Log in

Relevant bibliographies by topics / Columbia University Columbia University / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Columbia University Columbia University.

Dissertations / Theses on the topic 'Columbia University Columbia University'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Columbia University Columbia University.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

11

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

13

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

16

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

19

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

20

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Sipos, Randor Yona. "Growing sustainability education through community-university engagement : a case of community-based food system study at the University of British Columbia." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45713.

Full text

Abstract:

This action research case study investigates community-based experiential learning (CBEL) in a large undergraduate food systems course, documenting classroom innovations, highlighting community partner experiences, and offering recommendations for long-term improvement. It evaluates how the pedagogical synergy of sustainability education, CBEL, and food system study is relevant for post-secondary sustainability transitions. The case is situated in a major Canadian university, the University of British Columbia, within the interdisciplinary Faculty of Land and Food Systems. This dissertation investigates several iterations of one required undergraduate course and the development of the embedded British Columbia Food System Project (BCFSP), which includes approximately 200 students per term working with thirty community partners. This qualitative action research incorporates case study, primary engagement by the author, and semi-structured interviews with community partners to address two specific questions. First, what innovations were developed to integrate CBEL into a large course? Second, what insights did community partners share for more effective community-university partnerships? Five innovations were identified. First, student integrators who connect numerous food system projects encourage better understanding of complex issues among the many students. Second, projects spanning multiple years maximize returns from costly relationship development. Third, community service-learning alongside community-based research advances student understanding of community and project research potential. Fourth, offering workshops for teaching teams and students supports their limited experience with CBEL. Finally, engagement protocols clarify communication pathways with community partners to not overtax their time and resources. Community partner interview analysis corroborates challenges and benefits described in previous literature, and it contributes a new insight, that universities and associated communities need each other. While community partners articulated significant cultural differences between communities and universities, they see partnerships as a way to overcome perceived disparities and offer an alternative perspective that universities and communities share needs, interests, and resources. CBEL in particular offers options that are rooted in community and place. Engaging in CBEL can empower communities to demand more from universities, such that resources flow more freely, particularly from universities to communities. A final outcome is a biomimetic metaphor that accommodates the necessary networks of reciprocity, resilience, recursivity, and non-linear resource exchange.

APA, Harvard, Vancouver, ISO, and other styles

22

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

23

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

24

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

25

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

26

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

28

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

29

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Burns, Brion. "Factors related to stress as it affects married students and their spouses at Columbia International University." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

32

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

33

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

34

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

35

Sullivan, Rachael E. "Place of promise? Queer students’ negotiation of risk, danger, and safety at the University of British Columbia." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43632.

Full text

Abstract:

Drawing on sociological, geographical, and educational research, this dissertation explores how self-identified queer students understand and engage with the University of British Columbia (UBC) campus as a ‘queer space.’ In this case study, I interview 26 queer-identified UBC students and utilize a mapping exercise in order to capture their understanding and engagement with what university administrators argue in the visioning document Place and Promise: The UBC Plan (2010) is a safe learning, living, and working environment. I utilize Lefebvre’s (1991) spatial triad of conceived, perceived, and lived elements of space, along with feminist post-structural and queer theories of discourse, subjectivity, and power to expose the spatial dynamics of queer sexualities on the UBC campus. As queer students transition from high school to the university setting, they demonstrate that the task of identifying and exploring their queer desires involves a complex and ongoing process, one that challenges the standard ‘coming out’ narrative. I have termed this process ‘becoming queer’ to indicate how it recognizes the contextual, spatial, and continual identification of queer desires, even within the university setting. Further analyses reveal how queer students actively identify homophobic, transphobic, and heteronormative discourses and practices through what I call ‘queer spatial awareness’ in an effort to create and maintain their own sense of safety and comfort on campus through their deployment of ‘queer spatial practices’. Students discuss how specific social spaces, including on-campus residences, fraternities and sororities are perceived as risky, compared to student resources, administrative, and academic spaces on campus. However, this sense of safety for queer students, especially within the neoliberal context of the post-secondary education, has the potential to constrain the possibility of enacting queer politics on campus. The dissertation concludes by considering some of the implications of this research in providing new insights into queer students’ engagement with the campus, while also offering practical recommendations for improving campus culture at UBC and beyond.

APA, Harvard, Vancouver, ISO, and other styles

36

Hilton, Andrew. "An examination of teaching professionalism in an undergraduate accounting program at the University of British Columbia - Okanagan." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44232.

Full text

Abstract:

Accounting education within undergraduate programs is facing a developing crisis in teaching students what it means to be a professional. Following significant and highly visible accounting scandals such as Enron and Worldcom, the accounting profession must regain public trust. Multiple calls for education reform in accounting have called for programs to incorporate professionalism into the curriculum. This thesis examines the extent that professionalism is included in the curriculum of two undergraduate accounting programs at the University of British Columbia (UBC). Using data from faculty interviews, archival data, student and alumni focus groups, and interviews with recruiters from the professional accounting firms, this thesis provides a comprehensive overview of how professionalism is conceptualized and how it is taught at UBC, from both the curricular and pedagogical perspectives. This thesis also identifies elements of teaching professionalism that are effective. Triangulation of data from multiple sources (faculty, students, alumni, and recruiters) provides strong evidence on how to effectively teach professionalism in accounting education. The participants' conceptions of professionalism might be characterized as three layers including simple behavioural issues, very deep and complex ethical issues, and softer skills including cognitive skills, communication skills, and personal and interpersonal skills. This evidence will be useful to other undergraduate accounting programs concerned with developing future professionals.

