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Dissertations / Theses on the topic 'Columbia College (Columbia University)'

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Published: 4 June 2021

Last updated: 1 August 2024

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1

Lee, Robert Eugene. "A statistical analysis of finding the best predictor of success in first year calculus at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26430.

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In this thesis we focus on high school students who graduated from a B.C. high school in 1985 and then proceeded directly to the University of British Columbia (UBC) and registering in a first year calculus course in the 1985 fall term. From this data, we want to determine the best predictor of success (the high school assigned grade for Algebra 12, or the provincial grade for Algebra 12, or the average of the high school and the provincial grade for Algebra 12) in first year calculus at UBC. We first analyze the data using simple descriptive statistics and continuous methods such as regression and analysis of variance techniques. In subsequent chapters, the categorical approach is taken and we use scaling techniques as well as loglinear models. Finally, we summarize our analysis and give conclusions in the final chapter.<br>Science, Faculty of<br>Statistics, Department of<br>Graduate

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2

Hosford, Stacilee Ford. "Frederick Augustus Porter Barnard : reconsidering a life /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11515107.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 182-194).

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3

Nnazor, Reginald. "Understanding the advent of information technology in teaching at the University, a case study of the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34600.pdf.

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4

Washburn, Shannon G. "Factors influencing college choice for matriculants and non-matriculants into a College of Agriculture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052228.

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5

Roper, Paula LaJean. "Black alumni of the University of Missouri-Columbia : financial support as the mirror of attitudes /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013018.

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6

Hatch, Wendy E. "The experience of unemployment for university graduates under 25 years of age." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25421.

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An exploratory study was conducted to discover significant events and feelings attached to those events during the experience of unemployment for university graduates under 25 years of age. Twelve university graduates of mixed sex, under the age of 25 were interviewed. The phenomenological/critical incident methodology adapted by Amundson and Borgen (1984) was utilized. The experience was found to be comprised of two segments: the initial holiday period, and the downward trend. Idiosyncratically occurring positive and negative critical incidents were identified. Job search activities were found to be most closely aligned with middle class professionals rather than less educated youth findings. The subjects were found to channel their energy into new areas of interest and activity, particularly further education in spite of feelings of disillusionment. These results may aid counsellors in understanding the experience of unemployed university graduates, and lead to more effective therapeutic interventions for this population.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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7

Burns, Marvin J. "Factors influencing the college choice of African-American students admitted to the College of Agriculture, Food and Natural resources." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4646.

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Thesis (M.S.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 18, 2007) Includes bibliographical references.

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Dubose, Nadie. "College freshmen's perception of racism at the University of Missouri-Columbia do you see what I see? /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4856.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 6, 2009) Includes bibliographical references.

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9

Stumpf, Don Stephen. "The administration of higher education extended campus locations with a distance learning component an analysis of best leadership practices at Columbia College /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/don_s_stumpf/stumpf_don_s_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Walter S. Polka. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 128-149) and appendices.

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10

McLaren, Jack. "Adult students in university : long-term persistence to degree-completion." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31101.

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Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university. It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered. Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion. The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students. A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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11

McKinley, Billy G. "A comparison of characteristics, related experiences, and perceived leadership abilities of students enrolled in the University of Missouri-Columbia College of Agriculture /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901262.

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12

Cook, Delia Crutchfield. "Shadow across the Columns : the bittersweet legacy of African Americans at the University of Missouri /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9712796.

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13

Taylor, Alfred O. "Black engineering and science student dropouts at the University of the District of Columbia from 1987 to 1991." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39146.

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14

Mounce, Smith Amy Rae. "Academic advising in the College of Agriculture, Food and Natural Resources an investigation of undergraduate students' needs and faculty performance /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5534.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 10, 2009) Vita. Includes bibliographical references.

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15

Bradley, Stefan M. "Gym crow must go! : the 1968-1969 student and community protests at Columbia University in the City of New York /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091901.

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16

Earnshaw, A. P. Russell. "The experience of job insecurity for women university graduates in temporary and contract jobs in Vancouver." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26808.

