KS) practices at the Zimbabwe Open University (ZOU) in Zimbabwe. The study assessed the knowledge sharing practices in the ZOU regional campus faculty departments and identified gaps, with the aim to find out how knowledge is being managed, shared in an Open and distance learning institution and if knowledge management (KM) is playing a role. The quantitative study was undertaken at the 10 regional campuses of the Zimbabwe Open University. A questionnaire survey was carried out to collect data from a sample of 100 academic staff in the 10 Regional Centres. The underlying question was whether the university academic members were aware of the knowledge that exists, how this knowledge is created and, shared and flows in the organization. The study also sought to establish the views of academic staff, on the benefits that can be reaped from KM practices. The study confirmed that there is willingness to engage in knowledge sharing activities. However, the lack of a clear knowledge policy negatively impacts on the university’s ability to competitively position itself in the knowledge economy as a knowledge driven university and this impacts research productivity and distance learning course delivery at the ZOU. One of the key recommendations emanating from this research is that the university should have a Knowledge policy aligned to its strategic plan which will act as a guideline on the sharing of knowledge internally and externally as well as make it mandatory for academic staff to publish internally as well as to store their publications in the university repository.
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Sheridan, Sean O. "Canon 812 the role of the university in its implementation at Franciscan University of Steubenville /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p029-0696.
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Maringe, Felix. "Marketing university education : an investigation into the perceptions, practice and prospects of university marketing in Zimbabwe." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408980.
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Gukurume, Simbarashe. "New Pentecostal churches, politics and the everyday life of university students at the University of Zimbabwe." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29290.
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In the past 15 years, there has been a concerted ‘Pentecostalisation’ of university spaces in Africa. Despite enormous growth in Pentecostal Charismatic Church membership and activities on African university campuses, and its attendant implications for academic and everyday life, there is hardly any study that explores this phenomenon. Thus, little is known about the complex entanglements between religion, politics and the dynamics of the everyday within the university campus and how this mediates students’ subjectivities. This thesis examines the lived experiences and everyday lives of university students at the University of Zimbabwe (UZ). The thesis is based on the narratives of students drawn through a qualitative methodology and more particularly, through participant observation, semi-structured and in-depth interviews over 15 months. Findings in this study revealed that university students convert and sign-up for new Pentecostal Charismatic Churches (PCCs) because they were imagined as spaces through which young people could forge supportive economic and social networks. PCCs’ gospel of prosperity and ‘spiritual warfare’ technologies were also deeply attractive to students who were caught in the hopelessness and uncertainty wrought by the country’s protracted socio-economic and political crisis. In this context, PCCs cultivate a sense of hope and optimism. However, although new PCCs reconfigure young people’s orientation to the future, many PCC promises remain elusive. The entrance of PCCs onto this university campus has also lead to institutional conflict as new churches struggle against the entrenched historical privilege of mainline churches- and the political influence of their followers in university management. New PCCs on the UZ campus have also become heavily involved in student and national politics, which further complicates their relationship with the university and the state. This thesis demonstrate the extent to which faith permeates every aspect of university experience for those who subscribe to its Pentecostal forms. I argue in this thesis that these complex linkages between faith and university life are mediated by the wider politics of the country, including linkages between the state and the university.
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Deshotels, Judy Marie. "Faculty member responses to multiple organizational identities Jesuit, Catholic, and university /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2163.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Afunugo, Emmanuel Oby. "Affirmative action, "economic justice for all" and the Catholic University of America a concrete analysis of Catholic social thought /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Chidzonga, Midion Mapfumo. "Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ perspectives. - Objectives : The objectives of this study were to determine the students’ perspectives with regards to various factors that are known to affect the transition from high school to university. - Design: An evaluative research study design was adopted using a mixed method research approach sequentially applying a quantitative and qualitative method. - Method: Four hundred and eighty six (486) self-administered survey questionnaires with 23 closeended questions were distributed to all first year students in the UZCHS. Only 16 questions were analysed for purposes of this research project. A total of 49 interviews were conducted for the in-depth structured questions interview on a randomly selected group of students from each of the programmes. - Results : The response rate was 51% (246/486) ; 81.4% of students were in the 19 to 20 years age group; 52% males and 48% females; 44.4% of the students were enrolled in the MBChB programme. The major challenges faced by the students were the heavy workload; poor counselling services; sticking to timetables; using the library; poor teacher-student relationships; poor sense of belonging; living with a diverse population Frustrations at the UZCHS were identified as arising from academic issues: examinations marks; poor facilities; inadequate high school preparation for university grades and poor feedback. Students’ financing at university was also of concern to the students. The students found the orientation week most useful. The motivation for joining the UZCHS was for career prospects, personal desires and parental influence. Preparatory information given by the UZCHS was considered adequate but not sufficiently detailed. Factors that helped students settle in were the initial reception, orientation week, and the relationships between students, staff and lecturers. The role of parents, peers and friends in settling in was also highlighted as important. - Conclusions : The students’ perspectives on transition are similar to those reported in the literature:need for pre-university information, better accommodation, improved library facilities, improved counselling services, lengthening the orientation week, more detailed information about UZCHS before admission, improve pre-university contact with students ,reduced workload in order to accommodate extra-curricular social life. Students’ preparation for life and learning at university should start during high school.
