To see the other types of publications on this topic, follow the link: Competition in education.
Dissertations / Theses on the topic 'Competition in education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Competition in education.'
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
Meuter, Linda Cathleen. "Redescribing competition in education /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7809.
Full text
2
Cohen, Gary Richard. "Strategic competition over school inputs and outputs." Oberlin College Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1354542327.
Full text
3
Parker, Linda L. "Competition and Academic Entitlement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3409.
Full textAbstract:
In a university or college setting, academic entitlement occurs when a student thinks that he or she may deserve an acknowledgement that has not been earned. By understanding the potential contributions, negative effects on the student, faculty, and administration can be avoided. Using the social learning theory and cognitive evaluation theory as the framework, the purpose of this research was to examine the relationship between competition, an activity in which only one or several will win a contest or accolade. Amazon's Mechanical Turk was used for the recruitment of 552 students residing in the United States, from freshman to doctorate level. Academic entitlement was the dependent variable, while competition was the independent variable. Gender, year in school and ethnicity were covariates and a multiple regression was used to analyze the data. The results of the study showed a positive relationship between competition and academic entitlement. There was a negative relationship between the year in school and academic entitlement, while there was no significant relationship between year in school and competition. There was no significant gender difference in the level of academic entitlement or competition by gender. Finally, there was no significant difference in level of academic entitlement, competition, and ethnicity. This study contributes to positive social change by helping faculty, administration, and parents to assist students in avoiding academic entitlement behaviors, which on a long-term level can have a negative impact on the all stakeholders. Faculty, administration, parents, and students can use this study as a way to discuss specific ideas for helping the student avoid academic entitlement.
4
Janssen, Anna Beatrice. "Healthy Competition: Multiplayer Digital Games in Health Education." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18966.
Full textAbstract:
The focus of this dissertation is on the role of multiplayer digital games in adult education, with a particular emphasis on health education. Although interest in the use of digital games for serious applications has been increasing since the early 2000s, there is a significant gap in understanding on the use of multiplayer digital games in adult education. In the context of health education, there has been a large amount of research conducted in to the use of repurposed commercial games for predicting performance of trainees and health students on surgical simulators. However, beyond this niche research into game based learning is notably less cohesive. There has been some research into the use of digital games in areas such as for delivering insulin management training, but understanding of the processes for widespread application of games based learning in the health sector is limited. Additionally, almost no research has been undertaken into the use of multiplayer digital games in health education, whether it be for tertiary or adult learners. In this dissertation two digital games were developed, implemented and evaluated to explore the value of multiplayer games for supporting cooperation and collaboration in health education. The first game, They Know: Anatomy, was a real time team based strategy game designed to support anatomy revision by second year medical students. The second game, the Qstream: Cancer Cup Challenge, was a team based asynchronous online program designed to reinforce understanding of how to identify and manage adverse events by oncology registrars. A design research framework informed the methodology used in this dissertation. This framework emphasises the need to use multiple iteration cycles to develop a comprehensive understanding of player experiences with the digital games they encountered. Data on participant experiences with the digital games was collected using qualitative methods, including post-game surveys and semi-structured interviews. Between iterative cycles data on participant experiences with the digital games were analysed so that future implementations of the game could be modified to maximise cooperation and collaboration between players. At the conclusion of the study period data collected across all implementations of the digital games were analysed to increase understanding of how multiplayer digital games supported cooperation and collaboration between learners. Findings from this dissertation demonstrate that multiplayer digital games can be used to engage medical students in anatomy revision and medical oncologists in adverse events retraining. This is the first study to look at the use of digital games for either of these demographics. Additionally, this dissertation identified four ways through which multiplayer digital games foster collaboration between players: through the development of a team strategy to win the game, by facilitating !iii shared decision making, by working towards a shared goal, and by creating a sense of investment in a team. Finally, findings from this dissertation contribute to the literature on the implementation of game based learning in adult education. This is an under researched area, but one that warrants further focus in future if game based learning is going to be successfully incorporated into curricula and training activities for adult learners. This dissertation adds to the literature by presenting new knowledge on how and why multiplayer games support collaboration between learners. Additionally, it appears that multiplayer digital games offer diverse, flexible and immersive experiences to adult learners in a way that single player digital games may not. Finally, multiplayer digital games provide new avenues for support self-directed learning by encouraging cooperation between large groups of students in a manner that is not normally achieved in online learning environments
5
CATTANEO, Mattia (ORCID:0000-0003-4400-089X). "Essays in higher education : internationalization, competition, funding mechanisms." Doctoral thesis, Università degli studi di Bergamo, 2015. http://hdl.handle.net/10446/31952.
Full textAbstract:
The current research explores three specific dynamics in the in higher education sector. The first paper provides a conceptual and empirical account of the role of the firms’ affiliation with universities in the international market for assets. It investigates whether the prestige and the internationalization of a university affect the propensity of affiliated spin-offs to be targeted in cross-border M&As. This is because the affiliation with a prestigious university is expected to increase the technological capabilities and network opportunities of affiliated firms. Using a sample of 220 biotech firms that went public in Europe over the period 1995-2006, we find that firms affiliated with more prestigious and internationalized universities are more prone to be targeted in cross-border M&As.
The second paper investigates whether universities compete for students and how this rivalry has evolved in response to changing enrolment demand. The analysis relies on a competing destinations model for the population of 75 Italian universities in the period 2002-2012.First, findings suggest that there is competition for students among Italian universities. Second, results document that the characteristics of the competition forces changed after the recent financial crisis, with universities located in close proximity to others (i.e., belonging to agglomerated “clusters”) becoming more attractive to students.
The last work focuses on doctoral grants’ effects on research performance both during the degree and throughout researchers’ careers as measured through publications and citations. This analysis draws from a representative sample of researchers holding a doctorate based in Portugal and finds that those funded by grants during the PhD perform better than do self-funded ones and that different PhD funding sources produce different outcomes. Results show that PhD funding schemes that privilege long-term PhD funding stability (i.e. PhD grants) positively affect research performance during the PhD and throughout the career.
6
Bradmore, Donald James, and don bradmore@rmit edu au. "The Quest of Australian Public Universities for Competitive Advantage in a Global Higher Education Environment." RMIT University. Management, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080130.144542.