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Field research was used to document the psychological and contextual experience of job insecurity for 15 graduate women in jobs with limited tenure and protection. Single, hour-long, intensive focused interviews were used, employing a projective technique. Transcripts of taped interviews were analyzed for factors associated with positive and negative emotional shifts. Factors were categorized and grouped into domains, which included: the nature of the subjects' job insecurity; effects on work performance, work relations, emotional and physical health, finances, leisure, and, personal and family life. The experience was shown to fit a transition model of loss and adaption to change. Major stressors were uncertainty, financial fears, pressure to perform, loss of trust, job search and career fears. Typical cognitions included: self doubt; feeling unappreciated, disillusioned, powerless and isolated. Cynicism and feeling compromised were less common reactions. Work relations, and work performance were generally adversely affected as were leisure activities and family life. Financial retrenchment was common. All subjects reported stress and anxiety; some reported depressive symptoms. Thirteen coping strategies were identified. Cognitive coping was prominent, in particular, denial-like processes used to maintain optimism. "Good coping" and "poor coping" profiles were developed from the data.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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17

McGuire, John. "Tigers on the air : a case history of University of Missouri sports play-by-play, 1948-2003 /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137729.

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18

Lindgren, Jones. "Saint Simons Island campus of Columbia Bible College." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/22344.

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19

Velázquez, Sarah M. "Columbia University gentrifying Harlem who is the neighborhood improving for? /." Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3601.

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20

Prater, Thomas L. "The University as little theatre : the origins and early development of dramatics at the University of Missouri-Columbia /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091959.

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21

Kaiser, Linda S. "The relationship between residents' perceptions of their house environment and their retention in the residence halls at the University of Missouri-Columbia /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841307.

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22

Farrokh, Kaveh. "Patterns of adjustment of international students to the University of British Columbia." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28043.

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This study has been an attempt to investigate the process of cross-cultural adjustment of a group of 13 international students studying at the University of British Columbia. The "u-curve" theory of adjustment was tested. It was hypothesized that foreign students would have individual patterns of cross-cultural adjustment. General self-concept, academic self-concept, attitude towards Canadians and attitude towards Canadian culture were used as indices of cross-cultural adjustment. The self-concept dimensions were defined by Ishiyama's self-validation theory (1987,1988). The relationship between all indices were explored. The adjustment patterns of groups of international students (i.e; Male/Female) were also explored. The main method of data interpretation was visual analysis, using two dimensional graphs. C-statistic tests (Tryon, 1982) were used to test the statistical significance of the curves. Three dimensional graphs were also used for data interpretation. Interviews were conducted at the end of the study. It was concluded that the u-curve theory of cross-cultural adjustment was not supported across all. subjects. General and academic self-concepts were found to be highly related. Academic performance was found to have a strong influence upon academic self-concept. No causal relationship was discovered between attitudes about Canadians and Canadian culture. Finally, female western foreign students were found to have the most succussfull adjustment. This was followed in succession by non-western females, western males and finally, eastern males.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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23

Anderson, Emmy Thomas. "Media usage of journalism students of the University of Missouri--Columbia." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5015.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 12, 2008) Includes bibliographical references.

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24

Holden, Jennifer. "Social responsibility in higher education : conducting a social audit of a community college." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/NQ56560.pdf.

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25

Summerlin, Heidi Robin. ""'We Will Not be Moved!': The 1968 Student Occupation of Columbia University and Its Influence on Protest Movements Around the Western World"." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1407711838.

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26

Sado, Negussie. "A case study of the nontraditional baccalaureate degree program at Columbia Union College." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-155256/.

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27

Cannatella, Dylan S. "Dwight D. Eisenhower and the Politics of Anti-Communism at Columbia University: Anti-Intellectualism and the Cold War during the General's Columbia Presidency." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2302.

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Dwight D. Eisenhower has been criticized as an anti-intellectual by scholars such as Richard Hofstadter. Eisenhower’s tenure as president of Columbia University was one segment of his career he was particularly criticized for because of his non-traditional approach to education there. This paper examines Eisenhower’s time at Columbia to explain how anti-intellectualism played into his university administration. It explains how his personality and general outlook came to clash with the intellectual environment of Columbia especially in the wake of the faculty revolt against former Columbia President Nicholas Murray Butler. It argues that Eisenhower utilized the Columbia institution to promote a Cold War educational agenda, which often belittled Columbia intellectuals and their scholarly pursuits. However, this paper also counter-argues that Eisenhower, despite accusations of anti-intellectualism, was an academically interested man who never engaged in true suppression of free thought despite pressure from McCarthyite influences in American government, media and business.