AFRIKAANSE OPSOMMING: Inleiding: Uit die literatuur is ditbaieduidelikdat die oorgang van studentevanaf die skoolnauniversiteitbaieuitdagend is. Daar is derhalwe ‘n behoeftedathierdieuitdagingsvanuit die perspektiewe van die studentebeskou word in ‘n poging om hulle op die meeseffektiewemanierteondersteunentebegelei. - Doelstelling: Die doel van hierdie studie is om die perspektiewe van eerstejaarstudente aan die Universiteit van Zimbabwe se Fakulteit Gesondheidswetenskappe (UZCHS) te ondersoek wat betref die oorgang van hoërskool na die UZCHS, en wyses voor te stel om die oorgangsfase te bestuur, gebaseer op die studente se perspektiewe. - Doelwit: Die doelwitte van hierdie studie was om te bepaal wat die studente se perspektiewe was oor die verskeie welbekende problematiese faktore teenwoordig in die oorgang van skool na universiteit. - Ontwerp: ʼn Evaluerende navorsingsontwerp is onderneem deur ʼn gemengde navorsingsmetode te volg. Dit is opeenvolgend deur ʼn kwantitatiewe en kwalitatiewe metode toegepas. - Metode: ʼn Self-administrerende vraelysopname met 23 geslote vrae is ewekansig toegepas en versprei aan vierhonderd ses- en tagtig (486) studente van die UZCHS. Slegs 16 vrae is vir die doeleindes van hierdie studie geanaliseer. ʼn Onderhoud met in-diepte gestruktureerde vrae is ook gevoer met ʼn ewekansig geselekteerde groep studente (49) van elk van die programme wat aangebied word by die UZCHS. - Resultate: Die responskoers was 51% (246/486); 81.4% van die studente was in die ouderdomsgroep 19 tot 20 jaar; 52% was manlik en 48% vroulik; 44.4% van die studente was geregistreer vir die MBChB program. Die uitdagings deur die studente ervaar was onder andere die swaar werklading, swak studente-ondersteuningsdienste, om by te bly by die rooster, die gebruik van die biblioteek, swak dosent-student verhouding, ʼn swak gevoel van behoort aan, en om deel te wees van ʼn diverse samelewing. Frustrasies by die UZCHS het hul oorsprong gehad by akademiese kwessies: eksamenpunte; uitslae en swak terugvoering. Studente-finansiering aan die universiteit was ook ʼn bron van kommer by studente. Studente het die oriëntasieweek die nuttigste gevind. Die motivering om aan te sluit by die UZCHS het verband gehou met loopbaanvooruitsigte, persoonlike behoeftes en ouer-invloed. Voorbereidende inligting verskaf deur die UZCHS is beskou is voldoende maar sonder genoeg besonderhede. Faktore wat studente gehelp het om tuis te voel was die aanvanklike ontvangs, oriëntasieweek, en die verhoudings tussen studente, personeel en lektore. Die rol van ouers, portuurgroep en vriende om hulle te laat tuis voel, is aangedui as belangrik. - Gevolgtrekkings: Die studente se perspektiewe op oorgang is soortgelyk aan dié wat in die literatuur gerapporteer word. Daar is ʼn behoefte aan beter studentebehuising en biblioteekfasiliteite en studente-ondersteuningsdienste, en meer gedetailleerde informasie oor die UZCHS voor toelating. Studente glo ook dat die oriëntasie week verleng moet word en dat die werklading verminder moet word om hul buitemuurse sosiale lewe te akkommodeer. Studente se voorbereiding vir die studentelewe en universiteitstudies behoort reeds op hoërskool te begin.
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Chipo, Dzikite. "The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2127.
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Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
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Strauss, Charles Thomas. "Waging peace in sacred space : a comparative study of Catholic peacebuilding in South Africa, Zimbabwe and Mozambique, 1963-2003." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7988.
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Bibliography: leaves 69-82.Waging Peace in Sacred Space ultimately begs the question: """"What does it mean to be a Catholic militant peace?"""" The dissertation tackles this question systematically: in three carefully researched case studies, the ways in which Catholic actors have waged peace in spaces of conflict and war will be explored.
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Girola, Stefano. "Rhetoric and action : the policies and attitudes of the Catholic Church with regard to Australia's indigenous peoples, 1885-1967 /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20103.pdf.
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Koeplin, John P. (John Peter). "A Comparison of Cognitive Moral Development of Accounting Students at a Catholic University with Secular University Accounting Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278021/.
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Previous research has shown that accountants may be inadequate moral reasoners. Concern over this trend caused the Treadway Commission (1987) and the Accounting Education Change Commission (1990) to call for greater integration of ethics into the student's training. Ponemon and Glazer (1990) found a difference in cognitive moral development (CMD) between accounting students at a public university and a private university with a liberal arts emphasis. This study expands Ponemon and Glazer's research by examining two liberal arts universities, one a private, secular institution and one a Catholic institution. The primary research question asks if Catholic university accounting students manifest greater CMD growth than secular university accounting students. Additionally, this study examines and compares the priority that accounting students from the different institutions place on ethical values versus economic values. It was expected that Catholic university accounting students would manifest both greater CMD growth and a greater concern for ethical values over economic values when compared with non-Catholic university accounting students. The study utilized a two-phase approach. In the first phase, an organizational study of two institutions was made to determine how each strives to integrate moral development into their accounting students' education. In the second phase, lower-division and senior accounting students were given three ethical and values related tasks to complete which propose to measure differences in ethical and economic values.
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Belmonte, Angelo. "Voices of lay principals : promoting a Catholic character and culture in schools in an era of change /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19679.pdf.
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Ngwaru, Cathrine. "Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe." University of the Western Cape, 2017. http://hdl.handle.net/11394/6373.
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Philosophiae Doctor - PhD ( Language Education)Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.
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Manyangarirwa, Walter Masakure. "Population dynamics and parasitism of brassica insect pests in Zimbabwe, with emphasis on the diamondback moth, Plutella xylostella (L.) (Lepidoptera:Plutellidae)." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424794/.
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Lorenz, Robert. "Catholic Student Protest and Campus Change at Loyola University in New Orleans, 1964-1971." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1000.
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This study analyzes the development of the student protest movement at Loyola University New Orleans from1964 to 1971. It focuses on student protests against racial discrimination and the Vietnam War, student agitation for greater freedom on campus, and battles that Loyola's faculty had with the university administration. This study argues that Loyola's student protesters were acting as Catholics against situations they believed were immoral and unjust. In this sense, they were ahead of the Jesuit clergy at Loyola, who took action only after student protest on those issues. Indeed, student protest filled a void of moral leadership that the Jesuit administration at Loyola failed to provide. Moreover, in the areas of student participation in university governance, changes in curriculum and university restrictions, and student rights and freedoms, the student protesters joined with Catholic commentators who advocated for major changes at the country's Catholic universities.
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Mhaka, Walter M. "Non-Governmental Organisations (NGOs) and poverty reduction strategies in Zimbabwe: The case of the Catholic Development Commission (CADEC) in the Binga district." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1015409.
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The main objective of this study was to explore non-governmental organisations (NGOs) and poverty reduction strategies in Zimbabwe through an assessment of the activities of the Catholic Development Commission (CADEC) in the Binga district in the Matabeleland North province. The research method used was triangulation and the theoretical framework combined insights of both the Basic Needs Approach and the Capability Theory. The core argument which has emerged is that despite criticisms levelled against NGOs that they cater for immediate relief and basic needs, the operation of CADEC in Binga shows in contrast that NGOs can operate in such a way that the capabilities of the participants can be enhanced or expanded such that the Binga district can be capable of independently engaging in sustainable livelihoods and development. This study argued that participation in projects has enabled CADEC to realise and expand people’s capabilities and participation was identified as a means of gaining a sustainable livelihood. To achieve the objectives of the study the researcher collected data using a survey questionnaire and in-depth interviews. The study was framed within the concept of Fundamental Human Needs by Manfred Max-Neef and the Capabilities Approach of Amartya Sen. The concept of Fundamental Human Needs argues that human needs do not change but the ways of satisfying the needs do change and unsatisfied needs results in poverty. The Capabilities approach on the other hand, sees poverty as caused by the deprivation of human capabilities. These theories were utilized for this study because they complement each other. Max-Neef believed that development should focus on promoting community agency where beneficiaries are the primary actors for development. Development for him is people-centred, participatory and environmentally sound whilst the Capability Approach of Sen is of the view that development is about developing or expanding human potentials. Being anchored on these two theories this study found out that CADEC use supplementary feeding, sustainable projects such as gardens and livestock production, educational initiatives, the provision of shelter and participatory development as strategies to alleviate poverty in the Binga district. CADEC’s long term projects that focus on farming practices and sustainable livelihoods have enabled Binga people to respond to their poverty. Thus, the results of this study substantiated the views on Max-Neef and Sen since CADEC does not only provide for basic needs but also enhances the capabilities of the people in Binga. However, even if the majority of the respondents believed that CADEC has managed to reduce poverty in Binga, a lot still needs to be done since poverty is still the main problem in the district.
