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1
Gorman, Renee Lynn. "Are Montana University System graduate students satisfied?" Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/gorman/GormanR0805.pdf.
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Walls, Bethany M. "Becoming a chemist graduate students' perspectives on chemists and chemistry /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1233080675/.
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Wright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.
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Lindner, Murphy, and Wingenbach (2002), noted that agricultural education's core is communication because it is the component that spreads a variety of ideas to a large group of people and is the essential form of education needed for scholarship. Research is needed to ensure that agricultural education students are taught to write, effectively and efficiently, an argument paper that establishes the following components: coherence, audience awareness, argument, summary, sources, and grammar.
The purpose of this descriptive study was to determine if the writing competencies of the Doc@Distance graduate students have changed or improved based on the recommendations made in a previous study. A census of the Doc@Distance students was taken for this study. Thirty students submitted an argument writing sample that they wrote during the orientation week of their program in August 2003.
The conclusions of this study found that 68.8% of the 2004 Doc@Distance Cohort suggested inadequacy in writing an argument paper, and 71.4% of the 2007 Doc@Distance Cohort suggested inadequacy in writing an argument paper. Ending Cohort `04 demonstrated weakness in coherence, argument, summary, and grammar. Beginning Cohort `07 demonstrated weakness in coherence, audience awareness, summary, and grammar.
As a result of this study, it is recommended that a follow-up study be conducted on Cohort `07 in two years to determine if writing abilities for argument papers have changed and to assess the overall changes in argument-writing for this cohort. It is recommended that a study be conducted on Cohort `10 upon admission to determine their argument-writing ability. Ending Cohort `07 and Beginning Cohort `10 should be tested to determine if a difference exists between students completing the program and students entering the program. It is recommended that undergraduate agricultural education students be tested to determine their argument-writing competencies. It is recommended to compare and contrast on-campus agricultural education students and distance education students at Texas A&M University. Finally, it is recommended that Cohorts `07 and `10 be evaluated on their competencies to write data reports, narratives, and informative and research analysis papeers.
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Almotawah, Wafaa. "The role of Kuwait university libraries in supporting graduate students' research." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15186/.
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Hunter, Maryke. "Postgraduate studies at the University of Stellenbosch : an exploration of students' perceptions." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53007.
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Thesis (MPhil)--University of Stellenbosch,2002.<br>ENGLISH ABSTRACT: Changing circumstances and new initiatives have made it necessary for
Higher Education institutions to reflect on all aspects of their teaching
portfolios. Recent global and national trends have had numerous
implications for different aspects of the university as an entity, which in turn
have important implications for teaching, and particularly postgraduate
teaching. The need for greater transparency and efficiency is forcing
universities into discussions around facing these challenges. The
overarching aims of this study were twofold: firstly, to identify historical and
current tendencies and patterns in postgraduate studies at the University of
Stellenbosch and secondly, to determine the enabling and constraining
factors relating to postgraduate studies at the University of Stellenbosch. It
was decided to focus on both completed postgraduate students (years 1991
- 1999) as well as current postgraduate students (year 2000). Furthermore,
"postgraduate" was defined as relating to all Master's and Doctoral
students at the University of Stellenbosch.
The empirical research for this study included three components. Firstly,
two postal surveys were carried out at the University of Stellenbosch in
2000 in order to explore a representative sample of postgraduate students'
attitudes and perceptions. Secondly, a secondary data analysis of existing
data on the University database for postgraduate students was carried out
in order to do an estimate of success- and follow through rates. Finally,
interviews were conducted with coordinators of four postgraduate
programmes at different departments in the Faculty of Arts at the University
of Stellenbosch.
Results show that the nature of postgraduate studies at the University
follows the same form of dynamics, diversity and complexity that
characterizes postgraduate studies worldwide. Although there has been an
exceptional increase in the number of postgraduate students over the past decade, completion rates have stayed the same. This increase in numbers
places enormous additional administrative, academic and managerial
demands on the University. Although postgraduate students (both
completed and current students) seem to have a general positive perception
of the University, its academic and administrative services as well as the
quality of postgraduate supervision, there are certain aspects that can still
be improved upon. For example: the University has to realize that although
the completion rates of postgraduate students have reasonably stayed the
same over the last decade, the number of students who did not complete
increased with almost 50%. The University has to put structures in place in
order to cope with the increasing demands these students are placing on
administration, departments and supervisors. Also, although it seems as if
the University are open to the trends in higher education, they are not
totally geared for part-time and non-resldentlal students. All four
programmes in the Arts Faculty were initiated by individual academics
within the departments. In terms of managing postgraduate students within
departments, it seems that greater standardization regarding aspects of
admission, administrative support, requirements for research proposals,
examination and guidelines for the research components are needed.
Supervisors and students both need to know what is expected from them.
In terms of the supervisory process, supervisors must have guidelines in
terms of what their responsibilities are and they have to realize the
importance of their task. Students need to be informed about their rights
and the whole process of postgraduate studies.
Overall, it is the responsibility of the University, together with its
postgraduate students and supervisors to ensure that the process of
postgraduate studies is characterized by success, effectiveness and
efficiency.<br>AFRIKAANSE OPSOMMING: Veranderende omstandighede en nuwe beleldsmaatreels maak dit
noodsaaklik dat Hoer Onderwysinrigtings deurentyd besin oor aile aspekte
van hul missies en funksies. Resente globale en nasionale tendense het
verreikende implikasies vir verskeie aspekte van die universiteitswese,
waarvan die gevolge vir die onderrigtaak, en in besonder nagraadse
onderrig, van besondere belang is. Oproepe tot deursigtigheid, gekoppel
aan die imperatief tot doeltreffendheid, is alles faktore wat universiteite tot
besinning dwing. Die doel van hierdie studie was om die historiese en
huidige tendense en patrone in nagraadse studie aan die Universiteit van
Stellenbosch te skets asook om vas te stel wat is die bemiddelende en
belemmerende faktore wat nagraadse studie by die Universiteit kenmerk.
Daar is besluit om te fokus op beide afgestudeerde studente (vanaf 1991
tot 1999) asook huidige studente (ingeskryf in die jaar 2000). Verder is
"nagraads" gedefinieer as verwysende na aile meesters en doktorale
studente by die Universiteit van Stellenbosch.
Die empiriese navorsing vir hierdie studie bestaan uit drie komponente.