APA, Harvard, Vancouver, ISO, and other styles

37

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

38

HAUGOUBART, Virginie de. "La place de columbia university dans le milieu politique, social et litteraire des annees 1950 a 1970." Paris 4, 1987. http://www.theses.fr/1987PA040116.

Full text

Abstract:

De par sa situation geographique et de par un melange de modernisme et de traditionalisme, l'universite columbia s'est toujours differenciee des autres grandes universites americaines. Pendant les annees 50 et 60 columbia participait a la vie de la nation par choix ou par tradition. Quelquefois, elle y etait entrainee contre son gre. Vu les liens solides qu'elle entretenait avec le monde autour d'elle, tout evenement avait des retombees en son sein. C'est a cause de ses affiliations qu'elle se trouva propulsee dans le branle-bas qui bouleversa l'amerique des annees 60. Cette etude se propose de montrer comment columbia fut liee a la vie de la nation et au sort de celle-ci. Sa place, son role et son influence etaient particulierement presents dans le domaine politique, social et litteraire<br>By virtue of its geographical location and a combination of modernism and traditionalism, columbia university has always distinguished itself from the other major american universities. During the 1950's and 1960's, columbia participated in the life of the nation, by choice or by tradition. Sometimes, it was led to do so against its will. Given the strong ties it maintained with the world around it, every event had an effect within the university. Due to its affiliations, it found itself propelled into the turmoil that shook america during the 1960's. This study intends to show how columbia was linked to the life of the nation and to its destiny. Its place, its role and its influence were especially present in the political, social and literary fields

APA, Harvard, Vancouver, ISO, and other styles

39

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

40

McCurry, Ursula Margaret. "Fit for future life, the struggle to establish home economics at the University of British Columbia, 1919-1943." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24195.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Hinojosa, Iván. "CUETO CABALLERO. Marcos. Intellectual Thought and Aristocracy in San Márcos University: 1890-1920. Master of Arts,Department of History, Columbia University, New York,1983, 111. 57 p." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/121755.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Adler, Allison Marie. "Becoming and being at the crossroads : challenging borders at the Museum of Anthropology at the University of British Columbia." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62750.

Full text

Abstract:

This paper explores how the Museum of Anthropology (MOA) at the University of British Columbia (UBC) creates exhibitions on conditions associated with globalization, such as transnationalism and migration. This has been a particular focus of the museum since the completion of an expansion project, officially titled “A Partnership of Peoples” (2006-2010), which sought to establish MOA as an internationally renowned museum of world art and culture. Guided by art historian Saloni Mathur’s question, “what kind of ideological work is sustained by [a] particular notion of the ‘global’?” this paper explores how MOA portrays an increasingly globalized world through exhibitions, as well as the “work” these exhibitions accomplish on both a discursive level and the level of individual viewers. These topics are explored through the analysis of two temporary exhibitions: Border Zones: New Art Across Cultures (2010) and Safar/Voyage: Contemporary Art by Arab, Iranian and Turkish Artists (2013). In addition to focusing on the selection and arrangement of particular works in the gallery space, this paper examines the discourses used to speak about the “work” done by each exhibition. When combined with theories of performativity, embodiment, and narrativity, this discursive analysis demonstrates how these exhibitions opened up pathways for viewers to participate in the exhibition space and become certain types of global subjects. Through examining the discourses employed in each exhibition and the pathways they opened for viewers, this paper argues that both Border Zones and Safar/Voyage created translocal spaces in which viewers were encouraged to become crossroads. The tension between local and global embodied by the concepts of the crossroads and translocalism is also a tension that reflects MOA as a whole. Ultimately, this paper calls for greater attentiveness to the borders that may be unintentionally reconstructed by the discourses applied to exhibitions on conditions of globalization.<br>Arts, Faculty of<br>Anthropology, Department of<br>Graduate

APA, Harvard, Vancouver, ISO, and other styles

46

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Lee, Youngah. "Testing a model of resource assessment as a basis for developing strategic communication plans." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6670.

Full text

Abstract:

Thesis (M.A.)--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 22, 2008) Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

48

Brand, Megan. "Outsourcing academia: how freelancers facilitate the scholarly publishing process /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Kaiser, Lydia Su-Hwei Hsu. "Critical factors conducive to the growth of Rutgers Community Christian Church from 1979 through 2006 /." Columbia, SC : Columbia Theological Seminary, 2007. http://dx.doi.org/10.2986/tren.023-0212.

Full text

Abstract:

Thesis (D. Min.)--Columbia International University, 2007.<br>"November, 2007."--t.p. Also available in CD-ROM. Description based on print version record. Includes bibliographical references (leaves 188-197).

APA, Harvard, Vancouver, ISO, and other styles

50

Liu, Pei-Ju Laffey James M. "Technology use, cooperation, and organizational learning in patient safety reporting." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/7200.

Full text

Abstract:

Title from PDF of title page (University of Missouri--Columbia, viewed on February 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James Laffey. Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!