Full textAbstract:
Adopting a triangulated approach, this thesis consists of three separate but related qualitative studies, the collective objectives of which are to (i) gauge current levels of concern of Australian public universities with rapid intensification of the higher education sector globally; (ii) evaluate strategies developed by universities in response to increasing competition; and (iii) develop a conceptual framework to guide competitive behaviour of universities. Study 1 is a systematic content analysis of published strategic plans of universities using Leximancer (Version 2.20). Relative prominence of concepts identified in this content analysis give rise to propositions relating both to levels of concern with competition and strategies being implemented to protect market position. In Study 2, these propositions are tested in a sample of the universities by means of case studies based on face-to-face interviews with senior academics and administrators. Study 3 draws upon findings of Studies 1 and 2 to develop a strategic model to guide future strategy development. Overall, findings of the studies provide valuable insights into the management of higher education in a dynamic environment in which the intensity of competition is likely to escalate as the pace of globalisation and technological change quickens, as deregulation of the domestic higher education sector continues, as per capita funding is further reduced, as even greater elements of competition and contestability are introduced in the interests of productivity and efficiency, and as overseas student demand slackens in traditional markets.
7
Burns, Kyle Joseph. "Examinations and Privatization: Competition in the Japanese Education System." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297516.
Full textAbstract:
The simple Japanese saying, "the nail that sticks out gets hammered down," speaks an uncountable number of words about Japanese society and education. After the war, remodeling the education system was an important goal of both the Japanese government and the Occupation government alike. The result was an education system that highly resembled the Japanese military pre-war: highly focused on organization, egalitarianism, and "morality" rather than cognitive skills. For the last half century these characteristics have been hotly debated as either key features to the success of Japan's economy or reasons for Japan's economic troubles in the last two decades. Either way, the debates on what direction the education system should go now reveal much about the perceptions of social mobility in Japan. That is, should Japan continue to be a fairly egalitarian system based on "groupism?" Or should it follow the United States and give up egalitarianism for fostering individuality and competition? In this thesis I explain some of the common ways that social mobility has been discussed and analyzed in Japan. Then I analyze arguably Japan's most prestigious university, Tokyo University, and see what it says about the Japanese education system and social mobility in Japan as a whole.
8
Williams, Robert. "Accomplished Education Leaders' Perspectives on Competition, Capacity, Trust, and Quality." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861099.
Full textAbstract:
<p> From 2017 to 2019, the primary strategy to improve public schools in the U.S. was increasing competition through the expansion of charter schools and the promotion of vouchers to send public school students to private schools. The problem this presented was that key education leaders had not provided adequate input and feedback into this strategy. The purpose of this qualitative study was to gather the perspectives of accomplished education leaders on how Tiebout’s theory of competition and the concept of the Ontario K-12 School Effectiveness Framework impacted quality, trust, and capacity. Data were collected using semistructured interviews with a purposeful sample of 15 accomplished education leaders from the charter/school choice community and traditional public schools. Data were analyzed using Bernauer’s modified three-phase method. School and classroom leadership, meaningful and informative assessment that guides instruction, substantive student engagement, and a focus on a strong curriculum and effective teaching were the key themes that aligned with quality, trust, and capacity. Education leaders did not see Tiebout education as a key driver that would alone improve the quality of public education. Leaders believed that some schools improved in response to Tiebout competition but also shared cautions on the diminishing returns, collateral damage, and equity concerns because Tiebout competition created winners and losers. Social change may be impacted by the results of this study in that the results define and share examples of healthy and unhealthy competition in public education. The results of this study can help inform policy makers and educators as they create opportunities that will enhance the long term personal and economic success of all U.S. students.</p><p>
9
Courtenay, Mark Jonathan. "Culture & competition : a study of supplementary education in Taiwan." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/6906/.
Full textAbstract:
Abstract The phenomenon of supplementary education is a major part of the educational landscape of Taiwan and other countries of East Asia. The scale and characterization of this phenomenon is not clear, despite its major position in the educational system of Taiwan. The aim of this thesis is to describe the scale and character of supplementary education in Taiwan, particularly at the level of Elementary School, and further to investigate what motivates Taiwanese Elementary school age children and their parents to enroll in supplementary education activities. The research further attempts to explore how these findings reflect on possible cultural differences in motivation in education. In order to adequately account for cultural aspects of the motivations and perceptions of parents and students, the research uses a combination of interview and survey methods, involving Taiwanese elementary school teachers, parents of elementary school children, and university students, concerning their experience and observations of the phenomenon of supplementary education in a city located in southern Taiwan. The findings confirm the large scale of supplementary education activity from early in elementary school, with a majority of students reporting participation. Interviews and surveys revealed a wide range of reasons for the uptake of supplementary education, and support the conclusion that the level of participation is appreciably dependent on cultural factors which tend to magnify the competitive aspects of the education system. While teachers described distorting effects of supplementary education, students also offered some positive perceptions of supplementary education, particularly in English language learning. The study also included a survey of achievement goal orientation, with the 2x2 achievement goal construct accounting for less variance than in the original US sample, raising questions concerning cultural differences in motivation. Implications for educators and education policy are discussed, and suggestions for further research are also offered.
10
Williams, Robert Lee. "Accomplished Education Leaders' Perspectives on Competition, Capacity, Trust, and Quality." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6751.
Full textAbstract:
From 2017 to 2019, the primary strategy to improve public schools in the U.S. was increasing competition through the expansion of charter schools and the promotion of vouchers to send public school students to private schools. The problem this presented was that key education leaders had not provided adequate input and feedback into this strategy. The purpose of this qualitative study was to gather the perspectives of accomplished education leaders on how Tiebout's theory of competition and the concept of the Ontario K-12 School Effectiveness Framework impacted quality, trust, and capacity. Data were collected using semistructured interviews with a purposeful sample of 15 accomplished education leaders from the charter/school choice community and traditional public schools. Data were analyzed using Bernauer's modified three-phase method. School and classroom leadership, meaningful and informative assessment that guides instruction, substantive student engagement, and a focus on a strong curriculum and effective teaching were the key themes that aligned with quality, trust, and capacity. Education leaders did not see Tiebout education as a key driver that would alone improve the quality of public education. Leaders believed that some schools improved in response to Tiebout competition but also shared cautions on the diminishing returns, collateral damage, and equity concerns because Tiebout competition created winners and losers. Social change may be impacted by the results of this study in that the results define and share examples of healthy and unhealthy competition in public education. The results of this study can help inform policy makers and educators as they create opportunities that will enhance the long term personal and economic success of all U.S. students.
11
Tabano, James G. "How Former Division I Student-Athletes Experienced Their Dual Undergraduate Roles| The Internal Competition for an Identity." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557698.
Full textAbstract:
<p>Identity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, & McLaughlin-Volpe, 2004). </p><p> The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn & Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer & Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler & Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie & Taylor, 1993; Pearson & Petitpas, 1990). </p><p> This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943). </p><p> The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition. </p><p> The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants’ high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell’s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity. </p><p> The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder & Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty & Karabenick, 1998). </p><p> The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty & Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed. </p>
12
Anderson, Duncan. "Mental strategies of football quarterbacks for training and competition." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9766.