Eerstens is twee posopnames in 2000 uitgevoer om "n verteenwoordigende
steekproef van nagraadse studente aan die Universiteit se persepsies
rakende hul nagraadse studie te toets. Verder is daar "n sekondere analise
uitgevoer van bestaande data op die Universiteit se databasis vir nagraadse
studente spesifiek met die doel om sukses- en deurvloeikoerse van
nagraadse studente te bepaal. Laastens is onderhoude gevoer met
koordineerders van vier nagraadse programme aan verskillende
departemente binne die Fakulteit Lettere en Wysbegeerte.
Die resultate toon dat die aard van nagraadse studie aan die Universiteit
van Stellenbosch dieselfde mate van dinamika, toenemende diversiteit en
gepaardgaande kompleksiteit weerspleel as wat nagraadse studies
wereldwyd kenmerk. Alhoewel daar "n buitengewone toename in nagraadse
studentegetalle aan die Universiteit oor die afgelope dekade was, het die voltooiingskoerse van studente dieselfde gebly. Hierdie toename in getalle
plaas geweldige ekstra administratiewe, akademiese en bedryfseise aan die
Universiteit. Alhoewel nagraadse studente (beide afgestudeerd sowel as
huidig) in die algemeen "n positiewe persepsie van die Universiteit, sy
akadernlese en administratiewe dienste, sowel as die kwaliteit van
nagraadse studieleiding blyk te he, is daar enkele sake waarop verbeter kan
word. 50 byvoorbeeld moet die Universiteit besef dat alhoewel
voltooiingskoerse konstant gebly het, het die getal van nagraadse studente
wat nie voltooi nie, met ongeveer 50% gestyg. Die Universiteit moet
strukture in plek stel om te kan voldoen aan die toenemende eise wat sy
nagraadse studente aan administrasie, departemente en studieleiers stel.
Alhoewel die Universiteit oop blyk te wees vir nuwe tendense in hoer
onderwys, blyk dit dat hy nog nie heeltemal gerat is vir deeltydse studente
en nle-resldenslele studente nie. AI vier die programme in die Fakulteit
Lettere en Wysbegeerte het ontwikkel uit individuele akademici binne
departemente. In terme van die bestuur van nagraadse studente binne
departemente, is groter standardisasie van aspekte rakende toelating,
administratiewe ondersteuning, vereistes rondom navorsingsvoorstelle,
eksaminering en riglyne vir die navorsingskomponent van nagraadse
studies nodig. Beide studieleiers en studente moet besef wat van hulle
verwag word. In terme van die proses van studieleiding, moet studieleiers
oor riglyne beskik van hulle verantwoordelikhede en verder moet die
belangrikheid van die taak besef word. 5tudente moet ingelig word oor hulle
regte en die proses van nagraadse studie. Die Universiteit, tesame met sy
nagraadse studente en studieleiers, moet verseker dat die proses van
nagraadse studies gekenmerk word deur sukses, effektiwiteit en
doeltreffendheid.
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Kim, Mi-Young. "Learning to be students again : second language socialization of graduate students in a Canadian university." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52852.
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This study reports on multiple qualitative case studies of five non-native English speaking (NNES) graduate students majoring in Teaching English as a Second Language (TESL) in an English-medium university in Canada. The students' academic discourse socialization experiences and the ways in which they negotiated and constructed their identities in this new context are highlighted as they navigate their first academic year in a graduate program in an English speaking context, as former teachers from an English as a foreign language context.
Adopting a second language socialization framework (Duff, 2003, 2007; Duff & Talmy, 2011), this study employs longitudinal qualitative data, mainly participant interviews, journals, and writing samples, to examine the challenges and variability of these students’ language socialization processes. Findings demonstrate non-conformity, contestation, and partial and multiple community memberships with progress as well as setbacks, thus revealing the complexity of the processes and outcomes of language socialization. As the students worked to reconceptualize and negotiate multiple voices and identities, their language socialization processes were largely impacted by their prior learning and professional experiences as well as by their future trajectories (Gale, 1994; Hirvela & Belcher, 2001; Shen, 1989). Findings also suggest that, along with institutional and program support, students' willingness to negotiate and invest in their new communities of practice (Lave & Wenger, 1991) accelerated their (perceived) progress in learning as well as their academic socialization.
The study suggests that NNESs, by perceiving themselves as individuals with unique needs, ideologies, and goals, can be better equipped to see themselves as multicompetent, legitimate, and full members of their graduate studies community, rather than language-deficient peripheral members (Cook, 2005; Pavlenko, 2003). The study enhances our understanding of the necessity to redefine and recognize the diverse needs, expectations, and ideologies of a growing number of international students who increasingly compose a significant portion of the student body in North American academia and the field of TESL.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Dempsey, Alison. "Cross-cultural Interactions of Chinese Graduate Students at a Midsized U.S. University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336069244.
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Orawan, Tanchareonrat Brickell John L. "Selected characteristics and academic achievement of international graduate students at Illinois State University." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901470.
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Thesis (Ph. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 20, 2005. Dissertation Committee: John L. Brickell (chair), Carolyn Z. Bartlett, Patricia H. Klass, JoAnn S. McCarthy, John R. McCarthy. Includes bibliographical references (leaves 108-116) and abstract. Also available in print.
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Jiao, Xiaomin. "Factors influencing students' approaches to learning a case study of postgraduate students at a New Zealand university : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Auckland University of Technology 2005." Full thesis. Abstract, 2005.
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Mills, Caroline Curry. "Graduate students' perceptions of academic integrity policies, practices, observations, engagement, and seriousness of behaviors." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246559310/.
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Huang, Chunying. "The classroom as a learning community? voices from postgraduate students at a New Zealand university : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, AUT University, 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/394.
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Tran, June [Verfasser]. "Enhancing Graduate employability: The perspectives of Vietnamese university students and graduates / June Tran." München : GRIN Verlag, 2014. http://d-nb.info/1183917937/34.
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Sullivan, Kimberly R. "Attitudes towards homosexuality: gender differences among Clark Atlanta University graduate social work students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/1824.
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The overall objective of this exploratory study was to explore the attitudes that gender plays toward homosexuality among School of Social Work graduate students. A self-administered questionnaire was given to employ results.
A total of forty students participated in this study, 14 of which were male and 26 were females. All participants were enrolled in the Clark Atlanta University School of Social Work. Simple descriptive statistics were used to analyze the data.
The findings of the study utilized the t-test analysis. The t-test analysis did not note a significant relationship between the two groups. Therefore, the null hypothesis was accepted.
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Girmay, Mehrete. "Understanding the Adjustment Needs of International Graduate Students at Southern Illinois University Carbondale." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1482.