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Mabweazara, Rangarirai Moira. "Use of social media tools by library staff at the University of the Western Cape, South Africa and the National University of Science and Technology, Zimbabwe." University of the Western Cape, 2014. http://hdl.handle.net/11394/4120.
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Magister Artium - MAAcademic libraries in the economically developed countries have taken the lead in adopting and appropriating various social media platforms to enhance services offered to their patrons. However, there are many unanswered questions on how libraries in the economically developing countries of the South, Africa in particular, are using social media in their service delivery, as well as in the personal lives of their librarians. Against this backdrop, this study investigated how librarians at the University of the Western Cape (UWC), South Africa and the National University of Science and Technology (NUST), Zimbabwe deploy and appropriate social media technologies. It examined the familiarity, benefits, challenges as well as the factors shaping and constraining the use of social media by academic librarians in the two institutions. In doing so, the study adopted the Technology Acceptance Model (TAM) by Fred Davis (1989) as its conceptual framework. Methodologically, the study deployed a Web-based questionnaire (administered via e-mail) with 59 academic librarians at UWC and 40 academic librarians at NUST. To ensure the validity of the study the questionnaire was pretested among a few librarians at the NUST. The findings of the study show that UWC librarians are more adept at appropriating social media applications than NUST librarians. The study further revealed that UWC librarians are directly in charge of managing social media whereas at NUST the Information Technology (IT) department is responsible for managing the applications. Similarly, while UWC Library largely uses social media for marketing their services, NUST library uses the platforms for reference services. The study also notes that there is a thin line between personal and professional uses of social media. In particular, personal uses of the platforms have a direct influence on their use in work-related contexts. Some of the motivating factors for the use of social media by librarians across both universities are: patron demand, low cost, ease of use and functionality. The study also highlights the factors militating against the effective use social media and recommends that library management for both institutions should put in place supportive policies to encourage their effective use for the benefit of service users.
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Kusekwa, Lovemore. "Guidelines for using digitisation as a sustainable method of preservation at the University of Zimbabwe library." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/41021.
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This mini-dissertation reports on the guidelines for digitisation that were developed for the University of Zimbabwe Library. A literature study and an empirical investigation were done in order to come up with the guidelines. The literature study was primarily used to inform the researcher on those aspects of digitisation for which guidelines could be developed. A qualitative research design was adopted in this study. Semi-structured interviews were used to collect data from five South African institutions that are involved in digitisation. Digitisation managers from the five institutions were interviewed in this study. The data from the interviews and the literature study were used to come up with the proposed guidelines for digitisation at the University of Zimbabwe Library. The guidelines that were developed as a result of this study specifically address digitisation standards and best practices, technologies for digitisation, costs and sustainability of digitisation, intellectual property issues, steps in digitisation, challenges in digitisation and the selection of materials for digitisation. Although some of the respondents expressed that digitisation can be used as a sustainable method of preservation, this research could not demonstrate that current practices would be reliable in the long term.Mini Dissertation (MIT)--University of Pretoria, 2014.
Information Science
MIT
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Kandiero, Agripah. "Educators' challenges and behavioural intention to adopt open educational resources : the case of Africa University, Zimbabwe." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20062.
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A review of the literature confirms that Open Educational Resources (OER) initiatives have created free, openly licenced and high quality educational resources for anyone to use. However, these free, openly licensed and high quality educational resources appear to remain largely unused by Africa University academics in the educationally resource-impoverished Zimbabwe. The objectives of this research study are to explore the challenges and enablers experienced by Africa University educators who may potentially adopt OER, and ascertain barriers preventing them from adopting OER in mainstream teaching. The sample consists of 45 full time educators from Africa University. Data was gathered by means of a survey questionnaire administered by the researcher. A modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model developed by Venkatesh et al. (2003) was used. The UTAUT model was created from a fusion of eight diffusion of innovation models, and this gave it conceptual superiority over other candidate models. Key findings indicate that the extent to which educators believe that using OER will help them to enhance their teaching performance (Performance Expectancy),the extent of perceived easiness associated with finding, customising, and using OER (Effort Expectancy) and the extent to which educators perceive how important the opinion of their peer educators if they adopt OER or not (Social Influence)have a statistically significant positive influence on the educators' Behavioural Intention to adopt and use OER. The extent to which an individual is satisfied with the institutional framework, policies and technical infrastructure to support the use of the innovation (Facilitating Conditions) did not yield a statistically significant influence on the Behavioural Intention and this was interpreted to mean Africa University educators are satisfied with the current resources and infrastructure in place. However educators felt Institutional Support in the form of institutional OER supportive policies, official OER project enactment, and OER related incentives needed attention. Also, significant differences were found in the barriers which potential users of OER identified as either limiting to potential use of OER, or negatively affecting their intention to use OER. These barriers include open licensing knowledge; institutional support; follow up training sessions; relevance, reliability and adaptability of OER. Addressing these factors could lead to a more widespread adoption of OER, at Africa University and help address the prevalent educational resource challenge.
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Leigh, Allison Patricia. "The Catholic and Marianist Culture at the University of Dayton as Revealed Through Students’ Voices." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1480673448251102.
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Sweeney, Mary Denise. "The Hibernian Australasian Catholic Benefit Society : Brisbane branches 1879-1906 : a heritage study." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18984.pdf.
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Bailon, Angelica M. "Stories of Persistence: Filipina/o American Undergraduate Students in a Private, Catholic, and Predominantly White University." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/235.
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At more than three million, Filipina/o Americans are one of the largest ethnic minority groups in the United States. Yet, few studies have focused on the experiences of Filipina/o Americans in institutions of U.S. higher education. Given the increasing disparity in degree achievement between first and second generation Filipina/o Americans, this qualitative study investigated the challenges to persistence that Filipina/o American undergraduates have faced in college and identified resources and strategies that have facilitated their survival in higher education. Through individual interviews and a focus group, participants shared their experiences in a private, Catholic, and predominantly White institution. This study found that challenges to persistence included feelings of cultural dissonance between Filipina/o Americans and a predominantly White and affluent student body, feelings of invisibility and marginality due to lack of representation in the institution’s academic and social spheres, and personal academic challenges. Their stories also elucidated that despite these struggles, students were able to persist. Campus subcultures such as ethnic and cultural organizations, an Asian-interest sorority, and service organizations were primary factors in persistence. Additionally, the support of family was key in fostering participants’ educational aspirations. Institutional characteristics such as size, religious affiliation and mission, and available resources were also cited as important factors in building their commitment to persist. The stories shared in this study are a testament to the need to destabilize dominant narrative of persistence in higher education to include Filipina/o American students who are often overlooked as a result of the model minority myth.