Full textAbstract:
Orlick (1992) proposed a "Model of Human Excellence," which was comprised of seven mental skills, including commitment, belief, full focus, positive imagery, mental readiness, distraction control, and constructive evaluation. Twelve individuals who had played the quarterback position at a high caliber of competition participated in a standardized interview to determine if this model accounted for their mental strategies for training and competition. The sample was divided into university (n = 9) and professional (n = 3) sub-groups. Structural, qualitative analyses were conducted on each transcript. Individual differences with respect to the use of mental skills appeared to be related to the level of play, with the best players in both sub-groups having the most comprehensive mental approaches and practices. The most marginal mental skills for the university quarterbacks were positive imagery and constructive evaluation.
13
Klugman, Joshua. "Status competition among schools and the consequences for students." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277992.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 4099. Adviser: Pamela B. Walters. Title from dissertation home page (viewed May 5, 2008).
14
Jonas, Phyllis J. "Competition in the education marketplace : a study of the role of business, government and educational organizations as providers of adult/continuing education." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/466394.
Full textAbstract:
This study looked at three groups of providers of Adult/Continuing Education (business, government agencies and educational institutions) to see what perceptions they had of the roles each group had assumed in making educational opportunities available to adults. The study also provided a historical perspective of the evolution of each group and their current roles as educators.The study population represented both purveyors and purchasers of education for adults and included officers of major corporations, government training officers, and chief administrative officers of major universities.The investigator used an 181 item questionnaire containing statements about perceptions these three groups of providers of education had about adult education, its administration, and their respective roles in providing that education. The questionnaire was analyzed on a percentage comparison basis. A median was also provided for each question by group.
15
Zam, Gerard Anthony. "The Competition Over the Morrill Land Grant Funds in Ohio, 1862-1870." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363861481.
Full text
16
Romero-Morett, Martin Guadalupe. "Education & the new productive skills for global competition : the Mexican case /." Ann Arbor, MI : UMI, 1997. http://aleph.unisg.ch/hsgscan/hm00076913.pdf.
Full text
17
Linden, Leigh L. 1975. "Essays in development economics : incumbency disadvantage, political competition, and remedial education in India." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28823.
Full textAbstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Economics, 2004.<br>Includes bibliographical references.<br>(cont.) The remedial education program hires young women from the community to provide remedial assistance to third and fourth grade children who have fallen behind their peers. The program is extremely cheap (five dollars per child per year), and is easily replicable. We find the program to be very effective, increasing learning by 0.15 standard deviations in the first year, and 0.25 in the second year. The results are similar in the two grade levels, and in the two cities.<br>This dissertation comprises three separate empirical studies. Using a non-parametric regression discontinuity design that compares candidates who barely win an election to those who barely lose, the first study estimates the effect of incumbency on a candidate's electoral prospects in India. Starting in 1991, I estimate that, rather than being at an advantage, incumbents are actually fourteen percent less likely to win an election than similar non-incumbents. While the available data prevent a formal test, the dominance of a single political party (the Indian National Congress) before 1991 may have provided a framework in which experience was valuable because incumbents who gained experience under the Congress system would interact with the same system when reelected. Starting in 1991, however, no party could be counted on to control parliament, making experience under the previous regime potentially less valuable. The second study estimates the effects of new competitors on existing candidates in India by taking advantage of a change in the election laws in 1996 that made it more difficult for candidates to run for office. The law affected constituencies differently, allowing the use of both across time and between constituency variation in the number of candidates to estimate the impact of restricting the number of new candidates in an election. The resulting estimates suggest that the reduction in the number of new candidates had a small, but measurable effect on the probability that the average existing candidates would win election. However, there is evidence of heterogeneity in the effect across candidates. Finally, the third study presents the results of a two-year randomized evaluation of a remedial education program in India.<br>by Leigh L. Linden.<br>Ph.D.
18
Nag, Sreeja. "Collaborative competition for crowdsourcing spaceflight software and STEM education using SPHERES Zero Robotics." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/78499.
Full textAbstract:
Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2012.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 231-236).<br>Crowdsourcing is being researched as a technique to develop small-scale spaceflight software by issuing open calls for solutions to large crowds of people with the incentive of prizes. There is widespread investment of resources in the fields of Science, Technology, Engineering, Mathematics (STEM) education to improve STEM interests and skills. This thesis tackles the dual objectives of building crowdsourcing cluster flight software and educating students using collaborative gaming and competition, both in virtual simulation environments and on real hardware in space. The concept is demonstrated using the SPHERES Zero Robotics Program which is a robotics programming competition. The robots are nanosatellites called SPHERES - an experimental testbed to test navigation, formation flight and control algorithms - onboard the International Space Station (ISS). Zero Robotics allows students to access SPHERES through a web-based interface and the robust programs run on the hardware in microgravity, supervised by astronauts. The apparatus to investigate the influence of collaboration was developed by (1) building new web infrastructure and an Integrated Development Environment where intensive interparticipant collaboration is possible, (2) designing and programming a game to solve a relevant formation flight problem, collaborative in nature - and (3) structuring a tournament such that inter-team collaboration is mandated. The web infrastructure was built using crowdsourcing competitions too, to demonstrate feasibility of building software end-to-end through crowdsourcing. The multi-objective design of experiments had three types of collaborations as variables - within matches (to achieve game objectives), inter-team alliances and unstructured communication on online forums. The data used to evaluate objective achievement were simulation competition scores, website usage statistics, post-competition surveys and satellite telemetry from ISS hardware demonstrations. All types of collaboration showed positive influence on the quality of solutions achieved. Educationally, they showed mixed results and lessons on improving their process of implementation for more impact have been documented. Overall, this thesis ratifies the applicability of the developed framework for crowdsourcing spaceflight software and educating students and maps the utility of collaboration in this framework. A systems dynamics model for generalizing the framework into other programs for simultaneous crowdsourcing and education outreach has been proposed and management policy concerns highlighted.<br>by Sreeja Nag.<br>S.M.<br>S.M.in Technology and Policy
19
Carroll, Nathan John. "Essays in behavioural and education economics." Doctoral thesis, Universidad de Alicante, 2013. http://hdl.handle.net/10045/35718.
Full text
20
Dakka, Fadia. "Discourses and strategies on institutional competition, differentiation and convergence in the English higher education." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681559.