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AN ABSTRACT OF THE DISSERTATION OF Mehrete Girmay, for the Doctor of Philosophy degree in Health Education, presented on September 18th, 2017 at Southern Illinois University Carbondale. TITLE: UNDERSTANDING THE ADJUSTMENT NEEDS OF INTERNATIONAL GRADUATE STUDENTS at SOUTHERN ILLINOIS UNIVERSITY CARBONDALE MAJOR PROFESSORS: Drs. Sosanya Jones and Juliane Wallace In the recent decades, the United States has attracted the highest numbers of international students to attain an education with the majority of students sojourning from China, India, and South Korea (Valenzuela, Palacios, & Intindola, 2015). It is important that the particular needs of this population are understood and met by the universities that house them, primarily in regards to its effect on the student’s health. Through the offering of both support and services, visiting students are more likely to feel welcomed and valued during their stay. Consequently, retention rates of this population have the potential to also be positively affected as fewer students will drop out of their program prematurely due to adjustment challenges. The international graduate student population is a unique one that has specific needs that differ from domestic students and other acculturating groups. International graduate students face social, financial, and other stressors rooted in language proficiency while dealing with academic performance demands that accompany being a graduate student (Sullivan & Kashubeck-West, 2015). Furthermore, many international students studying at American universities tend to experience major adjustment challenges dealing with the unfamiliarity with American customs and traditions in addition to the lack of emotional and social support provided by individuals within the host culture (Chavajay, 2013; Valenzuela, Palacios & Intindola, 2015). The goals of this qualitative, narrative case study were to first explore the needs of international graduate students in regards to their adjustment in obtaining their graduate degree at Southern Illinois University Carbondale (SIUC) and how both their mental and physical health are affected. Currently, at SIUC, there are over 98 countries represented by both undergraduate and graduate students. More specifically, the number of international graduate students studying at SIUC continues to increase. In 2005, there were 882 international students and in 2015 that number grew to nearly 1000 (Southern Illinois University Carbondale, 2016). As this number continues to rise in conjunction with shifting societal factors that have the potential to affect the international graduate students experience while at SIUC, it is important that University staff, which include but are not limited to full and part-time employees who work in (on and off) campus housing, student affairs, security, student rights and responsibilities, as well as Carbondale community members, are aware of the particular needs attached to this population and the ways in which they can play a role in fostering a welcoming environment. Secondly, I explored what services SIUC offers to meet these needs. Whether the needs of this population are being met was significant for this particular study, specifically in regards to retention. After speaking with University staff in several departments in an effort to attain retention information on international graduate students, I learned that SIUC does not currently track retention statistics of their graduate student population. This directly speaks to the importance of this study as it can be used to shed light on potential links between retention and the lack of services offered by the University. Lastly, through both the review of literature and data collection process, I hoped to gain insight into the ways in which SIUC might be able to address the needs of their international graduate students. In hearing the participants’ stories, I was enlightened on the varying ways in which stressors have affected them and to what extent. This, in turn, allowed me to offer recommendations to the University regarding addressing these needs. I used the narrative, case study approach to serve as a guide in the research process. After recruiting 15 international graduate students from the SIUC student body and narrowing down to 10, I held two focus group sessions followed by individual interviews with each participant. In order to get the richest data, I asked participants to share their experiences since arriving at SIUC. The primary factors that I focused on in my questioning process were centered on the student’s health and included: 1) academic, social, and financial stressors; 2) social connectedness and support; 3) language proficiency; and 4) culture shock. This study is important for not only the international graduate student population but also for any university that houses or seeks to house international students at their institution. Furthermore, this study’s significance rests in its ability to provide institutions and its select staff who work alongside this population with valuable inputs that they will be able to utilize as they welcome their visiting students. Overall, the goal of this study was to yield results that will open the door to dialogue regarding this population’s needs, the impact that poor acculturation might have on the student’s mental and physical health, and how bridges between the international and non-international communities can be built and more importantly, sustained.
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Ogundimu, Adesola O. "International Graduate Students’ Educational Technology Perceptions and Usage Patterns at a Midwestern University." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522406361714294.
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Gay, Sean Eric Kil Patrick. "Fukushima Nuclear Disaster Response Impact on Graduate Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1515.
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The roles that universities played in the response to the Fukushima nuclear disaster were significant and varied; however, there was limited study on participating graduate students. The purpose of this study was to understand the impact of disaster response on graduate students' personal and academic development. This study examined research questions about the perceived impact on academic and personal identity development. Empowerment, cognitive content engagement, general systems theory, and utilitarianism formed the theoretical foundation. This study used a transcendental phenomenological approach to examine the subjects' experiences in the context of involvement in disaster response. The primary source of data was semiopen interviews with individuals that were publicly recruited graduate students at the time of their involvement in the Fukushima nuclear disaster response; data were triangulated with interviews from faculty supervisors. Analyzing the data resulted in the themes of predisaster normality, proximal impact, stress, perception of foreignness, relationships, breakdowns in relationships, change, new relationships, and religion. Interpreting these themes, it was determined that proximity played a role in the decision to engage in the response effort. Furthermore, identification with victims increased the stress of participants. While the experience was empowering, caution is necessary. Further research is recommended into disaster recovery, the role of interpreters in disaster response, and the role of universities in disaster infrastructure. This information can promote social change by enabling graduate students and gatekeepers to better understand potential outcomes for incorporating graduate students into disaster infrastructure.
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Smith, Greg. "The psychofortology of post-graduate learners in the Faculty of Health Sciences at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/606.
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The years spent studying towards a degree represent many challenges to the learner1. These pressures increase once that learner moves into the post-graduate level of professional study. Faced with the pressure of having to perform suitably in order to remain on the programme, the learner finds himself or herself under conditions which may present as stress or illness, depending upon the availability of coping resources and strategies. This study adopted a psychofortigenic2 approach and explored and described the coping (i.e., coping resources and sense of coherence) and subjective well-being (i.e., satisfaction with life, happiness and general psychiatric health) of post-graduate learners in the following six departments of the Faculty of Health Sciences at the Nelson Mandela Metropolitan University (NMMU): Psychology; Human Movement Science and Sport Management; Environmental Health and Social Development Professions (incorporating MA Health and Welfare Management); Pharmacy; Nursing Science; Biomedical Technology and Radiography. An exploratory descriptive research design was used and the participants were selected by means of non-probability, convenience sampling. The sample consisted of 60 male and female masters and doctoral post-graduate learners in the Faculty of Health Sciences. Biographical data was gathered by means of the administration of a questionnaire. Hammer and Marting’s (1988) Coping Resources Inventory was used to measure the students’ available coping resources. Furthermore, Antonovsky’s (1987) Orientation to Life Scale was used to measure the construct of Sense of Coherence. The Satisfaction with Life Scale by Diener, Emmons, Larson and Griffin (1985) was used to assess the respondents’ overall satisfaction with life. Kamman and Flett’s (1983) Affectometer-2 was used to measure participants’ subjective global happiness. The General Health Questionnaire of Goldberg and Williams (1988) was used to measure the psychiatric morbidity or general psychiatric health of the participants. The data was analyzed using both descriptive statistics and cluster analysis. A Hotellings T² was computed with subsequent t-tests to draw inferences about differences in the means of established groups across the five measures. The results indicated that the participants were generally coping and experiencing subjective well-being. The results indicated two clusters to significantly differ from one another across the five measures. The first cluster could be characterized as high in psychofortology and presented with better coping and subjective well-being. The second cluster could be characterized as low in psychofortology and presented with poorer coping and subjective well-being.