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Hanchin, Timothy. "A Trinitarian Vision of Education: Bernard Lonergan's Hermeneutics of Friendship and a Catholic University for Our Time." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104639.
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Thesis advisor: Thomas H. GroomeThere has been spirited debate regarding the identity of Catholic colleges and universities in America in the fifty years following the Second Vatican Council. The tension of continuity and change was a crucial theme informing the Council, and it echoed throughout Catholic higher education. The development of Catholic higher education in the twentieth century exhibited a dialectic of cultural assimilation to American society, including the prevalent values and practices of its prized educational institutions, and retention of an identity reflecting commitments distinct from its host culture. Moreover, in recent years there has been a sharp decline in the number of priests and nuns on Catholic campuses; their presence once served as an easily identifiable and external marker of Catholic identity. These factors, among others, have contributed to the ongoing conversation regarding the role of the Catholic university in the world today. This conversation unfolds within the larger milieu of the American academy, which is characterized by the hyper-specialization of academic disciplines, the so-called fact/value dichotomy, and the commodification of education. Concerns that animated Blessed John Henry Newman’s The Idea of a University during the nineteenth century persist in our day. Today the lively discussion includes many questions. What is the purpose of Catholic higher education and how is it distinct from secular higher education? What is the relation of Catholic theology to modern/post-modern thought and culture? What is the relation of theology to other academic disciplines at a Catholic university? What is the relevance of Catholic spirituality and its lived practices for the academic mission of Catholic higher education? How should the Catholic university relate to the magisterium? What is the role of doctrinal or ethical dissent in Catholic higher education? Do Catholic universities hold the same understanding of academic freedom as secular American universities? In sum, what does the adjective “Catholic” mean when applied to American higher education today, and what are the implications for the various facets of university life? This dissertation wades into these choppy waters by proposing an organizing vision of Catholic higher education rooted in Trinitarian friendship. Bernard Lonergan, S.J., provides a remarkable account of the synthesis of faith and reason – the logos of Athens with the heart of Jerusalem. His integral hermeneutics is fertile ground in the Catholic university’s quest for self-understanding. Lonergan transposed Thomas Aquinas by integrating theology with modern science and historical studies so that it can mount to the level of our times. He thus realized Pope Leo XIII’s program of augmenting and perfecting the old in light of the new. This dissertation plunges the riches of Lonergan’s Trinitarian theology and hermeneutics in order to propose a vision of Catholic higher education permeated by friendship. The thesis is that Lonergan’s integral hermeneutics – the mutual mediation of the ways “below upwards” and “above downwards” – provides a promising heuristic for the Catholic university’s self-understanding as a participation in the coordinated missions of the Son and the Spirit and therefore sharing in the life of the triune God – by exercising friendship. Lonergan’s Trinitarian theology developed the distinct and cumulative Augustinian-Thomistic tradition with deepened understanding of the psychological analogy and bestows upon the processions an ethical-existential import and heightens the role of divine intersubjectivity. Lonergan’s Trinitarian theology culminates in an analogy of the divine persons as a community of friends: three distinct eternal subjects in perfect friendship. In perfect friendship, they are completely bound together as “another self.” As the analogy of intelligible emanation elucidates, the divine persons are distinct in how they are in relation to one another. The immanent constitution of life in God is integrally related to God’s engagement in history because the divine missions are constituted by the processions of divine persons as bringing about consequent created terms (the hypostatic union and sanctifying grace) that enable human beings to share in the relationships among those divine persons in a new way. The divine missions, the sending of the Word and the Spirit into history, establish new interpersonal relations – friendships – with creation. Lonergan understands the mission of the Word in terms of friendship, specifically how friendship is perfectly expressed in the redemption achieved through Christ’s enacting of the gracious “Law of the Cross.” “For no love is greater than to lay down one’s life for one’s friends” (John 15:13). Lonergan’s account of existential interiority progressed a theological understanding of the “invisible” mission of the Spirit as distinct and coordinated with the “visible” mission of the Word. Through friendship with God, a gift of the Holy Spirit, we are related to God as God is related to God. The missions of the Word and the Spirit enable our assimilation to the divine relations of friendship. Lonergan thus sheds light on Jesus’ extraordinary claim: “ I do not call you servants any longer, because the servant does not know what the master is doing; but I have called you friends, because I have made known to you everything that I have heard from my Father” (John 15:15). Lonergan’s integral hermeneutics is comprised by the mutual mediation of the vectors “below upwards” and “above downwards” in human development. In development “below upwards,” wonder drives the human subject from experiencing through understanding and onwards to judgment of values and loving commitment. Development “above downwards” originates in the dynamic state of being-in-love and cascades from judgment of values to understanding that colors experiencing. That Lonergan identified the extroverted, visible mission of the Word with development “below upwards” and the introverted, invisible mission of the Spirit with development “above downwards” is the basis for identifying his hermeneutics in terms of friendship. Thomas Groome’s renowned shared Christian praxis approach to religious education provides a pedagogical enactment of Lonergan’s integral hermeneutics. Groome has traced the correspondence between the five movements of shared Christian praxis and Lonergan’s philosophy of cognitional interiority. Shared Christian praxis may also be understood as a pedagogy of friendship because it invites friendship with oneself, the Christian Story/Vision, and the other participants throughout its five movements. Shared Christian praxis is a way of education that enables a community of learners to exercise their friendship with God. A pedagogy of friendship is epitomized in Christ’s journeying with the two on the way to Emmaus (Luke 24:13-35). Shared Christian praxis may be summarized as a life to faith to (new) life in faith approach. This dissertation is organized accordingly. Friendship has universal practical meaning in people’s lives and is profoundly significant in the process of education. Conversation, the option for the poor, and worship are three practices whereby a Catholic university may exercise its friendship with God. In each case, friendship’s benevolentia heals wonder “above downwards” from its contraction and atrophy by supplanting concupiscence with love. God has offered us divine friendship in the outer Word made flesh in Christ Jesus and the inner word of love poured out in our hearts by the Spirit who has been given to us by the Father and the Son. Our friendships with one another and with God is wonder therapy and therefore completely integral to the intellectual formation at a Catholic university in our time
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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Mucheck, Judith Lynne. "A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.
Full textAbstract:
Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).
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Elligate, John Edward, and res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum." Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.
Full textAbstract:
“Practicum” refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the ‘extended practicum’ into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers. These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.
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Chitiyo, Rodwell. "Integration of Instructional Technology by University Lecturers in Secondary School Teacher Education Programs in Zimbabwe: An Exploratory Study." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07052006-112212/.
Full textAbstract:
Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Steve W. Harmon, committee chair; Susan Talburt, Laurie B. Dias, Wanjira Kinuthia, committee members. Electronic text (224 p.) : digital, PDF file. Description based on contents viewed June 18, 2007. Includes bibliographical references (p. 204-214).
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Mtombeni, Sithembile. "Identifying Procedural Core Competencies for Undergraduate Emergency Medicine Education at the University of Zimbabwe College of Health Sciences." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29670.