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28

Stewart, Lee Jean. "The experience of women at the University of British Columbia, 1906-1956." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26611.

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This study of the coeducational experience of women at the University of British Columbia from 1916 to 1956 is threefold. It examines how the institution adapted to the female presence, the ways women assimilated or accommodated themselves to their environment, and the relationship of the changing climate of social expectations of women to the purposes of women's education and their experience at university. The study is placed in both a thematic and a regional context. The thematic framework is suggested by the historiography concerned with women's admission to universities in the nineteenth century. This literature establishes the role of the "uncompromising" and "separatist" feminists, partisan politics, public opinion, social definitions of femininity, and institutional structures in determining the form and content of women's education. The social, economic and political factors that account for the development of higher education in the province define the regional context. This study finds that separatist feminists exerted a significant influence in defining women's education in the early part of the twentieth century. However, social, political and economic considerations guided the establishing of Nursing and Home Economics Departments at UBC. Institutional modifications such as the appointment of a Dean of Women and the building of women's residences, similarly depended on practical economic solutions to appease feminist agitation. Irrespective of the equality that is implied by coeducation, social expectations of women continued to act as obstacles to women's participation in higher education and ensured their secondary status. Female students devised strategies to ease the contradictory expectations of the academic and the social community. They chose nonconformity to gender expectations, conformity to standards of femininity, the precarious balance of double conformity to academic and feminine standards, and separatist feminism to redress the inequity of women's secondary status within higher education.<br>Arts, Faculty of<br>History, Department of<br>Graduate

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29

Krigline, Michael C. "The Columbia International University Oral Interview foundation, evaluation and recommendations for revision /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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30

Stuart-Stubbs, Megan. "Survey of the graduates in adult education (1960-1988) at the University of British Columbia." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31141.

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Those who enter into graduate study bring with them a diverse array of needs and interests. Graduate programmes are called upon to meet these needs and in endeavoring to do so,institutions providing training must look at the increasing diversity of the field. One way to do this is to determine what graduates of professional training do as practicing adult educators. This study was designed to answer some of the questions regarding the impact of a degree for men and women in adult education on their career paths, job mobility, income levels, and so on. In this study, current patterns in career development of adult educators and trends in the field of adult education were profiled by surveying 1960 through 1988 graduates of the Adult Education Programme at the University of British Columbia. The study examined occupational placement of graduates and the factors determining their mobility. As well, the relationship between training and work activities was explored. Further, graduates described their learning needs which were examined in terms of their work activities. The nature and degree of their participation in continuing professional education were examined. In addition, the reasons for initial enrollment in the programme were investigated. One of the major facets of the study was to discover the differences, if any, between men and women in many areas of career development. The following general research questions were pursued: 1) What reasons do graduates give for their participation in the adult education programme? 2) Do men and women share a similar education and occupation profile? 3) In what way has self-assessed occupational prestige changed over time? 4) Do graduates of the five Adult Education Programmes (Diploma, M.Ed., M.Sc., M.A., and Ed.D.) perform different occupational functions in their present work? 5) What factors influence occupational mobility? and 6) Are there relationships between present occupational activities, self-perceived quality of training in specified occupational activities and self-reported need to continue learning in these activities? Respondents (approximately half of all graduates) were typically female (59.2%), age 39 on graduation. She had worked four and a half years in adult education prior to entry in the programme and was motivated to participate in the programme to increase her chances of professional advancement. She took less than three years to complete her degree and has held three jobs since graduation. She works full-time in a position where administration or management is the primary function and considers her opportunities for occupational mobility as average or high. She earns $46,000 per year (1988). In general, respondents cited reasons related to professional advancement as their motivation for participation in the programme. Women and men tended to be similar in their educational and occupational profile, which was unanticipated in examining previous research. However, a significant discrepancy was found in the annual income earned by women and men working in adult education positions. This discrepancy was not evident between men and women working outside of the field. Generally, self-assessed occupational prestige increased over time, though the biggest jump was seen in the period since graduation. Graduates of the five departmental programmes weighed similarly, though not identically, the amount of time spent in fourteen specified occupational activities. Very few occupational, educational, or demographic factors seemed to influence occupational mobility, except age at graduation. There seemed to be a weak relationship between occupational functions performed by graduates at the time of the survey, their assessment of the programme in preparing them to perform these functions, and the self-reported need to continue their education in these specified functions.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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31

Scott, Joan Katharine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/NQ34623.pdf.

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32

Colebrook, Peter. "Collective bargaining in British Columbia's community colleges." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32244.

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This study examines collective bargaining in 14 unionized community colleges in British Columbia. It provides a broad overview of bargaining in the colleges and insights into the tensions commonly associated with collective bargaining. The study combines qualitative data and quantitative data through the use of interviews, contractual analysis and two questionnaires. One survey examined the opinions of board members, senior administrators and faculty leaders on various aspects of collective bargaining. The latter included the competitive characteristics of distributive bargaining, governance, the scope of the collective agreements and a number of proposed modifications aimed at improving bargaining in the colleges. The study is significant as it fills a void in the research related to the above issues in British Columbia's colleges. The literature review encompassed a wide range of research. This included material related to the evolution of collective bargaining in higher education; factors that influence opinions of bargaining; constructive conflict, destructive conflict and dysfunctional competition; conflict resolution techniques associated with bargaining; and integrative bargaining. The study revealed a competitive collective bargaining climate in the colleges, characterized by such factors as a lack of trust and respect, inexperienced faculty negotiators, contractual constraints and a lack of bargaining priorities. The competitive climate was aggravated by a number of external factors (government policies); internal factors (the management style of a president); the composition of the faculty associations (combined vocational and academic faculty associations); and personal factors (age and political preferences). In terms of governance issues, the scope of the collective agreements and their political orientation, the board members and the senior administrators are essentially from the same population. The faculty leaders come from a different population. The respondents favour modifications that would enhance communications, training, and equal access to information, as well as the resolution of labour matters at the local level rather than at the provincial level. Distributive bargaining will likely remain the cornerstone of negotiations in British Columbia's colleges. Although it does not have to be as competitive as it is, the distributive model appears to be best suited to the resolution of Level I issues, e.g. salaries, benefits. Given the collegial traditions of higher education, the varying professional needs of the faculty, the issue of management rights and the intrinsic values of the parties involved, a more collaborative model of bargaining is necessary to accommodate Level II issues. The latter include faculty participation in college governance, peer evaluation, and the selection of other faculty. The study contributed to the research literature and produced a number of recommendations for practice.<br>Education, Faculty of<br>Graduate

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33

Hardegger, Daniel. "PhD candidates at the University of Berlin and at Columbia University, New York, from 1871 to 1913." Thesis, London School of Economics and Political Science (University of London), 2018. http://etheses.lse.ac.uk/3725/.

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This thesis describes and analyses the PhD candidates in the Humanities at the Friedrich-Wilhelms-Universität zu Berlin and at Columbia University, New York, from 1871 to 1913 as well as the reforms related to the PhD programs at said institutions. The thesis uses primary sources such as the theses and curriculum vitaes of the PhD candidates but also the reports of the universities, statistics released, census records of government institutions as well as newspapers and biographical collections. The goal is to compare the PhD candidates at these two universities according to their numbers, age, gender, religion, place of birth and social background. It further includes a comparison of the reforms and transformation of the two universities with a focus on those which most affected PhD candidates. Instead of focusing on the careers of PhD candidates after they acquired their degree (as in most other studies), this thesis focuses on the background and the life of PhD candidates before they received their degree from their university. By doing so, this thesis will contribute to the understanding of the development of the universities and societies in the late 19th and early 20th centuries, taking into account the debates regarding the German Sonderweg, the professionalisation of education and cross-border exchange among academics wherever possible.

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34

Su, Kui Chun. "Can information needs of benefit-eligible new and current employees of University of Missouri-Columbia for selecting a health plan be met by employer's benefits web site and health plan administrator's member web site? /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164546.

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35

Mitchell, Alan Robert. "Administrators' perceptions of the outcomes of implementing three provincial policies on community college governance in British Columbia." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27669.

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Recent students of policy have devoted much attention to the analysis o-f policy implementation, describing the changes that occur during the implementation of policy in various ways. This is another such study, the purpose of which was to determine how administrators of community colleges perceived the outcomes of implementing three provincial policies concerned with governance of the college system in British Columbia. The provincial Government, through the Minister and Ministry staff, was the policy formulator, community college governance was the policy topic, and community college system administrators were the implementors. A subsidiary purpose is to determine what discrepancies, if any, existed between the policies' intentions, and the outcomes o-f those policies as perceived by the implementors. Guided by a conceptual framework developed from the literature on policy implementation and based on Easton's (1965B) political systems theory, a case study method was used to collect and analyse the data. The documented and perceived intentions of formulators in relation to the three policy initiatives examined were reasonably congruous, but only two of the policies were perceived to be implemented in a way that corresponded at all closely to the policy intentions. From an analysis of the perceptions of policy implementors, a number of different outcomes emerged which did not align with the intentions of those who formulated the policies. The following major conclusions were reached. 1 Governance of the community college system in B.C. was perceived to have become more simplified and efficient as a result of the policies. 2 Administrators perceived that decision—making moved from the Councils to the Minister and the Ministry office, thus providing a more centralised governance structure. 3 There appeared to be an interesting connection (strong relationship) between administrators' perceptions of intent and their perceptions of outcomes. 4 It was perceived that a lack of trust existed between the Ministry and various interest groups involved in the governance of the college system. The findings have practical, theoretical and methodological implications, including recommendations for future policy-makers, some additions to the body of knowledge on policy implementation, and some suggestions for further research on this topic.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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36

Suderman, Michelle Ellen Szabo. "Engagement for all? A study of international undergraduates at the University of British Columbia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52693.

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American student engagement literature has identified a set of student behaviours and institutional practices shown to lead to student satisfaction, academic success, and retention to graduation among post-secondary students. However, the relevance of these behaviours and the standardized instrument used to measure them may have limited applicability for non-U.S. students. Building on existing quantitative analysis, through focus groups, this study considered how international and Canadian undergraduate students perceived the National Survey of Student Engagement (NSSE) and select behaviours identified in the student engagement literature. This study found that international students misinterpreted key terms such as faculty members and had subtle but important differences in their perceptions of student behaviours and institutional practices compared to the perceptions of Canadian students.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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37

Iguíñiz, Echeverria Javier María. "Sachs, Jeffrey D. (2015) The Age of Sustainable Development. Nueva York: Columbia University Press." Economía, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117908.

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38

Cochran, Michele Sharon Kells. "The facilitation and hindrance of scholarly activity as reported by The University of British Columbia education faculty members." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26040.

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This study was concerned with developing and exploring a reasonably, comprehensive scheme of categories which describes, from the perspective of The University of British Columbia education faculty members, what facilitates and hinders their scholarly activity. The Critical Incident Technique was used to elicit 547 incidents from forty-one faculty members. These incidents were categorized in three separate ways: according to who facilitated and hindered (the reported responsible agent or agency), to what facilitated and hindered (the reported action of the agent or agency), and to the phase of scholarly activity that was reported facilitated or hindered. Six agent or agency, twenty-three action, and six phase categories were identified. An examination of the action categories themselves revealed that they could be grouped under the superordinate categories: direct, enable, and motivate. An examination of the frequency of reported incidents in categories permitted the identification of relationships among agent or agency, phase, and action categories. Several types of evidence provided support for the reliability and validity of the category schemes. From an examination of the findings as a whole, six conclusions were drawn. First, not all action categoriesare relevant for every person, project or phase. Second, not all agent or agency categories are involved to a noticeable extent with every action category. Third, the action categories are interrelated. Fourth, the action categories are bipolar in the sense that each actually does contain or may plausibly be said to contain both facilitating and hindering events. Fifth, the action categories happen or could happen as part of everyday university life. Sixth, there is evidence to suggest that the action categories are useful. Future studies might: 1) undertake further studies which will more fully explore and validate the action categories; 2) determine to what extent the action category scheme applies to other faculties of education and other faculties; 3) use alternative methods to confirm relationships among action, agent or agency and phase categories; 4) examine how the action category scheme is affected by diverse types of change; and 5) determine how an administrator can best accomplish the task of motivating, enabling, and directing scholarly activity.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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39

Geiger, Timothy A. "The salient features of literary unity across Genesis 1 and 2." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Slonecker, Blake Filene Peter G. "The politics of space student communes, political counterculture, and the Columbia University protest of 1968 /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,91.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History." Discipline: History; Department/School: History.

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Lamberts, Bridget Evelyn. "Implant treatment outcomes at the University of British Columbia graduate periodontics clinic : a retrospective analysis." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/18029.

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Objectives: Dental implants have predictable outcomes and high survival rates. However, a small subset of patients experience implant failure. A retrospective review of charts at UBC was conducted to determine how patient-, disease-, site-, surgeon- and implant design-centered risk factors affect the survival of implants. Methods: A review of implants placed between 1989-2006 was completed. Inclusion criteria required a one-year post-placement diagnostic radiograph. Implant failure was defined as the loss or removal of an implant at any time. Bivariate analyses were used to identify variables associated with implant failure. Risk factors with p-values < 0.05 or that were deemed clinically relevant by previous studies were included in stepwise linear multiple regression and logistic regression analyses. Results: Based on the inclusion criteria, 107 patients and 300 implants were included in the study. Follow-up ranged from 1.00 to 19.79 years (mean 4.08 + 2.95 years). At follow-up, 92.3% of implants survived and 84.1% of patients did not experience failure, In the failing implant group, 13.1% of patients had one failed implant and 2.8% of patients had two failed implants. The survival rate of replacement implants was 85.71%. Most factors studied had no statistically significant impact on survival. Only simultaneous sinus augmentation and removable prostheses were significantly associated with failure and guided bone regeneration was significantly associated with survival. In the regression analyses, the predictors showing the largest effect on thread exposure were: implant model, jaw (in favor of mandibular implants), and surface (in favor of rough surfaces). The odds ratio for implant failure was 16.87 for osteotome sinus elevation and 0.288 for decreasing implant width. Conclusions: The survival rate for implants placed at UBC is similar to those reported in the literature. Most variables considered risk factors did not have a statistically significant effect on implant failure. Given the high survival rates of implants, a small sample size does not allow for trends in the data to reach statistical significance, even if a true difference exists.

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Bain, Margaret Mali. "Community-university engagement : case study of a partnership on Coast Salish territory in British Columbia." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45948.

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In the context of expanding community engagement efforts by universities and growing awareness of the past and current impacts of settler-colonialism in Canada, this study explores one Indigenous-settler, community-university partnership. Building on a framework of community-university engagement and decolonization, or decolonizing community-university engagement, this case study explores a partnership between Fraser Valley Aboriginal Children and Family Services Society (Xyolhemeylh) and the Division of Health Care Communication at the University of British Columbia (UBC-DHCC). The ‘Community as Teacher’ program, which began in 2006 and is ongoing as of 2013, engages groups of UBC health professional students in 3-day cultural summer camps. The camps, designed to further connect Indigenous youth and families with their culture, were initiated by Stó:lō elders over 20 years ago. Xyolhemeylh staff coordinate the cultural camp program in collaboration with Stó:lō community groups. UBC-DHCC recruits UBC health professional students to participate in camps as part of the ‘Community as Teacher’ program. This qualitative case study draws primarily on analysis of program documents and interviews with four Xyolhemeylh and three UBC-DHCC participants. The findings of this study are framed within ‘Four Rs’, building upon existing frameworks of Indigenous community-university engagement (Butin, 2010; Kirkness & Barnhardt, 1991). Building on a foundation of relevance to the mission of both partners, both partners undertook risk-taking, based on their respective contexts, in establishing and continuing to invest in the relationship. Respect, as expressed by working ‘in a good way’, formed the basis for interpersonal relationship-building. This study provides a potential framework for practitioners and has implications for the Community as Teacher partnership, funding structures, and Indigenous-university partnerships.

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Jiang, Qiu Qiong. "Why do Chinese international students attend the University of British Columbia : push and pull factors." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46649.

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Globalization is regarded as the context and facilitating force for the increasingly enhanced internationalization of higher education around the world. As a response to globalization, the internationalization of higher education takes places in various forms and practices in different countries. In contemporary era, international student mobility is by far the main form of cross-border education in the world. In existing relevant literature, the push and pull model is employed by many researchers as the theoretical framework to investigate the motives of international students, the host countries and higher education institutions. There are approximately three million international students studying outside of their home countries (IEE, 2010). China has become the largest source country of international students among these three-million international students. Most of the study-abroad Chinese students from mainland China went to pursue overseas higher education after 1999 when the Chinese government began to enforce the university expansion policy in mainland China. However, few researchers gave attention to this unprecedented out-going heat among Chinese students in the past decade. The purpose of this study was to investigate the factors inspiring a large number of Chinese students to study abroad after the 1999 reform in the Chinese higher education sector. The push and pull model was employed as the theoretical framework in this study. A semi-structure one-on-one interview was used as the research method to collect inquired information. Nine Chinese international students who are currently studying at the University of British Columbia were recruited as the research participants. The research results show that there are both shared and individual motives inspiring these nine students to decide on undertaking overseas higher education based on their personal academic, economic and social background.

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McHardy, Robert David. "Decentralizing the administration of programs for part-time college students, a case study analysis of Camosun College, Victoria, British Columbia, Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37582.pdf.

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Aschenbrener, Mollie S. "Analysis of creative and effective teaching behaviors of university [sic] instructors." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5565.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.

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Gooya, Zahra. "Students' conceptual understanding of calculus." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28056.

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The purpose of this study was to identify the nature of students' conceptual understanding of two concepts of calculus namely, derivative and function. As a way of collecting data two methods were employed: (a) modification of Piagetean clinical interview; and, (b) tutorial sessions. Whenever the students seemed to be confused about the issues being discussed, the researcher provided instructions through the tutorial sessions. The analysis of data was done by developing individual profiles and by response categories. It was found that the interview methodology was effective in revealing some aspects of students' concept images. The students were found to have little meaningful understanding of derivative. A number of students held proper concept images of function which should lead to the development of an appropriate concept definition. It was also evident from the study that students had adequate skill in using algorithm to solve problems. The results of the study would be useful to the instructors of calculus. It was suggested that introducing a concept by its formal definition would contribute to students' confusions and difficulties. Yet if a concept is presented by means of meaningful examples, students had better opportunity to develop their concept images. Thus leading them to form concept definitions. The researcher strongly recommended that more challenging exercises be posed to the students in problem-solving situations.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate

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Sheridan, Casey John. "Faculty vitality in two community colleges : factors reported by instructors as affecting their productivity." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29496.

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This study investigated community college faculty productivity from within the overall context of faculty vitality. The study was conducted at Fraser Valley College in Abbotsford and Chilliwack, British Columbia, and Red Deer College in Red Deer, Alberta. Two research problems were addressed. First, which work related factors, as reported by continuing contract teaching faculty at the two community colleges, facilitated or hindered the productivity of instructors? Second, to what extent are a composite set of factors, based on those suggested in the literature as affecting faculty vitality, perceived by faculty at these colleges to affect their productivity? The research was descriptive, extending faculty productivity and vitality inquiry into the community college context using a case study approach. A questionnaire employing the critical incident technique was used to collect data from faculty about incidents they perceived as having had a personally significant effect on their productivity. A definition of community college faculty productivity for use in the critical incident process was developed using a 12 member Delphi group consisting of three faculty and three administrators from each college. Rating of the composite set of vitality factors was accomplished by asking the respondents to rate each factor on a five point bipolar rating scale based on their perception of the priority each factor had in affecting their productivity. The 330 incidents collected by the questionnaire (171 facilitating, 159 hindering) were classified into 15 incident categories which in turn were able to be grouped into four major areas each of which provides a theme for the related categories they contain. All factors in the composite set of vitality related factors received a minimum mean rating of three on the five point scale. Conclusions drawn include: (1) the frequency of incidents by category should not be the only measure of category importance because frequencies may vary by institution, by instructor, and over time; (2) the categories reflect an open rather than closed classification system and as such are interrelated; (3) the categories reflect both facilitating and hindering incidents; (4) factors suggested by the literature as affecting vitality are perceived by faculty to affect their productivity but these results may hide a diversity of views for a particular situation; (5) the factors identified as facilitating or hindering community college faculty productivity should not be interpreted as applicable in all situations or for all faculty. Research results suggest increased awareness by administrators (at the colleges in the study) of the facilitating/hindering productivity factor category scheme should lead to a working environment more facilitative to faculty productivity if either facilitating incidents are increased and/or hindering incidents are reduced. The productivity factor assessment section of the questionnaire results suggests administrators at the two colleges should be sensitive to any actions which are perceived as undermining quality of performance.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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Snyder, Shannon. "Perceptions of employers of graduates of the Agricultural Systems Management Program regarding skills and competencies needed for successful employment." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5791.

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Thesis (M.S.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 15, 2008) Includes bibliographical references.

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Pajouhesh, Seyedeh Paniz. "From theory to practice : an analysis of transformative social innovation at the University of British Columbia." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58722.

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Higher education institutions are striving to become both models and leaders in innovation for sustainable development, as sustainability is becoming a growing priority around the world. The approaches adopted by many universities, however, are typically implemented as an add-on to existing structural and social frameworks, which often constrain new ideas and practices that transcend traditional institutional structures or, at best, promote incremental change for sustainability. Incremental change, however, may not suffice to cope with prevailing sustainability challenges. In fact, it may only serve to perpetuate unsustainable trajectories that are embedded in institutional processes and practices characterized by inertia and path-dependency. It is necessary to overcome the limitations of piecemeal improvement to develop purposive approaches that enable, accelerate and scale-up transformative social innovations. This thesis examines the activities that have informed and guided innovation processes for sustainability at the University of British Columbia over the past twenty years, through the lens of socio-technical transitions theory, in order to gain greater insight into the dynamics, mechanisms and agency that the theory suggests is necessary for engendering transformative social innovation. Based on an extensive literature review, document analysis, and expert interviews with key stakeholders, the findings suggest that the institution exhibits the necessary conditions to foster transformative change for social innovation. An analysis of its sustainability policies, practices and processes over the past twenty years reveal that the University has created and continues to sustain the conditions for this complex, long-term and multi-level systemic change through experimentation and learning and multi-level coordination and synchronization – with exception of a few institutional barriers that have challenged non-conformism and innovation development or the diffusion of ideas and practices across scales. Recommendations are provided for the University, and for other institutions, to better govern a transition to sustainability. Though the University of British Columbia model will not necessarily suit a generic application to other universities, as the context in which they operate will be different, the findings from this study shed light on best practices, and possible barriers and challenges, to governing sustainability transitions at higher education institutions.<br>Science, Faculty of<br>Resources, Environment and Sustainability (IRES), Institute for<br>Graduate

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Amini, Negar. "Exploring identity-as-narrative in the school narratives of Iranian university students in British Columbia, Canada." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63663.

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Based upon semi-structured interviews with 11 university students from Iran between 18 to 24 years of age at universities in Greater Vancouver, British Columbia, this research addressed a gap in the literature by documenting the narratives of participants’ school experiences in Iran and Canada. In addition, this research explored the construction of identities as the narratives we tell other people and confirmed by what others tell about us (Sfard & Prusak, 2005). Two main research questions guided this study: What narratives do participants tell of their school experiences? What narratives do participants tell of their actual and designated identities? The data was analyzed and interpreted following Braun and Clarke’s (2006) thematic analysis and informed by sociocultural theory (Wertsch, 1985). Five themes were identified: Ritual practices in establishing the school context and constructing identities; English language as a cultural tool in mediating identities; social relationships in shaping identities; and actual and designated identities. This study contributes to the literature by examining the educational experiences of Iranian immigrants to Canada. Implications for schools, along with limitations and suggestions for future research, are addressed in the conclusion.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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