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Brittain, Jessica. "A study of how students and graduates of the public relations graduate program of Rowan University view the graduate program /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.
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Smith, Cammy Frances. "A qualitative analysis of the perceptions of social loafing among post-graduate university students." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60520.
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This study sought to explore the perceptions of social loafing held by post-graduate university students within a group work context. The study aimed to advance understanding of how such perceptions can impact group work endeavours. Specifically, the key tenets that guided the study were whether or not the participants had experienced the phenomenon of social loafing through the duration of their university careers; how prevalent it was; how the encounter had shaped their views on group work; how it impacted their motivational levels; whether they had personally engaged in social loafing or not; as well as how they dealt with social loafers within their groups.
This purely qualitative study employed a phenomenological lens in deriving exploratory information from a purposive sample (eight post-graduate students enrolled in the University of Pretoria's Human Resource Management Department).
The findings from the research illustrate that the whole sample had experienced social loafing within a group work context. What differed, were the subjective interpretations of the phenomenon held by the students. Students were readily able to provide specific examples and instances where they had been exposed to loafing by a peer or where they, themselves, had loafed. Students' applied various mechanisms to deal with loafers within their work groups, namely, direct confrontation; eliminating perceived loafers from in-group selection from the onset; peer review or evaluations/appraisals; as well complete conflict avoidance through no action at all.
The presence of a loafer created feelings of frustration amongst most of the students. The phenomenon itself was more likely to occur when there was a lack of incentive or evaluation, disinterest in the topic or limited knowledge of the work content. Further, the larger the group size, the greater the likelihood of a loafer being present. From these findings it is evident that social loafing is common and leaves a lasting impression on those that have been exposed or engaged in the phenomenon.
Recommendations include: the optimal size for a group work task be ideally set at 4 to 5 people; group work activities should have clearly defined goals and objectives; clear means of evaluation must exist to ensure that each group member's contribution can be appraised; prior exposure to the content of the task is important and group work should not take place before modular assessment; lecturers need to take on an active role in mitigating against loafing; realistic time frames for group task completion must be present; and increased focus on educating students on how to be constructive group members should be considered as part of a best practice group work approach.<br>Mini Dissertation (MCom)--University of Pretoria, 2016.<br>Human Resource Management<br>MCom<br>Unrestricted
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Love, Jill Annette. "Communication Apprehension in the Classroom: A Study of Nontraditional Graduate Students at Ohio University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363877519.
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Burkholder, Jessica Reno. "Reflections of Single Turkish International Graduate Students: Studies on Life at a Midwestern University." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1287543082.
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Kim, Myong Sun. "An investigation of undergraduate and graduate students' perceptions of online interaction." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000113.
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Harrington, Marcia A. "Navigating the university system: The effects of Chinese and Indian graduate students' social networks on academic progression." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29920.
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Currently more than half a million international students are enrolled at U.S. colleges and universities. All of these students face challenges associated with integrating into their new host education environments and learning how to make their way through the rules and regulations of their host university and community.
Social network theories attribute behaviors to the structural and relational attributes of one's social network including access to resources and information. The social networks of most international students are insular, dense, and homogeneous and serve to reinforce cultural norms in the host society. Further, they provide little to no access to dissimilar others and limit information flow to redundant information.
China and India are the countries of origin of over 20% of U.S. international students. The goal of this research was to understand the constructs of the Chinese and Indian students' social networks and ascertain factors affecting satisfaction and influencing academic progression. Support related to making their way through the university system and residing in the host community framed the social networks. Among the variables studied were tie strength, homogeneity, and roles and relationships of network members.
Results indicated that while significant differences existed within the Chinese and Indian student populations, their networks contained many similarities. Males' networks were more homogeneous and dense than females' networks and weak links were more prevalent in females' networks. Chinese males had the most insular networks. The networks of Indian students and Chinese females were in many cases more similar with one another and different from those of Chinese males. Network members were predominately friends and most were students. University faculty and staff were present in only 12% of Chinese males' networks and at least 25% of all other groups.
Not all students were satisfied that their networks met their needs. Despite having the largest networks, Chinese students wanted even larger networks. Just under half of Indian students wanted larger networks.
Universally, students indicated their networks enabled academic progression and Chinese females rated their networks more effective than all others. Despite significant differences among and between the populations, the students were able to invoke effective networks enabling academic progression.<br>Ph. D.
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Wang, Sue. "Academic Discourse Socialization: A Case Study on Chinese Graduate Students’ Oral Presentations." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1248955494.
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Thesis (Dr. of Education)--University of Cincinnati, 2009.<br>Advisor: Gulbahar H. Beckett. Title from electronic thesis title page (viewed Jan. 15, 2010). Includes abstract. Keywords: language socialization; oral presentations; Chinese graduate students. Includes bibliographical references.
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Khabiri, Mohammad. "Problems Involved in the Academic Advisement Process of Foreign Graduate Students at North Texas State University." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331369/.
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The subjects were 69 graduate faculty advisors, 187 foreign graduate students, and 184 American graduate students who were enrolled at North Texas State University in the Spring Semester, 1984. Statistical techniques used for data analysis include frequency distributions, percentages, means, and Mann-Whitney U test. Significant differences were determined by the two-tailed test of significance at or beyond the .05 level.
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Falkner, Bonni. "An analysis of graduate students' perceptions of quality services provided by University of Wisconsin-Stout." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005falknerb.pdf.
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Cottle-Willard, Elizabeth. "Reading achievement for students in Marshall University Graduate College's 2005 Summer Enrichment Program program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=678.
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Vandenbergh, Stefanie Josepha Emilie. "Towards explaining doctoral success at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85561.