Full textAbstract:
Introduction: Low and middle-income countries account for over 90% of worldwide morbidity and mortality associated with injuries. While insufficient resources preclude appropriate care, suboptimal clinical skills, are a universal setback. Major curricula gaps have been identified as underlying this situation. In Africa, most training efforts are targeted at postgraduate level, relegating undergraduate Emergency Medicine (EM) education to a less formal undertaking. This study set out to delineate a list of locally appropriate undergraduate EM procedural core competencies for the University of Zimbabwe College of Health Sciences (UZCHS), through a consensus building process. Methods: A three-stage modified online Delphi survey was used to gain consensus among expert medical trainers at UZCHS, between July and August 2017. Opinion was sought on a five-point Likert scale, regarding agreement with items for inclusion on the procedural core competency list. The original survey list of 105 competencies was generated from literature. The second round included suggestions from panelists. The study was ethically cleared by the University of Cape Town, UZCHS and the Medical Research council of Zimbabwe. Results: 19 expert medical teachers, representing seven clinical departments responded to the survey, with 15 completing all rounds. 79% had more than 5 years’ experience in teaching and assessment of emergency procedures. Of these, 50% had at least 10 years’ experience. The experts reached consensus (75% selecting agree or strongly agree) on 64 competencies (61%), on the first round. The second round yielded consensus on a further 33 items. Only one additional item reached consensus in the final round. A final list of 98 core procedural competencies was generated by three Delphi rounds. Qualitative comments are summarised per emerging themes. Conclusions: A locally appropriate list of undergraduate procedural core competencies, was established. This process can serve as guidance for curriculum projects in Zimbabwe and similar settings.
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Murwira, Stanley. "Integrating indigenous african knowledge systems in teaching and learning at the Catholic University of Zimbabwe : a critical investigation." Thesis, 2020. http://hdl.handle.net/10500/26722.
Full textAbstract:
The research study focused on the integrating of indigenous African knowledge systems in teaching and learning at the Catholic University of Zimbabwe. The curriculum of the Catholic University of Zimbabwe offers a number of degree courses. The study sets out to address the problem with the curriculum of the Catholic University of Zimbabwe, namely, that it is to a large extent dominated by Western knowledge and gives little priority to indigenous African knowledge systems. The majority of the courses offered at the CUZ are Eurocentric in nature and give little regard to the indigenous African knowledge systems.
The study was undergirded by the Afrocentric theory which focuses on giving the African world view in terms of knowledge. The research study was informed by the constructivist paradigm which focuses on how individuals analyse and construct meanings of social situations. The research approach is qualitative in nature that means it is based on social interpretation and not numerical analysis of data. The data in the study was generated through face-to-face interviews, focus group discussion and document analysis. The data was presented under different themes.
The study found out that they are few courses in the CUZ curriculum which include IAKS. Most of the knowledge and theories in the courses offered at the Catholic University of Zimbabwe curriculum are Western oriented. The knowledge in most of the courses is reminiscent of the colonial education system and gives no regard to indigenous African knowledge systems. The recommendation is for the inclusion of indigenous African Knowledge systems in the CUZ curriculum.Educational Foundations
D. Ed. (Philosophy of Education)
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JIN, GEUM JA, and 陳錦子. "CATHOLIC UNIVERSITY." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/95791693882777949166.
Full textAbstract:
碩士國立政治大學
教育學系
86
The Educational Ideals and Policies of the Roman Catholic Universities The Purpose of this study is to answer the following questions: First, what is the relationship between the Roman Catholic Church and the Education? Second, why does the Roman Catholic Church has established the universities? Third, what are the missions and the characteristics of the Roman Catholic Universities? Finally, in terms of the methods and the contents of the teaching and learning, what kind of things make the Roman Catholic Universities so different from the other universities? The results of this study are: The Church''s evangelization work, in a sense, is one Kind of education. The universities came out during the late Medieval Ages, and their reformation and thereafter development got much aids from the Church, and Church''s doctrines got reasonable reorganization and advancement from them. The purposes and missions of the Roman Catholic Universities: The overall purposes of establishing the Roman Catholic Universities are: (1) The integration of knowledge; (2)the dialogues between religion and rationality; (3)the concern of ethics and morality; and (4)the vision of theology. The mission of the Roman Catholic Universities are: (1)The services for the church are the society; (2) the pastoral ministries; (3) the dialogue with other cultures; and (4) the evangilical works. The characteristics of the methods of teaching and learning of the Roman Catholic Universities are the emphasis of the theology and the concerns of ethic and morality.
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Amadi, Anthony. "Inculturating the eucharist in the Catholic diocese of Mutare, Zimbabwe." Thesis, 2008. http://hdl.handle.net/10500/2365.
Full textAbstract:
The purpose of this research is to explore possible ways of making the Eucharistic celebration more meaningful to Catholics in Mutare diocese, Zimbabwe. The reason for this concern is that the Eucharist is the `source and summit' of the Christian life. Since inculturation is a possible means of achieving this aim of a meaningful celebration, it was found necessary in this study to examine how the Eucharist has been taught and inculturated in the Catholic Church over the years. From this It was discovered that inculturation was absent in the writings and catechesis of early Church authors and Fathers during the periods reviewed. Although an observation was made that it was indirectly implied in the Eucharistic prayers of the early Christians, it was only after a new `understanding of culture' emerged, following Vatican II, that permission was given by Rome to use local languages at Eucharistic celebrations.
In the course of this study, efforts were made to determine the elements that constitute Eucharistic inculturation in Mutare diocese. These include: symbolic gestures, local languages, proverbs, enthronement, local staple food, invocation of ancestors, and others. In an empirical study to find out the extent of inculturation that has taken place in Mutare diocese, questionnaires were sent to sixteen out of twenty-four parishes in the diocese. Oral interviews were also conducted for this purpose. After analyzing the responses from respondents and those interviewed, it was discovered that some areas of inculturation have been realized, though not fully. Two outstanding areas which have not yet been realized were found to be the use of local staple food and the invocation of ancestors. The conclusion was that inculturation is not fully implemented in Mutare diocese and this impacts negatively on the celebration of the Eucharist. Eucharistic inculturation is an achievable goal in Mutare diocese, however, provided there is intensive catechesis which takes into account Shona-rich cultural values, aided by active involvement of small Christian Communities and the support of the hierarchy.Systematic Theology and Theological Ethics
M. Th. (Systematic Theology)
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Dube, Aleta. "The post conciliar contribution of pastoral training centres to evangelization in Zimbabwe." Thesis, 2004. http://hdl.handle.net/10413/2875.