Full textAbstract:
This thesis contextualizes the English higher education restructuring in its analytic connection with the national and the global political economy. The analysis of the key drivers involved in the reshaping of the higher education sector from the 1980s onwards shape the contours of a complex framework where multiple actors and forces coexist and collide. Massification, marketization and competition constitute the underlying themes of the study: their synergy explains the internal reorganization of the Western mature education sectors. Within the latter, the English higher education has been and is currently being ideologically reformed along neoliberal, marketoriented lines. Its expanded sector is considered both as a dynamic site of convergence of exogenous and endogenous forces of change and as the provisional outcome of a series of policy interventions resulting from an historically contingent political rationality. The research question will explore whether the marketization of higher education will enhance the polarization of the English universities by marking a steeper reputational and financial divide between research-intensive, internationally competitive institutions and teaching-intensive, nationally and locally oriented institutions; or, alternatively, whether a more decisive opening to market forces will generate counter tendencies that point to convergence (reduced diversity) within the sector.
21
Hamilton, Shirley. "An Investigation of Teacher Clarity Among Selected Student Teachers Involved in a National Competition." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391685163.
Full text
22
Svarlien, Corinna M. "The Influence of Economic Ideologies on U.S. K-12 Education Policy: Testing, Markets, and Competition." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/853.
Full textAbstract:
The Elementary and Secondary Education Act (ESEA) was first passed in 1965 and has since been reauthorized several times, including as No Child Left Behind in 2001 and the Every Student Succeeds Act of 2015. The ESEA seeks to address the needs of low-income students; however, decades of reform efforts and government reports documenting inequality have done little to close gaps in educational resources or outcomes for marginalized groups. Accountability systems based on standardized testing are seen by policymakers on the Left and Right as the best way to improve education for marginalized groups, improve students’ economic preparedness, hold schools accountable for the funds they spend, and maintain an objective meritocracy. This paper argues that testing is a flawed tool to achieve the goal of education equality as accountability systems rely on flawed assumptions influenced by conservative and neoliberal economic ideologies.
23
Flora, Bethany Hope. "The Professional Lives of Higher Education Center Administrators." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26651.
Full textAbstract:
In instances where many universities offer off-campus programs in a single locale, a supplier network exists. These supplier networks, or higher education centers (HECs) are beneficial to students and regions where the programs are delivered (Baus, 2007; Peterson, 2007). Few empirical studies have focused on consortium educational environments, such as HECs and most studies of off-campus education have taken an outsider-looking-in approach.
One window into the world of HECs is to examine the professional lives of administrators who work in the HEC environment. Professional life can be explored by eliciting data about work, relationships and rewards (Hirt, 2006; Hirt et al., 2006; Hirt et al., 2004).The purpose of this case study was to examine the professional lives of administrators who work at a HEC.
Data collection included engaging the participants in four exercises where they created social artifacts. Diagrams, graphs, concept maps and drawings are complementary additions to the traditional interview and encourage contributions from interviewees that might not otherwise be obtained (Crilly, Blackwell, & Clarkson, 2006; Enger, 1998). Data from the social artifacts were used to customize the semi-structured interview protocol.
Findings indicate that those who work at HECs define their work, in large part, by those who benefit from that work: students, communities, and member institutions. The organizational dynamics that drive the work of HEC administrators are competition, collaboration and balance. HEC professionals view their primary role as being the face of their institution or the Center in the local community. They describe their work as a culminating experience that is both rewarding and challenging. At the core of this work are the relationships that HEC professionals establish and sustain with others. These relationships are defined by resource coordination, advocacy, and appreciation. Findings suggest that institutions would benefit from engaging in greater reciprocity with HEC professionals to include expertise reciprocity, relationship reciprocity, and resource reciprocity. In general, professional life at HECs is rich, varied, challenging, but rewarding.<br>Ph. D.
24
Mathabathe, Andrew Tumishe. "Relationships between social marketing strategies and school participation in environmental competitions: a case study of Collect-a-Can's annual schools competition." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003609.
Full textAbstract:
The South African formal education system has undergone many changes since the formulation of the White Paper on Education and Training in 1995. These developments challenge organisations that want to run successful programmes or projects in schools to adapt their social marketing strategies. Against this background, the aim of the study was to investigate the relationships between social marketing strategies and participation of schools in environmental competitions. The goals of the research were to identify issues that have influenced schools participation in the Collect-a-Can Annual Schools Competition, identify and review social marketing strategies used by Collect-a-Can to influence participation of schools in the competition, and identify relationships between issues that influenced school participation in the competition and the Collect-a-Can’s social marketing strategies. A qualitative design that applied an interpretative case study, which focused on the Collect-a-Can’s Annual Schools Competition was used to explore these relationships. Data was generated through interviews, document analysis and a workshop. Nine respondents from nine schools and three Collect-a-Can management staff members participated in the interview process. Twenty participants from twenty schools participated in the workshop. The findings of the research revealed that there were relationships between the social marketing strategies used by Collect-a-Can and participation of schools in the competition. These relationships were found to be linked mainly to policy changes within formal education which Collect-a-Can could not respond to as a result of various reasons which included among others, the core focus of thecompany, lack of funds and a need to operate in a cost-effective way. The recommendations indicate possible areas for improvement and guidelines which could be used by Collect-a-Can for the competition without digressing from its core focus or incurring additional costs. These include a more responsive and adaptive management approach and a stronger educational orientation.
25
Weeden, Paul. "An investigation of changing patterns of entry for GCSE geography : choice, diversity and competition." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3667/.
Full textAbstract:
This study investigates issues of subject choice at 14. Geography is a popular optional subject choice in England and Wales at age 14 but between 1996 and 2010 numbers entering for the General Certificate of Secondary Education (GCSE) examination declined by 35.6% although total entries for GCSE had increased. This study sought to help the geography subject community better understand the reasons for this decline. The research has used NPD/PLASC data to investigate patterns of entry for geography at the national level. This secondary data analysis was developed further through a study of five schools which investigated curriculum diversity and competition between subjects at the school level. A conceptual model of the option choice system is used as the framework for analysis. The results showed there was segregation in entry patterns with high attaining students and students in less deprived rural counties being more likely to study geography. Government policy had both direct and indirect influences on geography entries through curriculum decisions made by schools. Teachers and their pedagogy played a significant part in student choice but their influence on numbers choosing the subject can be constrained by whole school curriculum and option choice systems.
26
Goldsmith, Pat Antonio. "Race relations in schools: The effects of competition and hierarchy on education, sports participation, and standardized test scores." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284703.
Full textAbstract:
I investigate the influence of race upon high school student's approaches to education, sports participation, and high school test scores. The theoretical perspective employed suggest that the effect of race upon these items will vary across schools. To explain this school level variation, I employ two theories of race relations: competition theory and the cultural division of labor perspective. Using the National Longitudinal and Educational Study of 1988 (NELS: 88) and multilevel model statistical procedures, support for both theories is found. I conclude that race relations in schools impact student's cultural activities and test scores.
27
Zintgraff, Alfred Clifton. "STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955031/.
Full textAbstract:
This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.
28
Le, Chapelain Alexis. "Market for education and student achievement." Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0040/document.
Full textAbstract:
Cette thèse vise à discuter de la pertinence de l'introduction de mécanismes de marché au sein du système éducatif. En particulier, elle s'interroge sur la capacité de ces mécanismes à améliorer la réussite des élèves. Elle montre dans une première partie que des mécanismes de marché n’ont que peu de chance de permettre un meilleur appariement des élèves aux écoles, des mécanismes centralisés étant préférables. Elle mesure ensuite l’ampleur des effets de pair dans le système scolaire français, et montre qu’ils sont non négligeables. Elle montre ensuite que le système éducatif public français est peu capable de rémunérer ses enseignants au mérite. Enfin, elle analyse l’impact d’une ouverture à la compétition du marché scolaire sur le niveau d’effort des écoles et montre qu’une telle ouverture est susceptible de réduire le niveau d’effort des écoles en augmentant la différentiation vertical entre école, et donc leur pouvoir de marché. En conclusion, les mécanismes de marché semblent peu capables d’améliorer la réussite scolaire<br>This dissertation discusses the relevance of the implementation of market mechanisms in the educational system. It shows that such mechanisms are unlikely to improve the matching between schools and students, since centralized mechanisms perform better. Then, it measures peers effects in French public junior high school, and shows that they quite large. In a third part, it looks to the compensation of teachers in France, and show that it is not based on merit or performance. Last, it analyses the impact of the openness to competition of the education, and shows that it is unlikely to produce improvement. Indeed, such openness would lead to an increased vertical differentiation across, giving them more market power. As a result, market mechanisms seem unable to improve students’ achievement
29
Hussain, Aman. "Following the process of Triathlon Canada implementing a new coach education training program in the competition-development context." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27637.
Full textAbstract:
The purpose of the study was to document the process of Triathlon Canada's implementation of a new coach education program in the competition-development context. Two conceptual frameworks were used for the study, the first was the OECD (2007b) qualifications system framework and the second was Jarvis' (2006a) conception of a biography. In part 1, the high performance director was interviewed four times throughout the year to get his perspective on the process of developing and implementing the new program. Through the use of purposeful sampling, all of the coaches' (n=10) actively coaching triathletes in the competition-development context in Canada were interviewed in order to explore the different experiences and qualifications they had, prior to their entry into the program. In part 2, one interview was conducted with the first coach to be evaluated on the Design a Sport Program outcome, and one interview was conducted with each of the two evaluators. The results were divided into two parts; in part 1, it was evident based on the interviews with the high performance director that his unique academic and professional background influenced him to develop a program tailored to the experienced coaches participating in the new program. Furthermore, interviews with the participants' revealed biographies that indicated they were: (a) well educated, (b) held multiple coaching certifications, (c) had rich athletic and coaching experiences, and (d) approached learning through diverse means, including formal, non-formal, and informal learning situations. These interviews revealed that the evaluation process was a learning experience for both the coach and the evaluators. Furthermore, there were elements within the new program that seemed to be conducive to lifelong learning. In conclusion, results from the study suggest that it is important to consider the biography of the participants because it will influence how they approach learning. As such, the development and delivery of coach education programs in the competition-development context will likely vary for each national sport federation.
30
Courtney, Steven. "Investigating school leadership at a time of system diversity, competition and flux." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-school-leadership-at-a-time-of-system-diversity-competition-and-flux(c3c52eb8-8bfb-4a16-b54b-f401b42939b8).html.
Full textAbstract:
This dissertation reports on a qualitative study of school leadership with nine secondary-school headteachers (of maintained schools) or principals (of academy-type schools) in England. The project maps schooling provision and offers an empirical account of leaders’ identities and practices in neoliberal and neoconservative times. Informed by a critical policy-scholarship methodology, documentary data from primary and secondary sources supplement narrative and semi-structured interviews conducted over 18 months. The findings are reported in five journal articles and one book chapter. The first output maps school types through different lenses: legal status; curriculum; selection; types of academy; and school groupings. The mapping highlights the intersections between the reform agenda and historical diversity. I conceptualise the landscape holistically through locus of legitimacy and branding, arguing that diversification policies facilitate corporatised and religious interests. Second, I show how UTCs and studio schools construct children’s abilities as fixed and differentiable in terms of predicted economic value. They select, but the responsibility for this, following Bourdieu, is transferred discursively from the school through branding and habitus to the “consumers” where it is to be misrecognised as exercising ‘school choice’. Third, I typologise three effects on heads’ and principals’ agency and identities of a few elite multi-academy trust principals, or courtiers, who have won regional empires through expanding their academy chains to occupy the spaces opened up by the dismantling of LAs. Public-sector and school-leader identities and histories permit the promotion of their activities as “school led” and downplays their close relationship with central-state policy makers and private-sector networks. Fourth, I argue that corporatised leadership in schools in England is being promoted through new actors and new types of school. Corporatised leadership is characterised inter alia by the promotion of business interests and the adoption of business-derived leadership practices and identities. I use Bourdieu’s concept of field to explain the impact of business on educational leadership and the dissonance between leaders and led. Fifth, I argue with Gunter that school leaders are removing those who embody or vocalise alternative conceptualisations of educator by eradicating ‘inadequate’ teaching,and implementing the leader’s ‘vision’. We deploy Arendtian thinking to show how current models of school leadership enable totalitarian practices to become ordinary. Sixth, I develop Bourdieu’s concept of hysteresis through narratives from two heads to argue that rather than simply being an effect of change, hysteresis may be an actively sought outcome whereby the state intervenes to deprivilege welfarist headteachers and privilege corporatised principals through structurally facilitating their habitus and mandating its dispositions for the field. Collectively, these findings demonstrate how the diversification of provision in England and the demands of a performative, marketised regime have ontological and professional stakes for school leaders and for the led. Symbolic and economic capital is accruing to the capitalised, facilitated by corporate practices and corporate structural solutions through acquisitions and alliances. Resistance is possible, but a dissident habitus limits standing in the field. This hierarchisation is reflected in the relationship between school types and in how children are meant to self-select into that provision. This is a landscape constituted of positions, where pupils are expected to know their place and the purpose of education is to facilitate social segregation for economic efficiency.
31
Espinola, Viola. "The educational reform of the military regime in Chile : the school system's response to competition, choice and market relations." Thesis, Cardiff University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266602.
Full text
32
Carter, David Andrew. "Time for change : a study of enrolment decision dynamics for admission into English secondary education." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12305.
Full textAbstract:
Cross-sectional studies suggest a prevalence of mental health problems from the age that children change to English secondary schools but there are few longitudinal appraisals of these issues and how enrolment policies influence psychological wellbeing. This research focuses on key factors linking competition for secondary schools and family responses to such challenges to determine enrolment policies that can sustain wellbeing longer-term. Integrated, model-based multimethodology was used in this urban, case-based study. Views were induced from multi-agency, expert practitioners to agree a system dynamics concept model. Parental decision-making behaviours were deduced by survey to understand key factors for model calibration. Dynamic system sensitivities were abduced from the simulation model before comparing long-term psychosocial impacts on children from expert, policy-support suggestions. Modelling demonstrates that two principal feedback loops influence family psychosocial systems when deciding secondary schools (parent-child wellbeing reinforcement plus knowledge of schools balancing parent concerns). Exogenous competition stressors on psychosocial systems can erode parent knowledge while testing student resolve. Competition guidance to remove risk-laden school options (league table comparison) before sequencing any remaining choices by profit (school visits), are not always used deciding urban secondary schools. Instead, families lacking experience can adopt decisive styles based on parent needs alone. Given autocratic leadership, child wellbeing rapidly deteriorates when student needs cannot be met by schools. Rather than ending student-selective entrance tests or raising knowledge of schools at visits, effective multi-agency support policy helps by increasing school choice debate frequency within families to address psychosocial system imbalances. The research makes a clear, three-way contribution to knowledge. Firstly, intrinsic case study theory is enhanced by data triangulation between induced, deduced and abduced research approaches. Secondly, the system dynamics discipline is strengthened by studying compulsory school enrolment. Finally, developing practice-based policy through multi-agency groups endorses cooperative rather than unilateral solutions, for helping change lives.
33
Tucker, Olivia Gail. ""Everybody is Good Enough": Band Teacher Agency in a Highly Competitive Environment." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707234/.
Full textAbstract:
Relations between music education structures and teacher agency are under-researched and under-theorized, and scholars have indicated that the traditions and competitions of school bands in the U. S. may constrain educator agency. The need for research on teacher agency in competitive environments is compounded by policy trends toward administrators' use of festival scores in music educator evaluations. The purpose of this instrumental case study was to investigate band teacher agency in a highly competitive music education environment. I used the chordal triad of agency as the primary theoretical framework. Participants were four mid-career band educators in Texas, and I collected data through interviews, observations, journal entries, website review, and email correspondence. Throughout the data, participants' agency largely reproduced existing structures. Findings coalesced around (a) participants' core values of music, students' development, hard work, and competition, (b) an inductive, cohesive collection of band teaching norms despite participants' employment in schools of varying urbanicity and student demographics, (c) power sources that transmitted values and directed teachers' agency, and (d) a compelling story of one participant's generative agency that contrasted with the rest of the data. I provide directions for further research on music teacher agency and suggest implications for band educators, professional music education organizations, and music teacher educators.
34
Wakelin, Justin. "The influence of competition and cooperation on children's movement competence and self-esteem." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2427.
Full textAbstract:
Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2007.<br>The purpose of this study was to determine the effects of two different approaches to presenting content during a sport module in physical education on the movement competence and self-esteem of children ages 11 - 12. One approach consisted of competitive activities and the other approach consisted of cooperative activities and cooperative learning. The following measurement criteria were selected to assess movement competence: response time, coincident timing, eye-hand coordination (throwing and catching) and eye-hand coordination (striking). Harter’s (1982) Perceived Competence Scale for Children was used to measure children’s perceptions their competence in terms of cognitive, social and physical competence and general self-esteem.
Pre-tests were administered to a competitive activities group (n=14), a cooperative activities group (n=14) and a control group (n=25). Following a10-week intervention programme, the competitive group achieved significant improvements in response time and eye-hand coordination (striking). The cooperative group improved significantly in their response time. There were no significant improvements in the control group. None of the groups demonstrated significant changes in perceptions of cognitive, social or physical competence or on general self-esteem.
This study concluded that participation in cooperative activities as well as competitive activities can help children develop their movement competence. Approaches to the development of positive self-perceptions and self-esteem still require further research. Neither the nature of competitive activities nor cooperative activities seemed sufficient to produce changes.
35
Soliz, Adela. "College Competition: The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Public Community Colleges." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499789.
Full textAbstract:
Community colleges enrolled 37 percent of students attending Title IV-eligible, degree-granting institutions in 2000, but by 2012, this had dropped to 33 percent (National Center for Education Statistics (NCES), 2013). At least some of this decline is hypothesized to be due to the rise of for-profit institutions, which enrolled approximately 9 percent of students in 2012, as compared to only 3 percent in 2000 (NCES, 2013). The decline in the share of undergraduate enrollment at public community colleges combined with the increasing share enrolled in for-profit colleges suggests that for-profit and public community colleges may compete for some of the same students, and several studies support this conjecture (Rosenbaum, Deil-Amen and Person, 2006; Cellini, 2009; Iloh and Tierney, 2014).
This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. I make use of data from the Integrated Postsecondary Education Data System merged with data from the Census, American Community Survey, Bureau of Labor Market Statistics and Grapevine Survey. In the first part of this study, using an event study model in which I interact year with the distance to the nearest newly-opened degree-granting, for-profit college, I estimate the effect of a new for-profit institution opening on community college enrollments and degree completions. In the second part of this study, I estimate the effect of having a new for-profit college open on county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby, and these zeros are precisely estimated. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.
36
Olive, Susan M. "The Value of Science Fair and the Factors that Have Led to the Decline in Ohio Science Fair Competition." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1495707213528466.
Full text
37
Schunnesson, Jonathan, and Jakob Westergren. "“What is Fun for You, is What’s Important to Us!” : Image Work and Positional Games in Swedish Upper Secondary Education." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385390.
Full textAbstract:
How do upper secondary schools work with image to compete online? Through meso-discourse analysis we have analyzed the descriptions of 147 schools offering university preparatory programs in Stockholm County, at one of the larger online information portals for upper secondary education (gymnasium.se). Such information portals have lately seen a tremendous growth in traffic, yet received scant scholarly attention. Our findings suggest that schools work with image mainly by drawing from four distinct image archetypes, which we have metaphorized as The Springboard, The Democratic World Citizen, The Nanny, and The Pedagogical Peacekeeper. These images were tweaked and combined in various ways by schools to project an image to their desired student audience. We also found that different school types used the archetype images with slight variation. Further implications, such as the performative aspect of image work and possible future research on competition in upper secondary education, are discussed.
38
Lorenzen, Michael E. "A balancing act: Managing the tension between competitive outcomes and educational development in collegiate athletics." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2418.
Full textAbstract:
Student-athletes have the opportunity for significant development that can enhance their undergraduate experience through participation in intercollegiate athletics. The commercial and cultural influence of professional sports has, however, increasingly challenged the efforts of the National Collegiate Athletic Association (NCAA) to maintain a developmental focus. Some college sports, particularly football and men's basketball, are now relied upon to generate revenue, which requires successful outcomes and accountability to commercial interests. The disproportionate influence of those revenue sports on Division I athletic culture challenges the credibility of all collegiate sports as appropriate components of higher education. This case study examines the women's gymnastics team at a large Division I institution, Big State University (BSU), over the course of the 2010 season. BSU Gymnastics has achieved sufficient competitive success that the coaches were subject to similar pressure to that which their football and basketball colleagues experienced. The study is a qualitative investigation of the leadership and mentoring practices of the coaching staff, particularly in regard to their ability to maintain a focus on student-athlete development in the face of external pressure from various stakeholders to prioritize winning. Using control systems theory and a new typology of sport, the researcher interviewed coaches and student-athletes, analyzed BSU's 2010 season, and found that the coaches consistently prioritized the developmental experience of their student-athletes. A significant additional finding of the study is that coaches play a critical buffering role, sheltering student-athletes from influences that might otherwise undermine the beneficial aspects of intercollegiate athletics participation.
39
Dryden, Derek S. "A validity review of the color company competition at the United States Naval Academy." Thesis, access online version, LEAD access online version, DTIC, 2006. http://handle.dtic.mil/100.2/ADA451275.
Full textAbstract:
Thesis (M.S.)--Naval Postgraduate School, 2006.<br>"June 2006." Includes abstract. Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis Includes bibliographical references (p. 77-82). Full text available online from DTIC and USNA LEAD theses database.
40
Petersen, Hans-Georg. "Poverty, human capital, life-cycle and the tax and transfer bases : the role of education for development and international competition." Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5396/.
Full textAbstract:
The paper is based on an individual life-cycle model, which describes the purely economic components of human capital. The present value of human capital is determined by all future income flows, which at the same time constitute the individual as well as the total tax base of a nation. Therefore, the income of the productive population determines the total tax revenue, which is spent for public goods (including education) and transfers (for poverty reduction). The efficient design of the education system (by private and public education investments) determines the quality of the human capital stock as well as the future gross income flows. The costs of public goods and the transfer expenditures have to be financed from the total tax revenue, which also affects the individual tax burden via the specific tax bases and tax rates. Especially the redistribution of income is connected with serious disincentives, influencing the preferences for work and leisure as well as for consumption and saving.
An efficient tax and transfer system being accompanied by an education system financed in public private partnership, which treats equally labor and capital income, sets positive incentives for the formation of human, financial, and real capital. An important prerequisite for a sustainable growth process is the efficient design of the social security system, being based on the family as well as a collective risk equalization scheme. If that system is diminishing absolute poverty in an appropriate time period by transfers and vocational education measures for the grown-up as well as high quality primary, secondary and tertiary education programs for the children, the transfer expenditure would decrease and the tax bases (income and consumption) increase, lowering the burden on the productive population. For the first time, this micro model presented in this paper pools all the relevant variables for development within a simple life-cycle model, which can also be used for a powerful analysis of the current failures in existing tax and transfer schemes and fruitful empirical investigations. Hence, an efficient tax and transfer scheme strongly contributes to an improved national position in the global competition.
41
Sharp, Timothy Keith Jr. "Examining the Interaction Between the University Interscholastic League One-Act Play Contest and Texas Theatre Curriculum." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404909300.
Full text
42
Kriz, Lauren. "Be active! An examination of social support's role in individual vs. team competition in worksite health promotion." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001764.
Full text
43
Duerksen, Jessica Anne. "“It’s festival time again”: Sounding Tensions with/in an A/R/Tographical Inquiry into Participation in Competition Music Festivals." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32989.
Full textAbstract:
Reflecting on my musical past, my annual participation in competition music festivals in solo and ensemble categories at the local and provincial levels shaped my music education as well as my development as a music educator. I inquire into how re/visiting moments of tension in my lived experiences as a participant in competition music festivals can facilitate my current praxis as artist, researcher and teacher. My inquiry is informed by understandings of a/r/tography as an arts-based educational research methodology. I inquire into these sites of music-making drawing on a theoretical framework of a soundscape, a concept originally proposed by Canadian composer R. Murray Schafer, to generate rhizomatic pathways with/in my research. Through this framework I consider how musical form informs the processes and structures of my thesis. Emphasizing a/r/tography as process-oriented inquiry, understandings emerge through music-making, arts-based journaling and autoethnographic renderings. Rhizomatic soundscapes evoke new understandings and questions contributing to literature on student perspectives participating in competition music festivals and teaching and learning in one-to-one music instruction.
44
Wood, Nicole J. "THE SOCIAL INFLUENCES OF COACHES AND TEAMMATES IN YOUTH SOCCER: IS IT POSSIBLE TO HAVE FRIENDLY COMPETITION?" Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/7265.
Full textAbstract:
Kinesiology<br>Ph.D.<br>The relationship between specific aspects of the coach-athlete and athlete-athlete relationship on participation in competitive youth soccer was examined in the current study. The purpose of this study was to investigate the independent and combined effects from multiple social agents to examine whether age, gender, and competitive level moderate how status rank, achievement goal orientation, coaching behaviors, and friendship quality influence youth soccer participation. The design of the current study utilized quantitative and qualitative research methods. Four online questionnaires including: 1) an Individual Skills Rank Assessment, 2) Perceived Motivational Climate in Sport Questionnaire-2, 3) Leadership Scale for Sports, and 4) Sport Friendship Quality Scale, were completed by 172 youth participants. Sixteen youth soccer coaches completed the Status Rank Assessment online. Quantitative results revealed significant participation differences exist based upon the interaction among status rank, age, gender, competitive level, achievement goal orientation, coaching behavior and friendship quality, with gender and self-esteem enhancement representing the two strongest predictors in determining which athletes switched teams within the past 12 months. Interview data suggested youth soccer athletes' initial decision to play for specific teams is not based upon pre-existing friendships. They do, however, typically become friends with their teammates throughout the season, which makes individual experiences more enjoyable. Furthermore, the friendships formed with teammates are indirectly influenced by the motivational climate established by their coach through: 1) the achievement orientation emphasized, and 2) the coaching behaviors displayed. Additionally, participants discussed the following common themes: 1) Friendships Make Soccer More Fun but Are Not Necessary, 2) Girl Talk, 3) Just Want to Hang Out, 4) Confidence is Important, but Assumed, 5) Coach Knows Best, and 6) Play Your Best and Improve each Time.The relationship between specific aspects of the coach-athlete and athlete-athlete relationship on participation in competitive youth soccer was examined in the current study. The purpose of this study was to investigate the independent and combined effects from multiple social agents to examine whether age, gender, and competitive level moderate how status rank, achievement goal orientation, coaching behaviors, and friendship quality influence youth soccer participation. The design of the current study utilized quantitative and qualitative research methods. Four online questionnaires including: 1) an Individual Skills Rank Assessment, 2) Perceived Motivational Climate in Sport Questionnaire-2, 3) Leadership Scale for Sports, and 4) Sport Friendship Quality Scale, were completed by 172 youth participants. Sixteen youth soccer coaches completed the Status Rank Assessment online. Quantitative results revealed significant participation differences exist based upon the interaction among status rank, age, gender, competitive level, achievement goal orientation, coaching behavior and friendship quality, with gender and self-esteem enhancement representing the two strongest predictors in determining which athletes switched teams within the past 12 months. Interview data suggested youth soccer athletes' initial decision to play for specific teams is not based upon pre-existing friendships. They do, however, typically become friends with their teammates throughout the season, which makes individual experiences more enjoyable. Furthermore, the friendships formed with teammates are indirectly influenced by the motivational climate established by their coach through: 1) the achievement orientation emphasized, and 2) the coaching behaviors displayed. Additionally, participants discussed the following common themes: 1) Friendships Make Soccer More Fun but Are Not Necessary, 2) Girl Talk, 3) Just Want to Hang Out, 4) Confidence is Important, but Assumed, 5) Coach Knows Best, and 6) Play Your Best and Improve each Time.<br>Temple University--Theses
45
Hada, Betsy. "THE COLLEGE STUDENT-ATHLETE AND ACADEMICS: A STUDY OF THE STUDENT-ATHLETE’S GRADE POINT AVERAGE IN AND OUT OF COMPETITION SEASON." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1147874690.
Full text
46
Feyereisen, Scott L. "Why Some Change and Others Do Not: Understanding the Effects of Competition in Overlapping Professional Jurisdictions on States, Healthcare Markets and Training Programs." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/578634.
Full textAbstract:
Institutional theory is utilized to understand the role of the state in determining who among overlapping professions are allowed to compete in healthcare markets. Hypotheses are tested using a professional licensing policy innovation that influences the evolution of markets for healthcare services. This first paper demonstrates how the power of incumbent and challenging professional associations, the characteristics of a state's labor market, and previous adoptions by neighboring states affect a state's propensity to embrace or resist state legislation of professionally-contested healthcare licensing legislation over a 10-year observation period. The results of this research have implications for understanding state healthcare market innovations, the power of professional associations, and institutional theory. Two subsequent papers address the effects of this competition on training programs in the challenging profession.
47
Shingadia, Ashwin. "Modern Canadian Universities, Mission Drift and Quality of Education." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22696.
Full textAbstract:
This study contributes to theory and public policy in Canada and globally. It uses mixed methodology and triangulation of evidence through policy documents(Bovey,Rae,Drummond),empirical studies and surveys(ranking,NSSE data,regression), CAUT/AUCC and Statistics Canada sources and qualitative sources - writings of university presidents (Bok,Kerr,Fallis),researchers (Rajagopal, Clark et al.)as well,talks with sessionals,teaching assistants and administrators. The framework consists of Altbach's four factors - democratization, the knowledge economy, globalisation and competition and three ideal types for university development - entrepreneurial, liberal education and deliberative. The thesis contrasts classical college with the modern university system. The results show strong evidence for research domination, mission drift and shift towards the entrepreneurial model. Quality is compromised by lowering requirements, compressed courses, less study time, large classes taught by sessionals and TAs, grade inflation and consumerist behaviour, while critical thinking and moral development are neglected.
48
Spady, James O'Neil. "'Like the spider from the rose': Colonial knowledge competition and the origins of non-elite education in Georgia and South Carolina, 1700s--1820s." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1593092077.
Full text
49
Wikström, Christina. "Criterion-referenced measurement for educational evaluation and selection." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-492.
Full textAbstract:
In recent years, Sweden has adopted a criterion-referenced grading system, where the grade outcome is used for several purposes, but foremost for educational evaluation on student- and school levels as well as for selection to higher education. This thesis investigates the consequences of using criterion-referenced measurement for both educational evaluation and selection purposes. The thesis comprises an introduction and four papers that empirically investigate school grades and grading practices in Swedish upper secondary schools. The first paper investigates the effect of school competition on the school grades. The analysis focuses on how students in schools with and without competition are ranked, based on their grades and SweSAT scores. The results show that schools that are exposed to competition tend to grade their students higher than other schools. This effect is found to be related to the use of grades as quality indicators for the schools, which means that schools that compete for their students tend to be more lenient, hence inflating the grades. The second paper investigates grade averages over a six-year period, starting with the first cohort who graduated from upper secondary school with a GPA based on criterion-referenced grades. The results show that grades have increased every year since the new grading system was introduced, which cannot be explained by improved performances, selection effects or strategic course choices. The conclusion is that the increasing pressure for high grading has led to grade inflation over time. The third paper investigates if grading practices are related to school size. The study is based on a similar model as paper I, but with data from graduates over a six-year period, and with school size as the main focus. The results show small but significant size effects, suggesting that the smallest schools (<300 students) are higher grading than other schools, and that the largest schools (>1000 students) are lower grading than other schools. This is assumed to be an effect of varying assessment practices, in combination with external and internal pressure for high grading. The fourth and final paper investigates if grading practices differ among upper secondary programmes, and how the course compositions in the programmes affect how students are ranked in the process of selection to higher education. The results show that students in vocationally oriented programmes are higher graded than other students, and also favoured by their programmes’ course compositions, which have a positive effect on their competitive strength in the selection to higher education. In the introductory part of the thesis, these results are discussed from the perspective of a theoretical framework, with special attention to validity issues in a broad perspective. The conclusion is that the criterion-referenced grades, both in terms of being used for educational evaluation, and as an instrument for selection to higher education, are wanting both in reliability and in validity. This is related to the conflicting purposes of the instruments, in combination with few control mechanisms, which affects how grades are interpreted and used, hence leading to consequences for students, schools and society in general.
50
Hoffman, Kenneth Lloyd Jr. "Ohio Band Directors' Perceptions of Large Group Adjudicated Events." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397662993.
Full text