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Thesis (MPhil)-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Limited research in South Africa has been conducted on factors contributing to doctoral success, particularly on how doctoral candidates and graduates experience their studies and the transformation of candidates that can be associated with doctoral studies. This lack of information pertains to the successful completion of a doctoral study within a minimum period of time. It is difficult to predict who will eventually successfully complete their doctoral studies if the prediction is merely based on the results of previous qualifications. Such previous achievements are often insufficient and inadequate to ensure the successful completion of a doctoral study.
Knowledge institutions such as universities seem not to pay adequate attention to the transformation of the person of the doctoral candidate and his or her becoming an independent researcher. Often, a narrow concept of the intellect of doctoral candidates is over-emphasised. Knowing, although limited, is transformative as it can often change who candidates are (or become) as graduates. Such transformation and the idea of a doctoral identity has rarely been the focus in doctoral education, as epistemological gain is regarded as being more important.
The aim of this study was to establish a basic understanding of doctoral success at Stellenbosch University, mainly directed at exploring the challenges faced by doctoral candidates and thereby possibly contributing to the future support of doctoral candidates at the institution. By using an interpretive reseach paradigm and narrative analysis, a number of characteristics were identified as being useful by contributing to a clearer theoretical and conceptual understanding of doctoral success at Stellenbosch University. In the study a number of factors that facilitated doctoral success were also identified, and factors contributing to such success as indicated by participants themselves were defined. A conceptual framework of understanding that may underscore and justify strategies and actions promoting doctoral success are suggested in the study.<br>AFRIKAANSE OPSOMMING: Daar bestaan tans beperkte navorsing in Suid-Afrika oor faktore wat tot die sukses van doktorale studies bydra, veral ten opsigte van hoe doktorale kandidate en gegradueerdes hulle studies ervaar en die transformasie van kandidate wat deur doktorale studies meegebring word. Hierdie gebrek aan inligting het ʼn impak op die suksesvolle voltooiing al dan nie van ʼn doktorale studie binne ʼn minimum tydperk. Dit is moeilik om te voorspel wie uiteindelik hulle doktorale studies suksesvol sal voltooi as die voorspelling bloot op die resultate van vorige kwalifikasies gegrond is. Sodanige vorige prestasies is dikwels onvoldoende en ontoereikend om te verseker dat ʼn doktorale studie suksesvol voltooi sal word.
Kennisinstellings soos universiteite gee skynbaar nie voldoende aandag aan die transformasie van die doktorale kandidaat as persoon of aan die proses waardeur hy of sy gaan om ʼn onafhanklike navorser te word nie. Dikwels word ʼn eng konsep van die intelligensie van doktorale kandidate oorbeklemtoon. Kennis, selfs al is dit beperk, is transformerend van aard omdat dit dikwels kan verander wie die kandidate as gegradueerdes is (of word). Sodanige transformasie en die konsep van ʼn doktorale identiteit was nog selde die fokuspunt in doktorale studie omdat epistemologiese voordele as belangriker beskou word.
Die doel van hierdie studie, wat hoofsaaklik gerig was op ʼn ondersoek van die uitdagings wat doktorale kandidate moet aanspreek, was om ʼn basiese begrip van doktorale sukses aan die Universiteit Stellenbosch te vestig. Dit was dus ʼn poging om by te dra tot die toekomstige ondersteuning van doktorale kandidate aan hierdie instelling. Deur ʼn interpretatiewe navorsingsparadigma en narratiewe ontleding te gebruik, is ʼn aantal waardevolle eienskappe geïdentifiseer wat tot ʼn duideliker teoretiese en konsepsuele begrip van doktorale sukses aan die Universiteit Stellenbosch kan bydra. In die studie is ʼn aantal faktore geïdentifiseer wat doktorale sukses vergemaklik, terwyl ʼn oorsig ook gegee word van faktore wat volgens die deelnemers aan die studie tot sukses sal bydra. Hierdie studie stel ʼn konsepsuele begripsraamwerk voor wat strategieë en optrede wat doktorale sukses sal verhoog, ondersteun en regverdig.
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Stephenson, Sandra Lisa. "Master's Degree studies at Rhodes University : access and postgraduate readiness." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011783.
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This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in 1904, over the ten year period 1999-2008. It also sought to capture the essence of 'postgraduate readiness': the generic (non-certificated) attributes which academics expect graduates to possess in order to undertake Master's degree study. While the majority of students enter Master's level via the formal route (which at Rhodes is an Honours or 4-year bachelor's degree), a significant number are admitted based on the recognition of prior learning (RPL), a practice which is encouraged in South African higher education national policy as a means of widening access and also of acknowledging that learning can take place in ways other than 'formally'. The findings show that while RPL is well defined nationally at the undergraduate level, the concept of RPL at the postgraduate level is vague and largely left to institutional discretion. No national, and few institutional, guidelines are available on which to base the assessment of potential Master's degree students who do not have Honours degrees. Interviews with Deans, supervisors and policy makers at Rhodes indicated that while there is institutional support for admitting alternative access candidates, there is a general perception of deficit compared to those entering the Master's with formal qualifications. However, the statistical findings showed no significant difference in success rates or time taken to completion between students with and without Honours degrees. In addition, comments from supervisors with extensive experience of alternative access students praised the diversity and rich life experience which such students brought to their studies and their peers. The study concludes that an institutional culture characterized by resistance to change, risk and externally imposed regulations at Rhodes has resulted in weak implementation of the University's RPL policy, little marketing or publicizing of alternative access routes to postgraduate study, and low numbers of RPL enrolments at the Master's level. A framework for the assessment of potential Master's candidates - both RPL and formal admissions - for use at Rhodes University and potentially also at other higher education institutions, is proposed in conclusion.
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Sheik, Ismail Arifa. "Factors that affect the persistence of Master of Occupational Therapy students at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86200.