Full textAbstract:
This study in Contextual Missiology has been motivated by seeming inadequacies and hazy pictures of the training of lay people for evangelization in Zimbabwe. It therefore seeks to identify ways in which Pastoral Training Centres can train lay leaders to animate local communities, take up lay ministries satisfactorily and move the agenda of the local Church forward. Ways were sought through engaging in a critical hermeneutical method of understanding and interpreting praxis, so that the meeting of praxis with faith leads to new practice in an on-going hermeneutical spiral. The task involved is to listen to those who evangelise and those evangelised to get a deeper understanding of the mission of the Church. This is a method employed by S Bate and F. J. Verstraelen. The research findings were that Pastoral Training Centres were established and started training laypeople over thirty years ago and yet the training seems inadequate and unsatisfactory. People from an African background in Zimbabwe have been converted to Christianity over a century ago and yet they seem to adhere to their traditional religious rituals along side the Christian belief. The Catholic Church in Zimbabwe has accepted small Christian communities as the locus of evangelization and yet on the ground what are operational are prayer groups. Lay leaders have taken up and exercise lay ministries and yet some communities seem not satisfied with the quality of services rendered by some of them. There is collaboration in the parishes between parish priests and laypeople especially in the work done by parish councils and lay associations and yet there seems to be some reluctance in giving laypeople key-decision making posts in the Church. The findings revealed a gap between the lived experiences of people and the critical reflections on those experiences. Narrative Theology was adopted to try to bridge the gap. It was within Narrative Theology that a theological model of training laypeople was developed. It is a proposal to start all pastoral situations, which include, lay leader training courses, seminars, discussions, homilies, catechetical instructions and Bible sharing, from either events experienced, proverbs, sayings or stories.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
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Phiri, Stephen. "A critique of the relationship between the Catholic Church and the state in Zimbabwe : towards an empathetic dialogical method." Thesis, 2010. http://hdl.handle.net/10413/2863.
Full textAbstract:
This study serves to evaluate the effectiveness of the Catholic Church‟s prophetic voice in the post-independence Zimbabwe. It also serves to show that being prophetic is not enough unless this prophesy engages with the other. This study proposes a dialogical prophetic voice, which engages with the one to whom it is challenging. For the prophetic voice to be dialogical it has to be empathetic and being empathetic in this case points to the ability to understand the other party‟s perspective. Understanding in this context does not mean to sympathise or compromise but to be able to see through the eyes of the other party in dialogue in a bid to constructively challenge or criticize the other. This study suggests an Empathetic Dialogical method as central and foundational to an effective dialogical process. It also proposes Bonhoeffer‟s Church-State model as a conducive ground for an Empathetic dialogue.
The study ultimately wants to show that the ineffectiveness of the Catholic Church in Zimbabwe to dialogue with the State is due to its predominately non-empathetic dialogical model. It (the study) specifically points to two trajectories: the first trajectory points to the Catholic Church‟s unwillingness to consult the State, while it has a tendency to prescribe for the State. The second trajectory lies in the failure of the Zimbabwean Catholic Church to speak with one voice, which consequently led it to compromise with the State.
This study is informed by the suffering Zimbabwean people at the hands of a ruthless regime and a Church whose prophetic voice is ineffective.Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
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Chinoda, Tatenda. "Stakeholders' perceptions of the role of student affairs in university education at Midlands State University (MSU)." Thesis, 2013. http://hdl.handle.net/10413/10714.
Full textAbstract:
This study sought to determine what university stakeholders see as the role of the division of student affairs in university education. 20 participants were drawn as follows: 5 students; 5 lecturers; 5 administration and senior management staff; and 5 student affairs staff. Recorded open-ended interviews were used as the data collection instrument in this qualitative research using the interpretive social science as a paradigm. Categorisation and coding of data centred on Blimling’s (2001) communities of practice in student affairs. The ‘Other’ category was added to cater for any other responses which did not fall within the espoused four communities of practice in student affairs by Blimling. Thematic and content analysis was employed in addition to the Lacey and Luff’s (2001) stages in the analysis of qualitative data. The study used both the first-order and second-order interpretations in assigning significance. This study revealed that the division of student affairs is perceived as primarily responsible for provision of student services - a non-academic, non-complementary yet supplementary role to the teaching of students in a university. Secondly, student affairs is also perceived as responsible for student development programmes targeting the growth of the ‘person’ in the student amid concerns, though, that this tends to be haphazard hence risks being branded ‘a secondary thing’ that requires less human and material resources. In the main, this study recommends that all units of the university operation must collaborate in so far as the total learning and development of a student into a responsible and meaningful citizen is concerned. As faculty does much of this role in the lecture room, so does the division of student affairs outside the classroom. However, the latter is challenged to develop planned scholarship in an outcomes based education (OBE) fashion. Finally, it is also recommended that universities recognise, reward and award students’ achievement out of class by any means necessary if not by way of another transcript that reveals the student’s learning and development out of class. It has been claimed that more than 90% of what a student learns takes place outside the lecture room.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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Lee, Wei Jing, and 李偉菁. "Taiwan Catholic University Youth Communities- A Study of The Chinese Catholic University Students Association: Critique and Suggestions." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/85063288467066022424.
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Bischoff, Richard Karl. ""Shedding their blood as the seed of faith": the Zambesi Mission Jesuits and ambivalence about modernity." Thesis, 2018. http://hdl.handle.net/10500/25994.
Full textAbstract:
The study addresses from a sociocultural-historical, in particular a missiological and
medical perspective the question if Catholic hospitals in Matabeleland, affected by the
dramatic down-turn of Zimbabwe’s economy since 2000, did whatever they could to
continue offering quality services to their patients.
It starts with a portrayal of the emergence of secular modernity in the North-Atlantic
World, as regards its view of the world as solely governed by natural laws, and of
people as capable of taking destiny into their own hands, unperturbed by spiritual
forces. The question is explored how the Christian Occident could end up there,
following its development through the Middle Ages, and its expansion by missionary
activity, by preaching the Word, but also by military force.
Next, the achievements of pre-1900 Western medicine are examined, to identify if/how
missionaries in Africa could have benefited. The study describes how professional
medicine did not become part of the early Zambesi Mission, not because of its curative
shortcomings, but for spiritual reasons, insofar as the Jesuits did not follow the
European trend to let worldly well-being take the place of eternal salvation. Vis-à-vis
their other-than-modern view of life, suffering, and (self-)sacrifice, the promises of
medicine appeared just trivial.
Submissiveness to authority, both ecclesiastical and worldly, is identified as the core
principle that informed the Jesuits’ educational approach towards Africans in all their
efforts at conversions. The missionaries thereby colluded with colonialist thinking, in not
attempting to make their pupils grow into self-confident, independent thinkers in their
own right. In this educational tradition, grafted onto a pre-modern local culture, the study
finds the reason why Zimbabwean medical staff, as managers of their clinics or
hospitals, have shown little readiness to proactively prioritise the intrinsic needs of their
institutions and push for corrective measures, prepared even to challenge their
superiors when encountering aberrations in the health system, locally as well as higher
up.
The study asks if the Church could have opted for a different educational approach,
considering the prevailing socio-economic and cultural framework conditions; finally, which options present-day Zimbabweans have to choose from, regarding their country’s
future development.Christian Spirituality, Church History and Missiology
D. Th. (Missiology)
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Nyandoro, Rudolf. "The pastoral role of the sacrament of confession : a life narrative study in the Masvingo Diocese in Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/18866.
Full textAbstract:
The laxity and continuous apathy among some members of the Catholic Church of the
Masvingo Diocese in Zimbabwe towards the Sacrament of Confession prompted this study.
The claim of Zvaiwa (2009) that confession is disappearing while psychology is being used
more, as reflected in the title of his article ―Confession out, psychology in‖, motivated this
research. The objective of the study was therefore, to explore the practical therapeutic value
of the Sacrament of Confession among members of the Catholic Church in Masvingo
Diocese in Zimbabwe. A theoretical and qualitative life narrative study was done from within
a practical pastoral therapeutic perspective of practical theology. The sample of the empirical
study consisted of 30 priests and laypeople in the five deaneries. A lifeline and semistructured
interview instrument was used. A key finding of the study was that the Sacrament
of Confession was not threatened by psychological counselling or psychotherapy. Another
significant finding was that the Catholic Diocese of Masvingo was experiencing a
devaluation of the church‘s pastoral confessional practice among its priests and laypeople.
The study confirmed that the Sacrament of Confession has therapeutic value and spiritual
meaning in the Church. The Sacrament of Confession and psychological counselling or
psychotherapy were found to collaborate as therapeutic disciplines in pastoral therapy. A new
model of therapeutic counselling that embraces spiritual direction through psychological
counselling and reconciliation is proposed. It is rooted in cultural value; spirituality; private
confession followed by prayer and absolution; and change in existential life, to enhance the
pastoral role of the Sacrament of Confession in the Diocese of Masvingo, Zimbabwe. This
model has interdisciplinary elements borrowed from medical, pastoral, psychological and
social research fields. If adopted in the Diocese it would decrease the spiritual indifference
amongst the parishioners and prevent them from defecting to other denominations.Practical Theology
D. Th. (Practical Theology with specialisation in Pastoral Therapy)
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Reynolds, Morgen Pinnock. "The evangelical Catholic Flannery O'Connor as a Catholic writer in the Protestant South /." 2004. http://www.lib.ncsu.edu/theses/available/etd-06102004-201527/unrestricted/etd.pdf.
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Maenzanise, Jasper Lee. "Information seeking patterns of distance learners registered with the Zimbabwe Open University." Thesis, 2002. http://hdl.handle.net/10413/3758.
Full textAbstract:
The study ofinformation seeking patterns ofdistance learners registered with the Zimbabwe Open University (ZOU) was undertaken with a view to understand the paths taken by the distance learners to identifY, locate and make use ofinformation resources to solve their problems, answer questions or to accomplish given tasks. This study was carried out after the realisation by the Library and Information Service Management that
the distance learners were making very little use ofthe library and information resources that were put in place to expressly serve their needs.
It was critical for the study to establish the possible causes for this under-utilisation. The study investigated the socio-demographic and academic characteristics ofthe distance learners to verifY the assumption that these characteristics affected the use ofthe LIS.
The socio-economic commitments ofthe distance learners were investigated to determine how they impacted on the use ofthe LIS. Factors that possibly prevented the distance learners from using the ZOU LIS were investigated. The CCAUSAL factors included the cost in terms ofboth time and money to get to the LIS due to distance, currency or recency ofthe information, accessibility in terms ofhow easy it was to get to the LIS, usability as it implies the ease ofconsulting the LIS and locatibility ofthe LIS. The study
investigated the use ofother information sources and libraries and the CCAUSAL factors that possibly affected the use of them.
The results ofthe study revealed that the distance learners registered with the ZOU did follow specific information seeking patterns as a result ofwhat the study's acronym CCAUSASL suggested as factors. For instance, it was shown that on one hand, the distance factor affected 32.4% of the respondents who lived more than 51 kilometres from the LIS and on the other hand it was not much ofa factor for the 34.1% and 32.4% who lived within the 0-10 and 11-20 kilometre ranges respectively.
The study sought recommendations from the respondents as the main users ofthe LIS on what Management should do in order to put in place effective and efficient 'open' library systems that meets their requirements as distance learners. Their suggestions together with guidelines from the literature on library service provision in distance learning environments form the recommendations ofthe study.Thesis (MIS.)-University of Natal, Pietermaritzburg, 2002.
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Mudavanhu, Sarafina. "The effects of campus environment on student development at Masvingo State University in Zimbabwe." Thesis, 2008. http://hdl.handle.net/10413/159.
Full textAbstract:
The concept of campus environment and its implication to student development is important to any institution of higher learning and student affairs in particular.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.
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SUN, YU-CHEN, and 孫玉珍. "Survey Study on Media Literacy among University Students:TheExample of Fu Jen Catholic University." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/02081448306978714182.
Full textAbstract:
碩士輔仁大學
大眾傳播學研究所
98
Abstract Title of Thesis：A Survey on Media Literacy among University Students: The Example of Fu Jen Catholic University. Keywords: degree of effect the received message, media literacy, news literacy, news speculation, the concept message produced. Abstract: With regards to the university students who are preparing to be the backbone of the society in the future, they should not only be equipped with the ability to provide correct speculation on the diverse media of the present, they should also be equipped with sufficient media literacy to face the present media environment which is the focus of this study. Thus, this study mainly explored on the media literacy of university students. The purpose is to understand the behaviors of the university students on media use and focuses on the media self-perception and news literacy of the university students to contribute to the literatures on this topic. This study used the self-designed questionnaire as the research tool. Aside from the basic information of the respondents, the questionnaire also includes questions on media use and self-perception of media literacy and news literacy. The students of Fu Jen Catholic University were used as the population of this study and adopted stratified random sampling. Factor analysis was used to divide the constructs media self-perception and news literacy into dimensions. The media self-perception is divided into dimensions basic literacy and application literacy. News literacy is divided into understanding and judgment on the message, message speculation, the concept the message produced and degree of effect the received message. The results of the studies are the following: 1. Majority of the students use computers to read the news instead of reading the newspaper. 2. Majority of the students watch TV for recreational purposes and the internet and the newspaper are still mainly used to gather information. 3. As a whole, majority of the students have good self-perception of media literacy and news literacy, among which the motive for using the media is insufficient and the concept the message produced is clearer. 4. A portion of the background of the students and the time of media use show significant difference. 5. The background of the students and the self-perception of media literacy show no significant difference. 6. The colleges of the students and the dimension “understanding on the message” under news literacy show significant difference. 7. The occupation of the student’s parents and the dimension “message produced” under news literacy show significant difference.
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Ceng, siou-ya, and 曾綉雅. "Work Roles and Information Seeking Behaviors for Catholic Clergy - A Case at Fu-Jen Catholic University." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/30143982143426488457.