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Thesis (MOccTher)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The retention and throughput rates of postgraduate students are a national and an international concern. There is a tendency for postgraduate students, irrespective of which Master of Occupational Therapy programme they are registered for, to have difficulty in completing the thesis or research assignment, resulting in delayed throughput or non-completion. This study aimed to understand and describe from the postgraduate student’s perspective, what factors facilitated or hindered the completion of the Master of Occupational Therapy programmes. Qualitative research using a phenomenological design was used in order to obtain a rich description of the students’ lived experiences in the M-programmes so as to gain insight into their experiences. Purposive sampling was used and data was generated by means of in-depth, one-to-one interviews. The findings have shown that numerous factors in various combinations at different points in time during the study period shaped the experience of the mature, female, part-time postgraduate student. Participants were intrinsically motivated to engage in studies as they desired the growth in their professional knowledge and skills. The experience of supervision varied depending on how the student and supervisor were matched and on the student’s expectations and needs of the relationship. The development of critical thinking and writing skills required effort and time, which influenced the postgraduate student’s motivation, retention and throughput rate. Within the work environment very little negotiation for study opportunity was possible. Although this negotiation was far more likely within the home and with family, household and family responsibilities persisted over the long study period of two or more years. This study has shown that the main hindrances to the completion of studies are the lack of time and the demands of the multiple roles that the mature, female part-time postgraduate student has to contend with.<br>AFRIKAANSE OPSOMMING: Die volharding en deurvloeikoers van nagraadse studente is nasionaal sowel as internasionaal ‘n bekommernis. Daar is ‘n tendens vir nagraadse studente om te sukkel met die voltooing van die tesis of navorsingsopdrag, afgesien van die Meester in Arbeidsterpie program waarvoor hulle gerigestreer is. Die doel van hierdie studie was om vanuit die nagraadse student se perspektief, die faktore wat die voltooing van die Meester van Arbeidsterapie programme fasiliteer of verhinder te verstaan en beskryf,. Kwalitatiewe navorsing met ‘n fenomenologiese navorsingsontwerp is gebruik om ‘n ryk verduideliking van die student se ervaringe van die M-programme te bekom om sodoende insig in hul ervarings te kry. Daar is van ‘n doelgerigte steekproef gebruik gemaak en data is gegenereer deur middel van in-diepte een-tot-een onderhoude. Die bevindinge het getoon dat verskeie faktore in verskillende kombinasies op verkillende tye gedurende die studie-periode die ervaring van die deelnemers as volwasse, vroulike, deeltydse nagraadse studente bepaal het. Nagraadse studente was intrinsiek gemotiveerd om te studeer omdat hulle wou groei ten opsigte van hul professionele kennis en vaardighede. Hul ervaring van studieleiding is bepaal deur hoe gepas die studieleier vir die betrokke student was en ook van die student se verwagtinge en behoeftes van die studieleier-student verhouding. Die ontwikkeling van kritiese denke en skryfvaardighede het inspanning en tyd vereis, wat die nagraadse student se motivering, volharding en deurvloeikoers beïnvloed het. Min onderhandeling vir studie-geleenthede was moontlik binne die werksomgewing. Alhoewel hierdie onderhandeling meer moontlik binne die huis- en familie omgewing was, het huishoudelike en familie verantwoordelikhede steeds voortgegaan oor die lang studie tydperk van twee of meer jare. Hierdie studie het bevind dat die grootste hindernisse vir die voltooiing van studies die tekort aan tyd en die eise van die meervoudige rolle waarmee die volwasse, vroulike deeltydse student worstel is.
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Chen, Qin 1962. "Chinese graduate students in Canadian universities : a study on the influence of culture, language and communication skills on their educational adjustment." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61978.
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Tomlin, Teagan L. "Using Geoscience Education Graduate Students to Help Faculty Transform Teaching Practice." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/2027.
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Universities make claims about student learning that graduates don't often achieve and are under pressure to show improvement in teaching and learning in their undergraduate programs. This has been the constant focus of university-level professional development programs, but most teachers are still not using the most effective teaching methods. Individual departments need to find ways to help their instructors overcome three main challenges associated with adopting more effective student-centered teaching methods. No matter what strategy is adopted, instructors need considerable support to 1) change their beliefs about what constitutes effective teaching and learning, 2) learn to effectively implement new strategies, and 3) help their students change their beliefs about teaching and learning. We investigated whether M.S. Geoscience Education graduate students could offer the support instructors need to overcome the challenges listed above. We successfully piloted this approach during 2006 to 2008. Receiving consistent and individualized support from a Geoscience Education graduate student, the instructor changed his beliefs about teaching and learning and learned to effectively implement active learning strategies. His teaching satisfaction and student ratings also increased. Advantages of our approach include 1) the time the graduate student devoted to making course changes, 2) the consistent support the instructor received which allowed him to transfer research supported educational theory into his teaching practice, and 3) the instructor is now a departmental resource that other instructors can go to for guidance. Disadvantages include 1) the graduate student's lack of experience as a teaching consultant and 2) the difficulty of transforming a professor/student relationship into a client/consultant relationship.
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Williams, Sheila Y. Guinier Clarke. "ASIAN INDIAN SOJOURNERS: AN INQUIRY INTO THE PROBASHI–“AWAY FROM HOME” EXPERIENCE OF GRADUATE STUDENTS AT A MID-WESTERN UNIVERSITY." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1188314140.
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Virgil, Derick M. "Perceptions of affirmative action in higher education : graduate & professional student views at a midwestern AAU university /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974695.
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Miyafusa, Sumiko. "Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371592.
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Namuganga, Gladys Nabaggala. "Identification Inducement Strategies used by North Dakota State University to Recruit and Retain Multicultural Graduate Students." Thesis, North Dakota State University, 2011. https://hdl.handle.net/10365/29789.
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The desire to attract an increasing number of minorities is pushing institutions of higher learning to brand themselves and communicate with students in ways that ensure their identification with the institution. Students' identification with an institution is one way to increase their enrollment numbers at the institution. This study was interested in determining whether NDSU's Graduate School and Office of Multicultural Programs used Cheney's (1983a) organizational identification inducement strategies in their recruitment and retention material that targeted multicultural graduate students. A closed coding textual analysis was used to analyze the material. Three of the four strategies were present in the analyzed communication material. Results are discussed in terms of key findings and practical implications for NDSU and other institutions that are interested in increasing their enrollment numbers of multicultural graduate students.
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Tweissi, Adiy. "The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092.
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Clift, Scott Brewer. "A Comparative Study of the Motivations and Academic Self-Concept of Midlife Male Graduate Students with Those of Midlife Female, Early Adulthood Male, and Early Adulthood Female Graduate Students." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/159.
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This study was designed to compare midlife male graduate students with midlife female, early adulthood male, and early adulthood female graduate students in terms of their motivations for returning to higher education and their academic self-concept as returning students. Data were gathered, using Boshiers's Education Participation Scale (1995) and Drummond's Academic Self-Concept Scale (1984), from graduate students at a comprehensive, urban, southeastern, public university of approximately 10,000 students. The 426 graduate student participants were enrolled in three colleges (Business, Education, and Health) at the university.
Multivariate analysis of variance (MAN"OVA), univariate analysis of variance, and multiple comparison tests results indicate significant motivational and academic selfconcept differences. Midlife males' mean scores were significantly lower in the motivation category of Professional Advancement than the other three age/gender groups. Midlife males' and females' academic self-concept mean scores were significantly higher than early adulthood females in the category of Extraversion, and higher than early adulthood males in the category of Academic Skills.
These findings may be useful in educational recruitment and curriculum programming. Implications for practice and recommendations for research are provided.
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Merkle, Katlyn M. "`Here We Are’: Exploring the Lived Experiences of Pregnant Graduate Students within Neoliberal Universities." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1471004794.
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McCline, LeeAntwann S. "Perceptions of challenges to retaining African American male graduate students in higher education /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575589.pdf.
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Nnoduechi, Christopher Ihesiaba. "Nontraditional Graduate Students' Satisfaction With Their Transnational Educational Experience." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/441.
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This retrospective, nonexperimental, quantitative study was designed to explore nontraditional students’ perceptions of satisfaction with their graduate education experience in a customized transnational educational context. This study was undergirded by theories and concepts gleaned from multiple disciplines. Disconfirmed expectations theory of consumer satisfaction derived from expectancy theory, which describes the motivations and behaviors of consumers who purchase a service but cannot fully evaluate the service until it has been consumed, provided the overarching conceptual framework for the research.
This research analyzed data from 62 graduates of a customized, transnational Master of Education program in educational leadership. Participants responded to a quantitative instrument that contained 18 questions related to various aspects of the respondents’ educational experience. The qualitative component involved responding to six open-ended questions.
Descriptive statistical analyses were conducted on the quantitative data. The analyses performed include frequency distributions, means and standard deviations, Cronbach’s coefficient alpha, and a correlation matrix for the dependent and independent variables and for the six subcategories. To examine whether differences in satisfaction with specified aspects of the program were reflected in differences in subscale satisfaction, t tests were also conducted. Conventional content analysis was employed to analyze qualitative data. Statistical analyses indicated that participants were satisfied with every aspect of their educational experience.
This empirical study contributes to the knowledge bank of student satisfaction in a transnational context. When the particular and peculiar needs of nontraditional learners are considered when designing graduate level programs, institutional accommodations are provided, courses that are relevant to students’ needs are taught by instructors with relevant andragogical skills, the appropriate support systems are in place, and the overall goal is to provide education that is relevant to the personal and career goals of the students, students will be satisfied with their educational experience.
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Andrag, H. W. "The relationship between selection test results and performance of students at the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/80763.
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Thesis (MBA)--Stellenbosch University, 2005.<br>ENGLISH ABSTRACT: Business schools, businesses and prospective students will benefit from an indication of prospective MBA students’ likelihood of success in their studies. This study examines the relationship between GMAT and SHL selection tests and performance of students at the University of Stellenbosch Business School. The aim is to establish the feasibility of using models derived from the selection tests in order to identify students who are unlikely to succeed.
It was found that variables analyzed in GMAT and SHL numeric and verbal tests as well as the SHL OPQ 32-test correlate significantly with weighted average marks on the MBA programme. Significant correlations were also found between GMAT and SHL numeric and verbal tests and the marks obtained in subjects with high failure rates. Different variables correlate significantly with weighted average marks depending on the mode of study. Said correlations were however found to be too weak to build a model to predict, with accuracy, the performance of a student based solely on the results of selection tests.
Adding the subject Computer Literacy strengthens the models to the extent that discriminant analysis can identify many of the students whom would be expected to fail. Prediction efficiency of discriminant models is however not high enough to allow its sole use as basis for exclusion of prospective students.
Linear models could not predict any of the students who failed to achieve a weighted average mark of 50% or above. Linear regression models could however explain 27.8% to 52.6% of variability in weighted averaged depending on the method of study and selection test taken.
Linear regression and discriminant models can thus be used as part of a judgement based selection process or as a basis for the provision of guidance to individuals, it is however not suitable for use as sole measure in admissions decisions.<br>AFRIKAANSE OPSOMMING: Besigheidskole, besighede en voornemende studente sal baat vind indien hul ‘n indikasie kan kry van die waarskynlikheid van ‘n voornemende student se sukses. Die studie ondersoek die verhouding tussen GMAT en SHL toetse en prestasie van studente aan die Universiteit van Stellenbosch Bestuurskool. Die doel was om vas te stel of dit wesenlik is om modelle, wat van die toelatingstoetse afgelei is, te gebruik om studente wat waarskynlik nie sal slaag nie, te identifiseer.
Daar is gevind dat veranderlikes in die GMAT en SHL numeriese en verbale toelatingstoetse sowel as die SHL OPQ32 toets wesenlik korreleer met die geweegde gemiddelde punt vir die MBA program. Wesenlike korrelasies is ook tussen GMAT en SHL numeriese en verbale toelatingstoetse en die punte behaal in vakke met hoeë druipsyfers gevind. Verskillende veranderlikes korreleer op ‘n wesenlike vlak met geweegde gemiddelde punte afhangende van die metode van onderrig. Bogenoemde korrelasies is egter nie sterk genoeg om ‘n model te bou, suiwer gebaseer op toelatingstoetse, wat met akkuraatheid die prestasie van ‘n student kan voorspel nie.
Deur die vak Rekenaargeletterdheid by te voeg kan die model sodanig versterk word dat diskriminante analise baie van die studente wat sou druip, kon identifiseer. Die voorspellings effektiwiteit is egter nie hoog genoeg om diskriminante modelle as enigste basis vir die weiering van studente te gebruik nie. Lineêre regressie modelle kon nie enige van die studente wat gedruip het identifiseer nie. 27.8% tot 52.6% van ‘n variansie in geweegde gemiddelde punt kan egter deur lineêre regressie modelle voorspel word, afhangende van die metode van onderrig en toelatingstoets wat geskryf is.
Lineêre en diskriminante modelle kan gebruik word as deel van ‘n oordeel gebaseerde keuringsproses of as basis vir die voorsiening van raad aan individue. Dit is egter nie geskik vir gebruik as enigste keuringsmaatstaf nie.
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Manilall, Janine. "Exploring the development of collaboration amongst undergraduate physiotherapy students at the University of the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/5074.