Full textAbstract:
碩士輔仁大學
圖書資訊學系
96
The study explored the work roles and information seeking behaviors of Catholic clergy at Catholic University. The main purposes of the study were to research: (1) the clergy’s work roles and their information needs, (2) sources and channels for obtaining information among clergy, (3) the barriers encountered and solutions used by clergy during information seeking, and (4) factors that influenced clergy’s use of information. The study was conducted through a qualitative approach. Data were collected from sixteen Catholic clergy at Fu-Jen Catholic University through a semi-structured interview. The major findings of this study are listed as follows：(1) Most clergy’ information needs came from their role assignment; (2) Clergy used diverse sources of information; (3) Clergy chose the most effective and easily accessible way to obtain information; they tended to get information with least time and effort; (4) Factors influencing clergy’s use of information were categorized into: “Personal”, “Information”, “Role”, and “Environment”. The information seeking behavior model of Catholic clergy were also concluded in this study. Based on the findings of the research, suggestions for planning needed information services for clergy in religion libraries are provided. Related research for further study is also suggested.
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Nyandoro, Rudolf. "Assessment of counselling skills among the clergy : a study of the Roman Catholic priest in the diocese of Masvingo in Zimbabwe." Thesis, 2010. http://hdl.handle.net/10500/4298.
Full textAbstract:
The purpose of this research was to assess counselling skills among the Roman Catholic priests in Masvingo diocese- Zimbabwe. This research took place because the priests encountered challenging situations that called for pastoral counselling skills. The research examined and assessed the competence of the clergy. To carry out this research, a survey of 40 priests and 50 parishioners was undertaken. The methods used to collect data were the questionnaire and unstructured interviews.
The research structure began with the general introduction, followed by several themes discussed in relation to the literature on counselling in general, pastoral counselling skills and Christian reaction. After analysing the findings, there was confirmation that there was some lack of counselling skills among the clergy.
In conclusion, the study recommended a thorough training and supervision in pastoral counselling. This includes the engagement of experts in psychological and pastoral counselling skills.Practical Theology
M.Th. Practical Theology
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Makumbe, Sazilinah. "Utilization of postnatal services at St. Josephs clinic in Chishawaha (Zimbabwe)." Diss., 2002. http://hdl.handle.net/10500/826.
Full textAbstract:
The purpose of this study was to investigate the utilization of Postnatal Services at St. Joseph's
Clinic. Sixty women of child- bearing age participated in the study. Convenience sampling was
utilised. An integration of Qualitative and Quantitative approaches were used for collection and
analysis of data.
The results of the study showed that women had high knowledge about the sixth week PNC.
Women's attitudes regarding attendance at the sixth week PNC were both positive and negative.
The relationship between knowledge and attitude was significant (r = .2999, p = .044)
The study concluded that, the attitudes of women towards attendance at the sixth week PNC were
mostly negative. Four themes emerged from the study.
Some of the recommendations of the study included a need for review of information given to
mothers regarding its relevance and appropriateness; a need to foster more positive attitudes in
women towards attendance at the sixth week PNC.Health Studies
M.A. (Nursing Science)
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CHEN, PINRONG, and 陳品融. "Factors affecting university students' adoption of ebooks- A case for Fu-Jen Catholic University." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/dr4y74.
Full textAbstract:
碩士輔仁大學
圖書資訊學系碩士班
104
The advancement of the information technology transforms the formats books being published as well as our behaviors of reading. Ebook readings are getting more and more popular, and therefore studies with regard to ebook reading are obtaining more and more attention. In order to investigate college students’ perceptions of ebook reading and their reading behaviors, this study adopted Task-Technology Fit (TTF) and Unified Theory of Acceptance and Use of Technology (UTAUT), using criteria from 7 constructs (performance expectancy, effort expectancy, social influence, facilitating conditions, task characteristics, task-technology fit, and behavioral intention), to examine students’ reactions toward ebook reading. Demographic factors (e.g. gender, grade level, and their experiences of ebook readings) were also analyzed. The study was conducted in Fu-Jen Catholic University. Questionnaire survey approach was used. One hundred eighty-six participants filled out the questionnsires. Regression analyses indicate that all above mentioned constructs can predict students’ adoption of ebooks directly or indirectly (through intermediate factors). Suggestions are proposed as references for further ebooks reading promotion.
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Mambangwa, Pfungwa. "Knowledge, attitudes and practices of female students regarding emergency contraception at Midlands State University, Zimbabwe." Diss., 2016. http://hdl.handle.net/11602/863.
Full text
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Hung, Wei-Hsiang, and 洪偉翔. "Development of Mobile Web for Fu Jen Catholic University Library." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/36274947145505695523.
Full textAbstract:
碩士輔仁大學
圖書資訊學系碩士班
103
With the rapid growth of the mobile technology, various kinds of services start to mobilize aim at fulfilling users’ mobile needs. Libraries also join the trend of mobilizing information services for providing convenient access. Library websites are gateways to abundant library resources. Developing library mobile web helps users satisfy their mobile needs, and overcome inconveniences in browsing heavy information around full library website with mobile devices. In this study, a library mobile website was developed to provide users with convenient mobile information retrieval interface. Users’ use and reactions toward the system were also assessed through usability analysis among small group experiment (50 users) and questionnaire survey (336 users). Results of the usability analysis indicated that task performance of using the library mobile web was better than that of using traditional website, including time for completing tasks, number of completed items, and number of correct items (p < 0.001). Data from the questionnaire survey revealed students’ positive reactions toward the use of mobile web in various criteria, including learnability, control, presentation, and update (M > 4.0). For the library, providing library mobile web service has become a necessary trend. The use of library mobile web services makes information and various library resources ubiquitously accessible in the learning environment. It is hoped that the process of developing the library mobile web and the approach of evaluating the library mobile web of this study may provide reference for future development and evaluation of a library mobile web.
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Ngundu, Grace. "Students' knowledge, attitudes and behaviours regarding HIV and AIDS at a University in Zimbabwe." Diss., 2015. http://hdl.handle.net/10500/19890.
Full textAbstract:
The purpose of this study was to explore the knowledge, attitudes and behaviours
regarding HIV and AIDS of university in Zimbabwe using the Health Belief Model
(HBM) as the theoretical framework. The ultimate aim was to find out how at risk
university students were of contracting HIV and AIDS.
A quantitative, non-experimental descriptive, explorative and correlational research
design was used, using self-designed questionnaires for data collection.
Respondents were sampled through systemic stratified random sampling resulting in
403 undergraduate university students. Descriptive and inferential statistics were
calculated using SPSS version 21 software program.
Most students were knowledgeable about HIV transmission; the prevention of HIV
and AIDS and sexual risk behaviours pertaining to HIV transmission. Students also
did show positive attitudes towards PLHIV. Most students did not perceive
themselves to be at high of contracting HIV and AIDS. Up to 52% who were sexually
active had more than one sexual partner.
The respondents knew that HIV and AIDS were not treatable but continued to
indulge in risky sexual behaviours. Most respondents received information about HIV
and AIDS from the media and peers.
The findings would assist policy makers, programme planners and educators in
developing in developing and implementing programmes to improve the health of
university students.Health Studies
M.A. (Health Studies)