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Magister Artium - MA<br>Background: Healthcare workers are the human face of health systems, serving to connect knowledge and service delivery to improve patient care. The development of core competencies in the education of health professionals is fundamental for health improvement. Interprofessional collaboration amongst healthcare workers has been linked to improved patient outcomes as no single professional can address all healthcare issues. Aim: The aim of this research was to determine how UWC undergraduate physiotherapy students were being prepared for collaborative work as part of their professional development. Educational experiences of the third- and final-year physiotherapy cohort, physiotherapy educators’ perspectives on the development of competency for collaboration and a review of physiotherapy module outlines were explored. Research Method: A descriptive qualitative research design utilizing focus groups, semi-structured interviews and document analysis was employed. A pedagogical framework was used for instrument development and data analysis. The pedagogical framework was adapted from the CanMEDS physician competency framework, the core competency framework by the Medical and Dental Board of the Health Professions Council of South Africa and the Essential Competency Profile for physiotherapists in Canada. Research was conducted at the Department of Physiotherapy at the University of the Western Cape. Purposive sampling was undertaken with the sample population having consisted of six third- and six final-year physiotherapy students for the focus group discussions and seven lecturers formed the sample for the semi-structured interviews as well as sixteen physiotherapy module outlines. Data was collected and focus group discussion and interviews were transcribed verbatim. An inductive content analysis of the transcribed data was conducted and compared to the Pedagogical framework. Content analyses of module outlines were conducted drawing on Biggs work on constructive alignment and compared to the Pedagogical framework. Ethical clearance was received from the Senate Research Committee of the University of the Western Cape. Results: Participants showed a keen knowledge on the importance of collaboration in the teaching and clinical environment. It had relevance for personal development and learning as well as for interprofessional collaboration. Interprofessional education and group work were thought to be instrumental in collaborative learning but a lack of congruency of learning activities could be a barrier to learning. The clinical environment was highlighted as beneficial to developing collaboration through interprofessional observation and interaction but high patient loads and a lack of understanding of the roles and responsibilities of all healthcare professionals were identified as barriers. To a lesser degree, communication, conflict management and confidence were identifiable skills physiotherapy students should have to be effective collaborators. Conclusion: Students are well-positioned to participate within interprofessional team but have inadequately developed collaborative competencies. These include interprofessional role understanding and skills in conflict management, confidence and communication. Constructive alignment of curriculum by aligning learning outcomes and learning activities to develop collaboration including interprofessional learning activities would better prepare students for interprofessional collaboration.
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Holland, V. Lynne Bates. "Learning to teach, teaching to learn the lived experience of international teaching assistants at a Midwestern university /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1218226885.
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Hilgenberg, Cheryl S. Kennedy Larry DeWitt. "Distance education perceptions of satisfaction and critical thinking opportunities among graduate students /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803724.
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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 2, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Barbara Nourie, William Tolone. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.
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Yang, Lihong. "Speech Act of Request: A Comparative Study of Chinese and American Graduate Students at an American University." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256582773.
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Diki, Mary Kristin. "The Internationalization of Higher Education: International Graduate Students' Perspectives on How to Enhance University Stakeholders' Glocal Competence." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596721422243909.
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Ingram, Jurdene Arlette. ""Racism, we gotta deal with it": experiences of African American graduate students at a predominately white university." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13770.
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Master of Science<br>Department of Marriage and Family Therapy<br>Joyce Baptist<br>Universities around the country are consistently focusing on increasing diversity among the student population, yet little is known about how minority graduate student populations fair academically and personally in predominately White institutions, specifically African American graduate students. This qualitative study examines the lived experiences of six African American graduate students. Participants were interviewed using a semi-structured interview guide on their experiences in a predominately White graduate program. The findings support previous research that indicates that social conditions have not changed and minority students are still not well integrated into their programs. Findings also suggest that although Berry’s (1987) model of acculturation can be used to conceptualize the experience of African American undergraduate students, the experience of graduate students is more complex, and only partially supported by this model. Suggestions for how universities can better improve the environment for African American graduate students are included.
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Angchun, Peemasak. "Factors Related to the Selection of Information Sources: A Study of Ramkhamhaeng University Regional Campuses Graduate Students." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84161/.
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This study assessed students’ satisfaction with Ramkhamhaeng University regional library services (RURLs) and the perceived quality of information retrieved from other information sources. In particular, this study investigated factors relating to regional students’ selection of information sources to meet their information needs. The researcher applied the principle of least effort and Simon’s satisficing theory for this study. The former principle governs and predicts the selection of these students’ perceived source accessibility, whereas the latter theory explains the selection and use of the information retrieved without considering whether the information is optimal. This study employed a web-based survey to collect data from 188 respondents. The researcher found that convenience and ease of use were the top two variables relating to respondent’s selection of information sources and use. The Internet had the highest mean for convenience. Results of testing a multiple linear regression model of all four RURCs showed that these four independent variables (convenience, ease of use, availability, and familiarity) were able to explain 69% of the total variance in the frequency of use of information sources. Convenience and ease of use were able to increase respondents’ perceived source accessibility and explain the variance of the frequency of use of sources more than availability and familiarity. These findings imply that respondents’ selection of information sources at the RURCs were governed by the principle of least effort. Libraries could consider the idea of one-stop services in the design of the Web portal, making it user friendly and convenient to access. Ideally, students could have one card to check out materials from any library in the resources sharing network.
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Xiang, Ran. "Crossing borders, constructing identities : a collective case study of Chinese international graduate students at a Canadian university." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62098.
Full textAbstract:
This study explores how international Chinese graduate students, especially those contemplating immigrating and who therefore fall into a fuzzy international student /immigrant category, (re)construct their identities through their social experiences at a Canadian university. Theoretically, discourses on migration, transnationalism, cosmopolitanism and diaspora and on Chineseness are employed. Students who are diasporic orientated tend to feel more patriotic than they are back home and have a strong identification with being citizens of the Peoples Republic of China. Cosmopolitan oriented students on the other hand are decentered and don’t have a strong attachment to any particular identity, so they feel neither Chinese nor Canadian. Finally, transnational orientated students identify strongly as both Chinese and Canadian. Methodologically, the study employs qualitative case study, with semi-structured in-depth interviews as the main data collection tool and reviewing postings on social media as a triangulating strategy. Five Chinese graduate students, each being a case, from diverse backgrounds studying in Canada on study permits constitute a collective case study. My findings suggest that all participants inhabit in transnational social field by maintaining transnational ties and relations with home country via social media. However, students with clear an immigration agenda are more likely to have extended social circles to transit from students to permanent residents, whereas those have not yet decided their future plans have smaller social circles that evolve around life in university and within academia. Chinese students develop complex and hybridized identities in Canada, from diasporic-oriented, to both diasporic and cosmopolitan oriented, to extremely transnational and cosmopolitan oriented. Where exactly their identities locate in the continuum largely depends on participants’ upbringing, disposition and life experiences: the more participants mingle with a mixed group of people, expose themselves to various cultures, the more they become transnational and cosmopolitan oriented, tolerant and appreciative of differences and less attached to clear-bounded identities.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate