Dissertations / Theses: 'Education, Higher – Aims and objectives – Zimbabwe'

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Halwachi, Abdul Jalil Hassan. "Higher education institutions in the Arab states : a study of objectives and their achievement." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/1914.

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Over the last two decades more attention has been paid by the governments of developed and developing countries to the role of higher education in general and universities in particular. Their major concern is the growing demand for higher education and the growing expenditure of that sector. These two reasons led to an inquiry into the role of higher education institutions, their objectives and their effective use of the resources allocated to them. The need to achieve better understanding and definition of the role of higher education institutions and effectiveness requires better understanding of the institutional objectives and their measure of achievement by the various constituencies involved in the institutions' activities. This study aimed to investigate the different objectives and to examine the appropriateness and degree of achievement of measures of a set of institutional goals in four Arab Universities. The study approach used included a literature survey of studies conducted on higher education institutions in Europe, North America and the Arab States and the collection of data by a questionnaire. The population sample represents administrators and faculty members in the four Arab Universities. Mean scores were used to generate the ranking of the objective areas, in terms of their perceived preferences among the four universities and among the respondent groups. Also, the analysis of variance technique was used to ascertain which of the objective areas and their measures received divergent views among the four universities and among the respondent groups. The analysis of variance technique was followed by Duncan's New Multiple Comparison test to identify pairs of factors which differ significantly, to help in the interpretation of the findings. The study revealed that there were differences in respondent ratings of the objective areas, their measures and degree of achievement among the four universities but not among the different respondents categories. The findings of the study provided the conclusion that: only in some objective areas were priorities perceived differently by the universities and by respondent groups; homogeneity exists among the respondent groups on the appropriateness of the measures and the degree of achievement of these measures; close correlation appears to exist between the ratings of the objective areas and their associated measures; and, finally, there was consensus among the respondents that all universities were performing poorly on the most highly rated objective areas. The results and conclusions of the study were utilised to draw up some recommendations which might be useful to decision-makers in achieving their institutional objectives.

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Kayitankore, Bernard Narcisse. "Foreign training of academic staff and capacity building in higher education institutions in Rwanda." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8864_1182227521.

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During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions
amongst others is the training of human resource which is the most important of all.

In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.

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Goldie, J. G. "Impak van die verlengde graadprogramme aan die Universiteit van Stellenbosch : 'n evalueringstudie." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/97400.

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ENGLISH ABSTRACT: This study examines the impact of the extended degree program on the students admitted to these programs. The extended degree program offers students an alternative access route to higher education institutions. The program is aimed at students from former disadvantage school environments that have the potential to be successful in their studies. The literature review shows that the programs are successfully implemented over the world. The literature also indicates that if learners are longer exposed to a specific subject, they perform better in this subject. This statement is specifically investigated in this study because it is one of the extended degree program`s building blocks – give students more exposure to a specific subject and they have a better chance to achieve success in that subject. In answering the main research question “What impact does the extended degree program has on both the student and institution.”, both quantitative and qualitative data were collected. Quantitative data used in this study were the final marks and throughput rates of students. Qualitative data was obtained through interviews with students in the program. Although the findings of this study are context specific, it contributes to the growing knowledge and better understanding of the impact that the extended degree program has on the student and university. The two main findings of this work were: i) The academic performance of students in the extended degree program improved in relation to the performance of students in the mainstream. ii) The performance of students in the extended degree programs justifies the existence of the programs at the University of Stellenbosch.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die impak wat die verlengde graadprogram het op studente wat tot hierdie programme toegelaat word. Die verlengde graadprogram bied ŉ alternatiewe toegangsroete aan studente tot hoëronderwysinstellings. Die programme is gemik op leerders uit ŉ voorheen benadeelde skoolomgewing wat die potensiaal toon om suksesvol in hulle studies te wees. Die literatuurstudie toon dat die programme met sukses oor die wêreld geïmplementeer word. Die literatuur toon ook aan dat leerders wat langer aan ŉ spesifieke vak blootgestel word, beter in die vak presteer. Hierdie stelling is spesifiek in die studie ondersoek, want dit is een van die verlengde graadprogram se boustene – gee studente langer blootstelling aan ŉ spesifieke vak sodat hulle ŉ beter kans het om sukses in die vak te behaal. Om die hoofnavorsingsvraag “Watter impak het die verlengde graadprogram op beide die student en instansie.” te beantwoord, is beide kwantitatiewe- en kwalitatiewe data ingesamel. Kwantitatiewe data wat gebruik is in die studie is die prestasiepunte en deurvloeisyfers van studente. Kwalitatiewe data is verkry deur onderhoude te voer met studente in die verlengde graadprogram. Alhoewel die bevindinge van dié studie konteks spesifiek is, dra dit by tot die groeiende kennis en beter verstaan van die impak wat die verlengde graadprogram het op die student en die universiteit. Die twee belangrikste bevindinge van hierdie werk is: i) Die akademiese prestasie van studente in die verlengde graadprogram verbeter ten opsigte van studente in die hoofstroom. ii) Die prestasie van die studente in die verlengde graadprogramme regverdig die voortbestaan van die programme aan die Universiteit van Stellenbosch.

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Spillman, Nancy Joan. "Higher education: An elixir for the retiree thus a tonic to society." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1756.

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This project is to encourage citizens over 60 years of age, active and in relatively good health to continue in higher education. Academic classes in universities, colleges, and elevating classes in vocational and technical schools and elderhostel programs are available.

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Rudhumbu, Norman. "The role of academic middle managers in the planning and implementation of curriculum change in private higher education institutions in Botswana." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/2979.

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The purpose of the study was to examine the role of academic middle managers (AMMs) in the planning and implementation of curriculum change in private higher education institutions in Botswana. This study employed a mixed methods research approach which utilised a structured questionnaire and a semi-structured interview guide to gather data on AMMs‟ role in the planning and implementation of curriculum change in PHEIs in Botswana. SPSS version 21 was used for analysing quantitative data while thematic analysis was used for analysing qualitative data on the role of AMMs in the planning and implementation of curriculum change in PHEIs. The study showed that the role of AMMs in the planning and implementation of curriculum change in PHEIs was too complex and demanding because they spent most of their time on daily administrative routines instead of on core academic activities such as planning and implementing curriculum change in their departments. The AMMs in the PHEIs under study operated more like managers in academic departments than academics in management. As a result the study showed that AMMs faced more challenges than opportunities in their planning and implementation of curriculum change in PHEIs. The major challenges AMMs faced in the planning and implementation of curriculum change were a highly controlled and strict work environment, role conflict, lack of autonomy, role strain and heavy workloads which limited the time AMMs spent on the core business of managing curriculum change in their departments. The study also highlighted some of the strategies albeit a few, which, despite the numerous challenges AMMs faced, are used to try and make the planning and implementation of curriculum change by AMMs was to some extent successful. The study provided insight on the influence of AMMs biographical characteristics as well as the influence of AMM job requirements (such as having a detailed job description and having authority over curriculum matters) on how AMMs enacted their role in curriculum change. Based on the results of the study, a model to assist AMMs in the effective planning and implementation of curriculum change was proposed.

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Giovannini, Eugene Vincent. "An analysis of existing and preferred goals for Virginia community colleges." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162157/.

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Masuku, Elisa. "School principals' experiences of the decentralisation policy in Zimbabwe." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1490.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The decentralisation of power in education is part of a global process that has become part of the education reform policies of most countries. Decentralisation, which is typified by the redistribution of power to local levels, is claimed to serve a variety of ends from democratization to efficiency, empowerment of stakeholders to improved quality of education. It is, however, a complex process that is difficult to capture as power is seen to manifest in multiple ways. During the nineties Zimbabwe, against the background of a massive increase in enrolments, for a variety of reasons including the improvement of the quality of education, embarked on the re-distribution of administrative and financial power in the Ministry of Education, Sport and Culture. The implementation of this policy revealed major discrepancies between the intentions of government and the way it translated in educational sites. The aim of this study is to explore how the intentions of decentralisation in education as a policy aimed that the improvement of the quality of education is experienced by school principals. An interpretative methodology with in depth interviews, focus groups, some observations and document analysis were employed to engage in the debates about decentralisation. Although this was a small study the findings concurred with studies of decentralisation in other countries where it was found that the re-distribution of power in education manifests differently in different contexts in the same country. In countries such as Zimbabwe where resource limitations and restructuring concomitantly took place the experience of principals revealed that conditions arose that could not be seen to be conducive to the improvement of the quality of education such as the ambiguity of the meaning of who is responsible for what, the power struggles as government was seen to recentralise crucial roles, increased workloads of principals due to the devolving of administrative and supervisory functions to school level, loss of teachers and other specialist functionaries conducive to a drop in standards and the challenge to parents who had to contribute increasingly to enable schooling of their children. These findings are indicative of the claims from studies in other countries that decentralisation as a policy for whatever reason is seldom more than political rhetoric to decentralise conflict. Exploring the intersection between the literature on decentralisation and parental involvement of education, however, revealed the opening up of other spaces that enabled local power relations to develop in creative ways as parents got increasingly involved in schools. Apart from the challenges related to the redistribution of power as authority delegated, devolved or deconcentrated from government, this study revealed that power manifests in relations and interactions not necessarily ascribed to the intentions of policy, neither as a substance or function only.
AFRIKAANSE OPSOMMING: Die desentralisering van mag in die onderwys maak deel uit van ŉ wêreldwye proses van onderwyshervorming. Desentralisasie, wat deur die herverspreiding van mag na plaaslike vlakke gekenmerk word, is veronderstel om aan ŉ verskeidenheid doele te beantwoord – van demokratisering tot die verhoging van doeltreffendheid, die bemagtiging van belanghebbendes, en die verbetering van onderwysgehalte. Desentralisasie is egter ‘n komplekse proses waaraan moeilik uitvoering gegee kan word, aangesien mag in verskeie gedaantes voorkom. In die negentigerjare het Zimbabwe, teen die agtergrond van ŉ drastiese toename in inskrywings, die herverspreiding van administratiewe en finansiële mag in die Ministerie van Onderwys, Sport en Kultuur onderneem. Dié stap is aan verskillende redes toegeskryf, waaronder die verbetering van onderwysgehalte. Die toepassing van die beleid het egter groot teenstrydighede aan die lig gebring tussen die regering se voornemens, en hoe dié voornemens uiteindelik prakties in onderwysinstellings ten uitvoer gebring is. Die doel van hierdie studie is om skoolhoofde se ervaring van onderwysdesentralisasie as beleid te ondersoek. Die studie is vanuit ‘n interpreterende benadering gedoen met diepte-onderhoude, fokusgroepe, ŉ paar waarnemings sowel as dokumentontleding. Ongeag die beperkte omvang van die studie, stem die bevindinge ooreen met dié van navorsing oor desentralisasie in ander lande, waar bevind is dat herverspreiding van mag in dieselfde land in verskillende kontekste verskillend realiseer. In lande soos Zimbabwe, waar herstrukturering te midde van hulpbronbeperkinge plaasgevind het, het skoolhoofde bepaalde omstandighede ervaar wat nié die verbetering van onderwysgehalte sou kon bevorder het nie. Dít sluit in onsekerheid oor die onderskeie partye se verantwoordelikhede; die magstryd toe die regering kernrolle sentraal beheer; swaarder werklaste vir skoolhoofde nadat administratiewe en toesigfunksies na skoolvlak afgewentel is; ŉ verlies aan onderwysers en ander spesialisamptenare, wat op sy beurt standaarde laat daal het, en ouers se groter verantwoordelikheid om al hoe meer by te dra ten einde hulle kinders se opvoeding te verseker. Hierdie bevindinge strook ook met dié van studies in ander lande, naamlik dat desentralisering as ŉ beleid om watter rede ook al selde meer is as politieke retoriek ten einde konflik te desentraliseer. Nadere ondersoek van die verband tussen navorsing oor desentralisasie, en dié oor ouerbetrokkenheid by onderwys het egter daarop gedui dat desentralisering wel nuwe moontlikhede kan ontsluit vir die skeppende ontwikkeling van plaaslike magsverhoudinge namate ouers al hoe meer by skole betrokke raak. Buiten die uitdagings met betrekking tot die herverspreiding van mag namate regeringsgesag gedelegeer, afgewentel of gedekonsentreer word, dui dié studie daarop dat mag soms ook in verhoudinge en wisselwerkings geopenbaar word wat nie noodwendig met die voornemens van die beleid verband hou nie, en dit mag voorts nie as net substansie of net funksie tot uiting kom nie.

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Dodd, Patricia M. "Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3255/.

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This observational study involving intact groups and convenient sampling examined learning communities at four North Texas Community Colleges. The purpose of this study was to determine if there was a significant difference in cathectic learning climate, inimical ambiance, academic rigor, affiliation and structure among students in learning communities and freestanding classes. Learning communities are gaining nationwide popularity as instruments of reform in Higher Education. Recent studies have discussed the benefits of learning communities to student, faculty and institutions. As learning communities are gaining popularity, especially at the community college level, there is a need to determine if the learning communities are significantly different than freestanding classes. The College Classroom Environment Scales, developed by Winston, Vahala, Nichols, Gillis, Wintrow, and Rome (1989), was used as the survey instrument for this study. Using SPSS 10.1, a multivariate analysis of variance, (Hotelling's T2) was performed on five dependent variables: cathectic learning climate (CLC), inimical ambiance (IA), academic rigor (AR), affiliation (AF), and structure (ST), which yielded a significant difference. The independent variable was learning community compared to freestanding classes (group). Follow-up independent t tests were also conducted to evaluate the differences in the means between the two groups and to explore which dependent variables contributed to the multivariate difference, which resulted in significant differences in inimical ambiance, affiliation and structure. The researcher concludes that learning communities make a difference for some learners, but not necessarily all and that more research needs to be conducted to find the answers to the questions concerning the efficacy and sustainability of learning communities in higher education.

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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.

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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.

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Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.

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Thesis (PhD)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to logically necessary conditions which guide the concept. These logically necessary conditions (constitutive meanings) include: equity and redress, critical inquiry, communicative praxis, and citizenship. I explore how instances of these logically necessary conditions manifest in institutional plans at the universities of Cape Town, Stellenbosch, and the Western Cape. My contention is that these institutional plans seem to be tilted towards the exclusive implementation of performance indicator measures which might undermine deep educational transformation. In turn, deep educational transformation requires that logically necessary conditions be framed according to an African philosophy of educational transformation. KEYWORDS: Higher education, education policy, transformation, conceptual analysis, logically necessary conditions.
AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling; kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk dit asof hierdie institusionele planne neig na die eksklusiewe implementering van maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn. Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet word. SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie, konseptuele analise, logies-noodsaaklike voorwaardes.

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Niven, Penelope Mary. "Narrating emergence in the curious terrain of academic development research: a realist perspective." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003558.

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This dissertation adopts a realist meta-perspective on a body of the scholar's own research papers written between 2005 and 2011, all either published or in press and offered for reference in the Appendices. The six papers represent the point of departure for the thesis; they are the phenomenon for further investigation into 'what must be the case' for the research events to have emerged as they did. One aspect of this study, therefore, is an auto ethnographic account of conducting research in the field of Academic Development within varied settings and over a given time frame. But alongside this personal history it narrates cycles in the Academic Development movement in South Africa over 30 years. Margaret Archer's Social Realist principle of analytical dualism (1995) is used to disaggregate the emergent properties within these histories and to enable an analysis of the underlying mechanisms that generated them. It refers to three social domains. Firstly, it describes the material structures - the institutional environments, policies, roles or professional conditions - in which the projects were conceived. Secondly, it identifies the cultural registers that the profession was drawing on - such as theories, beliefs or discourses. Thirdly, it draws attention to the agency of individuals and communities in the field as they independently activated or mediated these various conditioning structures and registers. So the study is a systematic examination of the parts and the people in research stories, of the complex interrelationship of structural and agential elements, and of how together they have generated particular forms of knowing and kinds of knowledge in Academic Development. Drawing from this 'history-within-a-history', the study makes some claims for 'what must be the case' for substantial knowledge to flourish in a newly emergent, hotly contested and relatively unstable field. It argues that Academic Development has few shared epistemological foundations and boundaries, and its roles and functions are shifting and diverse. It describes the tensions in the field between those who have been inclined to understand it as primarily concerned with redress or equity in the postapartheid state, and yet others who have prioritised Academic Development as an efficiency project within higher education. But there is a third discourse emanating from those in the profession who have consistently argued that neither of these approaches can succeed without drawing on stronger theoretical foundations. This study endorses the view that Academic Developers need to identify more coherent ontological and epistemological frames for their research work. This has important implications for building the kind of substantial knowledge base that could be more influential in addressing the troubled terrain of South African higher education. The study refers extensively to Lewis Carroll's Alice in Wonderland (1865) and Through the Looking-Glass (1871) and to Mervyn Peake's 1946 illustrations of these children's stories, finding in these texts powerful analogies and metaphors for principles in realist philosophy and theory, and for describing a researcher's journey towards a more assured identity in the curious field of Academic Development.

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Okokoh, A. B. C. "Transforming higher education delivery in South Africa, lessons and experiences of CIDA City Campus." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3398.

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Thesis (MPhil (School of Public Management and Planning))--University of Stellenbosch, 2007.
Some aspects of South African higher education transformation have been bleak, indicating that the trajectory of innovative teaching and affordability requires attention for the foreseeable future. At CIDA we have seen a different picture of this, in other institutions there may be other milestones yet to reveal other gains of transformation. Briefly, this paper tells the CIDA transformation story; other institutions of higher learning in South Africa can learn from its approach and share in the remarkable sense of determination and commitment demonstrated by CIDA. The purpose of this work is to reflect on CIDA’s pattern breaking that can aid better student equity transformation in the South African higher education system. A limitation of the study is that we examine only one factor at a time and it may not adequately account for what happens when all the factors interact at the same time. It emerged from the discussion that CIDA innovative teaching involves awareness of students’ educational needs, views and emphasis on the physical experience of emotions and reasoning. Students are encouraged to be self-confident and feel good about themselves and others through participation and opportunities for spirituality and diversity.

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Gammie, Robert Peter. "Psychological contracts in a business school context." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/228.

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Over the last three decades the UK higher education system has operated under an ideological approach sometimes referred to as New Managerialism (Deem, 2004). The psychological contract of the individual actor within this altered environment was the subject of the research in this study. The psychological contract has been defined as an individual’s beliefs regarding the terms and conditions of a reciprocal informal exchange agreement between themselves and their organisations (Rousseau, 1989). The thesis focused on the psychological contracts of higher education lecturers in a post-92 University Business School in the United Kingdom. The study considered the construction of the psychological contract, the appropriateness of the initial contract, perceived influences on the contract, and behavioural consequences of contract breach and/or violation. The research was focussed on the role of the lecturer in interpreting and unpacking his/her perceptions and understandings. The research questions required data that was personal and experiential. Interviews were undertaken which allowed participants to provide life history accounts that described and theorised about their actions in the social world over time. The approach used had a number of limitations which were identified and considered within the thesis. Notwithstanding the limitations of the research approach, the data suggested that each individual had analysed the extent to which a new employment context would deliver transactional, relational, and ideological reward. However, ideology was less relevant in making the decision to accept higher education employment than either transactional or relational elements. Post-entry, sensemaking acted as a confirmation mechanism in respect of the expectations of what the job would entail and the pecuniary and non-pecuniary benefits that would be received. Initial contracts were relatively accurate in their conceptualisation of the work involved in being a higher education academic. Within the Business School examined in this study, management decisions impacted on participants from both an economic and socio-economic perspective. Employees described how individual work contexts were altered by management decisions. Reaction to decisions depended on individual circumstances at any given juncture based on the influences from multiple contexts both internal and external to the workplace. Context was not homogenous and wide-ranging individual differences were apparent. These contexts played a part in defining to what extent changed work environments would be accepted or not. Participants were continuously active and involved in the evaluation of the multiple contexts that were relevant to them. The capacity to manipulate managers and influence decisions to counteract context change was also evident. The ability to thwart changes to work context varied between individuals and over time. This study identified how participants were able to create and shape their own work environment to satisfy their needs and wants during their careers within a structure that remained predominantly organic in nature despite a changing higher education environment. The goal of the employee was to create the idiosyncratic deal, the specific individually tailored work environment that would deliver the satisfaction required from higher education employment. The psychological contracts were self-focussed and self-oriented but this did not necessarily mean that employees were not also actively involved in assisting the organisation to achieve its ambitions. The notion that a managerial agenda had resulted in the erosion of individualism in higher education was not supported. There was evidence that the psychological contract was unilaterally changed and altered by the employee whenever he or she chose, rather than a negotiated change to a binding agreement. Alteration was intrinsically a private determination and often not communicated.

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Kethro, Philippa. "Pedagogical ways-of-knowing in the design studio." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.

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This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teachers expect students to know visual design meaning. This pedagogical issue is complicated by the fact that there is no agreed-upon corpus of domain knowledge in design, so visual meaning depends greatly on the social knowledge retained by students and teachers. The thesis pursues an explanation of pedagogical ways-of-knowing that is approached through the philosophy of critical realism. How it is that particular events and experiences come to occur in a particular way is the general focus of critical realist philosophy. A critical realist approach to explanation is the use of abductive inference, or inference as to how it is that puzzling empirical circumstances emerge. An abductive strategy aims to explain how such circumstances emerge by considering them in a new light. This is done in this study by applying Luhmann’s theory of the emergence of cognition in communication to teacher ways-of-knowing in the design studio. Through the substantive use of Luhmann’s theory, an abductive conjecture of pedagogical ways-of-knowing is mounted. This conjecture is brought to bear on an examination of research data, in order to explain how pedagogical ways of-knowing constrain or enable the emergence of shared visual design meaning in the design studio. The abductive analysis explains three design pedagogical ways-of-knowing: design inquiry, design representation and design intent. These operate as macro relational mechanisms that either enable or constrain the emergence of shared visual design meaning in the design studio. The mechanism of relation is between design inquiry, design representation and design intent as historical knowing structures, and ways-of-knowing in respect of each of these knowing structures. For example, design inquiry as an historical knowing structure has over time moved from ways-of-knowing such as rationalistic problem solving to direct social observation and later to interpretive cultural analysis. The antecedence of these ways-of-knowing is important because communication about visual meaning depends upon prior knowledge, and teachers may then reproduce past ways-of-knowing. The many ways-of-knowing that respectively relate to design inquiry, design representation and design intent are shown to be communicatively formed and recursive over time. From a Luhmannian perspective, these ways-of-knowing operate as variational distinctions that indicate or relate to the knowing structures of design inquiry, design representation and design intent. This is the micro-level operation of pedagogical ways-of-knowing as relational mechanisms in design studio communication. Design teachers’ own ways-of-knowing may then embrace implicit way-of-knowing distinctions that indicate the knowledge structures of design inquiry, design representation and design intent. This implicit indication by distinction is the relational mechanism that may bring design teachers’ expectation that this and not that visual design meaning should apply in communication about any student’s designed object. Such an expectation influences communication between teachers and students about the potential future meaning of students’ designs. Consequently, shared visual design meaning may or may not emerge. The research explanation brings the opportunity for design teachers to make explicit the often implicit way-of-knowing distinctions they use, and to relate these distinctions to the knowing structures thus indicated. The study then offers a new perspective on the old design pedagogical problem of design studio conflict over the meaning of students’ designs. Options for applying this research explanation in design studio interactions between students and teachers are therefore suggested.

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Boyd, Victoria A. "'Looking okay' : exploring constructions of fluctuating or recurring impairments in UK Higher Education." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/11014.

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This research explores constructions and understandings of fluctuating or recurring impairments in Higher Education in the UK. It considers ways in which institutional discourses within one UK University have shaped policy and provision for disabled students, and how students with fluctuating or recurring impairments negotiate and enact identities in this context. For many students, impairments such as chronic fatigue syndrome (CFS)/ myalgic encephalomyelitis (ME), epilepsy or diabetes, for example, have the potential to vary in intensity, and thus impact, on participation in learning activities and on self-perception/ identity. With increasing disclosure, yet limited recognition, of such types of impairment comes a need for institutions to better understand changing impact in terms of inclusion and in observing anticipatory aspects of legislation, as well as furthering insight into how student identities are negotiated and constructed in an educational context. This research uses a social constructionist framework to explore constructions and subjectivities as regards fluctuating or recurring impairments, and comprises both staff and student perspectives. The staff perspective is based on the thematic narrative analysis of interviews with three members of staff, and is presented in conjunction with an example of institutional policy to highlight discourses drawn upon in constructing disability and disabled students. The impact of these discourses on institutional constructions and practice is key to the analysis. The student perspective is based on two phases of data collection: firstly, 24 semi-structured interviews with students who self-described a fluctuating or recurring impairment; and secondly, five students’ responses to six bi-weekly emails over the course of one academic trimester (January – April 2011). Summary data from the first phase is used to frame discussion on issues raised by students regarding institutional constructions and support. A ‘hybrid’ narrative analysis framework incorporating positioning analysis as well as both ‘big’ and ‘small stories’ has been used in analysing the phase two data. The approach considers the influence of institutional discourses on how students are positioned institutionally and position themselves, as well as ways in which performances of identity may be shaped. The thesis concludes by considering the implications of the research outcomes for Higher Education. In so doing, it notes the significance of policy implementation and cultural change, and makes recommendations for areas of focus in raising institutional awareness of fluctuating or recurring impairments within existing constructions of disability.

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Ferreira, Flávio Batista 1981. "Regulação local da política de expansão do ensino superior público paulista : diferentes concepções de universidade no projeto do novo campus da Unicamp em Limeira." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250837.

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Orientador: Salvador Antonio Mireles Sandoval
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho propõe-se a analisar a dinâmica de regulação local da política de expansão do acesso ao ensino de graduação das universidades públicas paulistas no processo de criação da Faculdade de Ciências Aplicadas (FCA) da UNICAMP. Os embates entre as diferentes concepções de universidade presentes nas discussões sobre o projeto do novo campus de Limeira são analisados em perspectiva histórica buscando revelar como os diferentes atores estabeleceram um complexo jogo de estratégias, negociações e ações, pelo qual as normas, imposições e constrangimentos definidos na formulação da política de ampliação do sistema de ensino superior pelo Governo do Estado foram ajustados localmente. Para a análise foram utilizados documentos sobre o processo de expansão das universidades no Brasil e em São Paulo, do processo específico de expansão da UNICAMP além de entrevistas com os membros dos grupos de trabalho responsáveis pela criação da FCA. As continuidades e rupturas nas práticas relacionadas a cada "ideia de universidade" presente no planejamento do novo campus foram detalhadas com o objetivo de evidenciar os determinantes das alterações feitas nos objetivos e metas do processo de expansão proposto pelo governo no decorrer de sua implantação.
Abstract: This study analyzes the dynamics of local regulation of the policy of expanding access to undergraduate education in public universities in Sao Paulo through in the creation of the School of Applied Sciences (FCA) at UNICAMP. The clashes between different conceptions of university in the discussions about the design of the new campus of Limeira are analyzed in historical perspective focusing on how different actors have established a complex set of strategies, negotiations and actions, whereby the rules, impositions and constraints defined in the formulation of policy to expand the higher education system by the State Government were instituted locally. For the analysis we used documents about the process of expansion of universities in Brazil and Sao Paulo, the specific process of expansion of UNICAMP in addition to interviews with members of the working groups responsible for the creation of the FCA. Continuities and ruptures in the practices related to each "idea of university" present in the planning of the new campus were detailed in order to highlight the determinants of changes in the objectives and targets of the expansion process proposed by the government during its implantation.
Mestrado
Ciencias Sociais na Educação
Mestre em Educação

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17

Ashworth, Phyllis Corbett. "An examination of goals for Virginia's community colleges as perceived by members of the Virginia Senate and community college presidents." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54761.

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This study compared the perceptions of members of the Virginia Senate to those of Virginia community college presidents concerning the importance of state funding of 14 community college goal areas clustered from 31 activity statements. The study sought to determine what differences existed between the two groups concerning these goals and the priorities of the two groups for funding the goals. The study also examined the effects of the urban/rural nature of a respondent’s district or service region, the length of time as a legislator or president, the geographic location of a senator’s district, political affiliation of a senator, and the size of a president’s institution on the degree of importance for funding the goals. The study found that presidents rated all goal areas higher than did senators. Both senators and presidents agreed that 13 of the 14 goal areas were important for funding. Of these 13, however, there were statistically significant differences for 7 goal areas. Senators and presidents both disagreed that the remaining goal area was important for state funding; the difference was statistically significant. Only 2 of the goal areas showed significant differences between urban and rural respondents. Of the 31 activity statements, presidents and senators both agreed that 24 were important for state funding. On 5 of the activities senators disagreed with the importance for state funding while presidents agreed. Both senators and presidents disagreed with the importance of funding two activities. Other variables showed little effect on the responses. The rankings of goal areas and activity statements by senators and presidents showed a high positive correlation indicating congruence between the priorities for funding of the two groups. The study concluded that there is much agreement and congruence between senators and presidents concerning goals for Virginia’s community colleges, with greatest support for occupational/technical, developmental studies, and transfer programs.
Ed. D.

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Venter, Antoinette. "Cognitive preparation of NCS (grades 10-12) accounting learners for studies at a University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2367.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
This study focuses on the cognitive preparation of National Curriculum Statement (NCS) (Grades 10 – 12) Accounting learners for studies at a University of Technology (UoT). The purpose was to determine to what extent NCS cognitively prepares Accounting learners for studies at a UoT, and whether there is a difference in the extent to which NCS (pre-2014) and CAPS (2014) cognitively prepare learners for the first-year National Higher Certificate in Accounting and Financial Information Systems at a selected University of Technology (UoT). This study is contextually situated within the curriculum theories developed by Basil Bernstein‘s ‘code theory’ in the sociology of education. The theoretical framework for this thesis draws on the work of David Conley’s redefining college readiness, in which he argues that Higher Education (HE) readiness is a multi-faceted concept comprising numerous variables. Cognitive preparation for HE Accounting studies is reviewed in terms of the educational objectives of the cognitive domain of Benjamin Bloom. A mixed method approach for the research design was employed. The quantitative approach entailed completion and analysis of questionnaires by first-year Accounting students at a selected UoT to ascertain learners’ levels of Accounting competence as envisioned by the NCS (Grades 10 – 12). Marks for the Grade 12 National Senior Certificate (NSC) examination in Accounting were obtained so that these examination marks could be compared with students’ levels of Accounting competence and marks at the end of the first term (March). The qualitative approach entailed document analyses of the Accounting FET (Grades 10 – 12) curriculum, the curriculum of the National Higher Certificate, the NSC Accounting examination of 2014, and the National Higher Certificate in Accounting March 2015 assessment, as well as interviews with the Accounting 1 lecturers at a selected UoT. Data revealed that the NCS (Grades 10 – 12) Accounting curriculum (formal or intended curriculum) adequately prepares learners cognitively for studies at a UoT. There is little evidence that CAPS prepares learners better for tertiary studies than students not trained according to CAPS. There is a statistically significant relationship between the mark obtained in the NSC, the mark in the questionnaire and the formal assessment in March. There are, however, various other factors that contribute to academic success or failure and drop-out in HE. Findings from this study suggest that the Department of Basic Education (DBE) and universities could work more closely together in various subject groups to ensure these challenges are met and that universities provide feedback to the DBE on whether the changes implemented are making a difference to the quality of first-year students who enter university.

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Gibbs, Alexis P. S. "A critical study of international higher education development : capital, capability, and a dialogical proposal for academic freedom as a responsibility." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20054.

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This thesis sets out to critically examine the field of higher education development, as one which is focused on socio-economic inequality and welfare, and determines educational purpose in poorer, or ‘developing’, countries accordingly. My question is whether mainstream development approaches to higher education are really contributing to the provision of more equal education services, or whether they risk reintroducing inequality by treating the priorities of poorer countries differently. To investigate whether there are educational values or purposes common to universities globally irrespective of socio-economic imperatives, I begin the study with a historiographical look at their growth in terms of both ideas of its purpose, and how purpose is realised in actuality. I then trace the emergence of the discourse of international development, and the role that higher education has come to play within it, showing how the field of international higher education development has simplified the notion of university purpose for its own devices. The thesis then looks at underlying assumptions about human nature, defined as the problem of humanism, common to both transcendent ideas of university purpose as well as the development discourse. To avoid the limitations of these assumptions, I argue that a theoretical approach is required that can engage with questions of hybridity and multiplicity in both the history and future of universities, without reducing those questions to abstract ideas. The approach I propose draws upon the dialogism of Mikhail Bakhtin, whose multi-layered understanding of language prevents any one understanding of another person, or of human nature more generally, being considered final. The educational implications for such an approach are finally explored in the concept of academic freedom, which is traditionally conceived of as a right, but is here reconceptualised also as a responsibility.

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Ponomariov, Branco Leonidov. "Student Centrality in University-Industry Interactions." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11633.

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This thesis proposes and estimates a model of university scientists interactions with the private sector; in this model students are conceptualized as an important enabler of such interactions. The results of the study show that university scientists student-related behaviors such as grant support of students and research collaboration with students, and student-related attitudes such as mentoring orientation positively affect the probability that scientists will enter interactions with industry as well as the intensity of such interactions. Behaviors such as teaching and advising of students are not related to interactions with industry. This study is motivated by the increased emphasis on closer relationships between universities and industry as a means to facilitate the commercial application of university research. Today, numerous policies and programs attempt to achieve such goals. As a result, university scientists are called on to perform many tasks which on the surface seem misaligned. There is substantial study of conflict between the teaching and research missions of universities, and a growing body of study on conflict related to university based commercial and technology transfer related activities. Fewer, there are studies suggesting that these activities are not so misaligned after all. This study falls into the latter category as it posits a complementary relationship between university scientists student related activities and their work related interactions with industry, research and otherwise. Speculations regarding the importance of students in university industry relations and indirect evidence are scattered through the relevant literature, but little or no systematic empirical tests of their importance exist. This study uses data from a national survey of university researchers to discern the centrality of students to university-industry interactions. Theoretically, students are conceptualized as a dimension of university scientists respective research capacities that enable cross-sectoral processes of accumulative advantage and thereby help to enable their interactions with industry. As a component of scientists scientific and technical human capital, students help university scientists to identify and act upon on research opportunities originating in the private sector. Moreover, students increase the appeal of university scientists to industry agents seeking research partners in academe. Implications for theory and policy are discussed.

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Mudefi, Elmon. "Consensus and contentions around community engagement in a South African tertiary institution: University of Fort Hare." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/311.

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This study examines the nature and character of consensus and contentions around the discourse of community engagement in a South African university context. This is against the background of the growing body of literature that advocates for the need for universities to make their impact felt in communities in more direct ways than through teaching and research. The examination is also against the background of the assumption that the success or failure of community engagement initiatives is, in part, a function of how stakeholders agree/disagree on the meaning and purpose of community engagement. The University of Fort Hare is used as a case study. Interviews and Focus Group Discussions were used for qualitative data collection, whilst a survey was conducted for gathering quantitative data. The study revealed that stakeholders attach different meanings to community engagement, with those possessing power and influence acting as key decision makers. Thus powerful stakeholders (in this case, the university and donor organizations) are at the core of the decision making process, while beneficiaries are pushed to the periphery. Moreover, both the meanings and the activities within which they cohere have important implications for the way beneficiary communities perceive university-community partnerships.

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Wall, Andrew F. "Perceptions of collegiate student learning." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020187.

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This examination describes the perceptions of faculty, student affairs professionals and students in regard to what students should learn as a result of college and what means are important for collegiate student learning. Some similarities and significant differences are found between groups as well as within groups in relation to what students should learn and how they learn. All three groups were found to place importance on the acquisition of critical thinking and communication skills as an outcome of college attendance. Faculty were found to place more-importance on in class skills and competencies when compared to student affairs professionals or students. All three groups identify traditional in class means of learning as significantly more important than out of class learning within the college environment.
Department of Secondary, Higher, and Foundations of Education

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Bester, Marianne. "Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86447.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.
AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie. ‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.

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Bastos, Marcelo de Andrade. "O mercado na universidade: o ensino submetido ao regime do capital - estudo a partir da descrição diagnóstica de professores e coordenadores de instituições de ensino superior privadas particulares na cidade de São Paulo." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20100.

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Made available in DSpace on 2017-05-15T16:27:27Z (GMT). No. of bitstreams: 1 Marcelo de Andrade Bastos.pdf: 1919413 bytes, checksum: ce31f7eb404f3c1298ea65bc7438a96d (MD5) Previous issue date: 2017-05-02
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research aims to study the interferences of the prevailing economic regime in the world over the university. The main issue that motivates this work is the submission of education to the capital system, through a complex network involving national, international, governmental and mercantile agencies, generating profound conceptual, educational and labor changes, evidencing a device aimed at obtaining profit trough labor training, prioritizing competence, effectiveness and quantitative productivity. As a consequence, such dynamics have neglected fundamental issues such as the general, cultural, ethical and humanistic formation of people, important practices that have always been part of the universe of higher education institutions throughout history. This is to say that serious damage to their historic commitment to universality is under way. As far as field research is concerned, a bibliographical research was conducted with content analysis of the data collected through questionnaires and semi-structured interviews with the faculty and coordinators of 4 private higher education institutions in the city of São Paulo, whose results corroborate the occurrence of market practices that end up bringing threats regarding the historical loss and conventional values, of training and of universality, on the other hand, more modern management opportunities that can be exploited as well. The research deals with sociological and educational issues, with reference to Theodor Adorno, Zygmunt Bauman, David Harvey, Michael Apple, Jurjo Torres Santomé, Luiz Antônio Cunha, João dos Reis Silva Jr., Valdemar Sguissardi, among others
Este trabalho de pesquisa tem por objetivo estudar as interferências do regime econômico predominante no mundo sobre a universidade. A principal questão que motiva este trabalho é a submissão do ensino ao regime do capital, por meio de uma complexa trama que envolve agências nacionais, internacionais, governamentais e mercantis, gerando profundas mudanças conceituais, educacionais e trabalhistas, evidenciando um aparelhamento visando a obtenção de lucro para capacitação de mão de obra, priorizando a competência, a eficácia e a produtividade quantitativa. Em consequência, tal dinâmica tem preterido questões fundamentais como a formação geral, cultural, ética e humanística das pessoas, práticas importantíssimas que sempre fizeram parte do universo das instituições de ensino superior no decorrer da história. Isto equivale a dizer que está em curso um grave prejuízo ao seu histórico comprometimento com a universalidade. No que se refere à pesquisa de campo, foi empregada a pesquisa bibliográfica com análise de conteúdo dos dados colhidos mediante questionários e entrevistas semi-estruturadas junto ao corpo de professores e coordenadores de 4 instituições de ensino superior privadas particulares na cidade de São Paulo, cujos resultados corroboram a ocorrência de práticas mercadológicas que acabam por trazer ameaças quanto à perda dos valores históricos e convencionais, de formação e de universalidade, mas por outro lado, também oportunidades de gestão mais moderna que podem ser aproveitadas. A pesquisa se ocupa de questões sociológicas e educacionais, tendo como referência Theodor Adorno, Zygmunt Bauman, David Harvey, Michael Apple, Jurjo Torres Santomé, Luiz Antônio Cunha, João dos Reis Silva Jr., Valdemar Sguissardi, entre outros

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Jacobsz, Johannes (Jannie). "Stakeholders' perceptions of an institutional quality audit : a case study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20036.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: This thesis briefly explores the quality phenomenon in higher education and more specifically in the university context. In addition, the experiences of stakeholders who participated in the first institutional quality audit at a merged university are explored and analysed. It is also argued that the world-wide quality phenomenon at universities, although sometimes politically driven and at times undertaken with hidden agendas, may eventually add value to a university‟ cycle of never-ending quality improvement and enhancement. University stakeholders who are either directly or indirectly involved in realising the university‟s vision and mission can provide invaluable feedback about their experience of a quality audit. Feedback by all stakeholders about a quality audit will assist the university to plan and prepare for the next cycle of quality audits. The research findings of this study indicated that a variety of differences exist in the perceptions of stakeholders that participated in the preparation and execution of the institutional quality audit. In some cases the differences may hold some limited risk for the university therefore some recommendations are also made in support of future audits. These and other recommendations emenating from the research findings will hopefully also contribute towards improved engagement between the stakeholders and members of the audit panel.
AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek kortliks die verskynsel van gehalte in hoër onderwys, en meer spesifiek in die universiteitskonteks. Voorts word die ervarings van belanghebbendes wat deelgeneem het aan die eerste institusionele kwaliteitsoudit aan ŉ saamgesmelte universiteit, ondersoek en ontleed. Daar word ook aangevoer dat die wêreldwye verskynsel van kwaliteit aan universiteite uiteindelik waarde kan toevoeg tot ŉ universiteit se siklus van ewigdurende kwaliteitsversekering en –verbetering, selfs al is hierdie verskynsel soms polities gedrewe en al gaan dit by tye gepaard met verskuilde agendas. Belanghebbendes van die universiteit wat direk of indirek betrokke is by die realisering van die universiteit se visie en missie kan uiters waardevolle terugvoer bied oor hulle ervaring van ŉ kwaliteitsoudit. Terugvoer deur alle belanghebbendes oor ŉ kwaliteitsoudit sal die universiteit help om vir die volgende siklus kwaliteitsoudits te beplan en voor te berei. Die navorsingsbevindings van hierdie studie dui daarop dat ŉ verskeidenheid verskille wel bestaan in die persepsies van belanghebbendes wat deelgeneem het aan die voorbereiding en uitvoering van die institusionele kwaliteitsoudit. In sommige gevalle hou die verskille wel ŉ beperkte risiko vir die universiteit in en daarom word aanbevelings gemaak ter ondersteuning van toekomstige kwaliteitsoudits. Hierdie, sowel as ander aanbevelings sal hopelik ook bydra tot verbeterde interaksie tussen die belanghebbendes en lede van die ouditpaneel.

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Moeng, Siphokazi Florence. "A comprehensive university: constructing an organisational identity." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1029.

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The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.

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Feola, Cindy. "Les moteurs des configurations organisationnelles: application au cas des universités européennes." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211355.

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Philippe, Jonathan. "Le rôle des pratiques des enseignants dans la constitution des savoirs enseignés, dans l'enseignement supérieur." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210723.

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L’enjeu de la thèse peut-être situé à partir du domaine qu’on appelle aujourd’hui « pédagogie universitaire ». Dans ce domaine, une préoccupation majeure tient aux difficultés que rencontrent beaucoup d’étudiants, notamment au début des études supérieures. Ainsi, au sein d’une littérature désormais abondante, des recherches s’intéressent à l’origine sociale et au passé scolaire des étudiants, d’autres examinent leur attitude face aux études ou bien leurs stratégies d’apprentissage ou encore les dispositifs didactiques mis en place par les enseignants, etc. L’originalité de ce travail est d’entrer dans ce problème en s’interrogeant sur la nature des savoirs enseignés.

Le « savoir enseigné » se révèle d’emblée un objet difficile à cerner et même insaisissable :s’agit-il des paroles de l’enseignant, des supports écrits divers auxquels il confronte les étudiants ?Faut-il y inclure ce que les étudiants doivent accomplir par eux-mêmes ?Comment rendre compte de ce qu’il est ?

Ce problème conduit à affirmer qu’on ne peut identifier ni même simplement décrire un savoir sans référence à des pratiques. Il s’ensuit une analyse fine et rigoureuse de cette notion de pratique. Si cette notion doit beaucoup aux travaux que Latour et Stengers ont conduits à propos des savoirs et pratiques scientifiques, elle est reconstruite au regard de la spécificité de la pratique enseignante et permet notamment de décrire le processus de réappropriation que la pratique enseignante opère sur des objets et des savoirs qui lui viennent d’autres pratiques. Dès lors, ce que nous appelons couramment « savoir » n’est pas un objet qui aurait une existence propre et indépendante, mais il est toujours pris dans une pratique comme ce qui constitue une réponse pertinente aux contraintes dont elle est constituée. Ainsi le savoir enseigné est le produit d’une construction au sein de la pratique enseignante. On ne peut le concevoir comme un objet qui serait le résultat d’une transmission ou d’un appauvrissement par rapport à un autre objet qui lui préexisterait et qui serait le « savoir savant ».

Ces analyses ont un certain nombre d’implications :elles conduisent inévitablement à une ré-interrogation de la notion de transposition didactique. Elles remettent en cause la vieille, mais tenace dichotomie entre théorie et pratique.

Elles obligent à penser le savoir comme ce qui s’inscrit dans une pratique et qui est porteur d’enjeux pour ses acteurs.

Pour appuyer ces considérations, la thèse contient le compte-rendu de l’observation de l’intégralité de huit cours d’enseignement supérieur (pris à l’université, dans l’enseignement supérieur court et dans la formation continue). Il s’agit, dans cette partie empirique, de mettre à l’épreuve les concepts construits et de voir, sur un ensemble d’unités d’enseignement suffisamment ouverts, s’ils sont assez précis pour rendre compte à chaque fois de la spécificité de la pratique enseignante et du savoir enseigné.

Ces huit études de cas conduisent à poser un problème didactique fondamental :sachant que l’étudiant ne peut porter intérêt à un cours que s’il fait l’expérience des enjeux auxquels le savoir enseigné peut répondre, comment lui faire partager ces enjeux ?Cette question conduit à un examen critique de la notion de « situation-problème » et à une ouverture des formes possibles de problématisation, mais également à proposer le concept de « dramatisation » pour désigner les infinies manières de faire partager aux étudiants les enjeux d’un savoir.

Il s’ensuit qu’on ne saurait concevoir de méthode pédagogique ou didactique qui pourrait « s’appliquer » indifféremment à n’importe quel contenu de savoir, puisqu’à la fois la dramatisation d’un savoir ne peut s’envisager indépendamment de ce qu’il est ni indépendamment des pratiques de l’enseignant, et qu’en retour il ne saurait y avoir de savoir enseigné qui préexisterait à la pratique d’enseignement.
Doctorat en sciences de l'éducation
info:eu-repo/semantics/nonPublished

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Makoni, Richard. "Peace education in Zimbabwean pre-service teacher education : a critical reflection." Thesis, 2015. http://hdl.handle.net/10500/18975.

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This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an appropriate peace education programme for Zimbabwean teachers’ colleges which will be employed as a strategy for constructing positive peace in Zimbabwe. A phenomenological methodology blending Edmund Husserl’s descriptive phenomenology and Martin Heidegger’s interpretive phenomenology was used to elicit participants’ views on the challenges and possibilities of introducing peace education at pre-service teacher education colleges in Zimbabwe. Data for the study were gathered using semi-structured interviews, focus group interviews and documentary analysis. Key themes emerging from the data analysis were that (a) there is an absence of positive peace in contemporary Zimbabwe (b) Zimbabwean teachers’ colleges are not offering courses in peace education (c) peace education would benefit Zimbabwe as a country, (d) peace education is implementable at pre-service teacher education colleges in Zimbabwe, (e) there is need to develop an appropriate peace education curriculum that reflects the needs of Zimbabwean citizens and (f) college principals, lecturers, student teachers, policymakers and programme-makers have important roles to play in peace education initiatives. Through this study, the researcher established that peace education is a plausible and sustainable mechanism for building positive peace which has remained obscure in Zimbabwe despite thirty-four years of hard won independence. This shows the necessity for introducing peace education in Zimbabwean teachers colleges as a strategy for positive peace building. It is therefore, recommended that teachers’ colleges in Zimbabwe should introduce peace education in their pre-service programmes in order to build prospective teachers’ capacities to establish an infrastructure for positive peace in their future classrooms, the immediate communities and Zimbabwean society as a whole.
Philosophy of Education
D. Ed. (Philosophy of Education)

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Mkhonto, Themba Jacob. "Challenges facing higher education curriculum reform, design and management in the twenty first century." Thesis, 2009. http://hdl.handle.net/10210/1937.

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D.Technologiae
Higher education, as both a “place” and a “paradigm”, has throughout its history confronted challenges in the internal and external environments of its functioning (Brennan et al., 1999; Hirsch & Weber, 1999). In the twenty-first century, the nature of these challenges has necessitated that both the organizational character and curriculum offerings of higher education institutions be adaptive and responsive to changes occurring in the external environment. How institutions of higher learning react to these changes, is an issue of divergent viewpoints. “Reform” and “transformation” – in the same mould as “adaptation” and “responsiveness” – are viewed in this study as the fundamental points of departure in articulating a trajectory along which change in the curriculum perspectives has to occur. As a ‘product’ offered to its ‘consumers’ – the paying students – the higher education curriculum has been a fiercely contested epistemological terrain. On the one hand is the concern that it services the interests of industry and commerce, to the detriment of society; while on the other, the curriculum has been viewed as reproducing elitist values. The problem then, is located in the realm of the curriculum’s capacity to respond to the contradictory nature of the multiple stakeholder interests. The South African higher education system is faced with the problem of firstly, de-contextualizing and disengaging the curriculum from its erstwhile political ramifications (CHE, 2000b). Secondly, affordable and quality higher education is expected to be assimilated into the broader national socioeconomic imperatives. From this study’s perspective, the problem statement is situated in the context of the curriculum’s capacity to meet the local reconstruction and developmental needs; while also adhering to international imperatives ushered in mainly by globalisation and the concomitant proliferation of alternative providers who have challenged the claim to epistemological hegemony by traditional universities. In other words, are current curriculum trends in higher education directed at meeting society’s needs; or is the entrepreneurial imperative more sacrosanct? One of the main challenges for South African higher education curriculum reform/transformation policy concerns then, should be to define and determine how the local and global curriculum polemics are to be reined-in in the broader ‘public good’ and social contract in improving the lives of all citizens. Through its empirical phase, the study has attempted to investigate the extent to which higher education curriculum trends ‘conform’ or ‘deviate’ from worldwide curriculum practices. In that regard, policy rhetoric was able to be differentiated from actual policy implementation. In order that problems of critical generalisability be obviated, data and method triangulation were utilised; also taking into account the institutional reconfiguration that had major consequences for the curriculum, especially at institutions undergoing “comprehensive” organizational and curriculum restructuring. The extent of institutional curriculum ‘deviation’ or ‘conformity’ was therefore determined on the basis of the collective integration of literature-based and empirical data and information/knowledge. The case study research conducted through questionnaires and interviews at the designated research sites (two higher education institutions with disparate academic cultures) therefore serves as the basis upon which larger investigations and broader perspectives could be incorporated, particularly from the extensive literature review. While the two case studies could have limitations of generalisability, some practices and trends lend themselves to a greater degree of the transferability of the findings. For instance, the knowledge stratification inherent in the Western university model (Makgoba, 1998; Scott, 1997) has perpetrated an environment of epistemological ‘supremacy’ within local higher education curriculum policy formulation frameworks. In that regard, it has emerged from the case study that Africanisation (in its epistemological, rather than ‘anthropological/cultural’ sense) is not part of a critical and mainstream curriculum organization tenet. While this observation could be argued to be institution-specific, it certainly also reflects a systemic trend. In the light of the epistemological context cited above, is it to be assumed then that the ‘politics of knowledge’ (Apple, 1990; Lyotard, 1994; Muller, 2000) is an extant curriculum/epistemological nuance even in the twenty-first century? The realizable outcomes of the study materialized in the conceptualisation and development of a trilogy of models on Africanisation; in which the input, mediating/modulating, and output triad factor characterises an environment of possibilities for its integration into the mainstream higher education curriculum.

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Falkenberg, Anna Woytek. "Voices from the monastery: Benedictines in higher education reflect on the Rule of St. Benedict." Thesis, 2003. http://hdl.handle.net/2152/566.

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Sangoni, Masivuye Siziphiwe Nomonde. "Transkei College of Education lecturers' perceptions of principles guiding the quality assurance policy of the college's academic programme." Thesis, 1999. http://hdl.handle.net/10413/4071.

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The aim of this study was to determine the views of the Transkei College of Education (TCE) lecturers concerning the principles that should guide a quality assurance (QA) policy of the academic programme of the institution. To address this, five sub-questions were raised, dealing with respondents' perceptions on: generic or specific skills; involvement in drafting teacher education outcomes; the criteria for outcomes' assessment; programme monitoring and the handling of the results of the monitoring process. This case study, was conducted at TCE, in Umtata. Data were gathered by using a self-administered questionnaire distributed to all college lecturers, resulting in a (64%) return rate. Participating lecturers' responses revealed that they preferred that the teacher education programme contained both generic and specific skills/outcomes; that such outcomes be developed by stakeholders, the most important of which should be mastery of subject matter to be taught. The respondents' regarded the establishment of a committee to oversee the self-evaluation process as the most important criteria to be used in the process of self evaluation, while senior members of staff take on the responsibility of monitoring self-evaluation processes. The respondents felt that the results of self-evaluation should be used to improve and develop the programme. Overall, the respondents exhibited a good understanding of the principles that should guide the development of both the college's educational outcomes and a QA system for the college. The respondents also showed alacrity of thought regarding the important elements in the development of criteria and outcomes for the programme offered at the college, as well as for the assessment and monitoring of the programme to ensure quality. The study therefore, recommends that practical steps be put in place for the review of the educational outcomes of the college - which of necessity will entail maximum stakeholder participation - both from within the college and outside. Furthermore, it is also evident from the results of this study that the college is ready for a quality assurance system for its academic programme.
Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1999.

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Zikhali, Jabulani Bhekokwakhe Stanley. "Students' learning experiences in second year augmented economics." Thesis, 2013. http://hdl.handle.net/10413/10817.

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This study is undertaken to investigate the students’ learning experiences in second year Augmented Economics tutorials. Augmented Economics tutorials is a second year academic development (AD) programme for students in the extended Bachelor of Commerce degree. The investigation into the students’ learning experiences is done by interrogating the causal relationship between the learning environment at a higher education institution on the one hand and the student learning approaches and the students’ performance outcomes on the other. The study focuses on the students in the AD programme who are enrolled in the extended Bachelor of Commerce degree. The rationale for the study stems from the non-existence of research data on the effectiveness or lack thereof in the extended Bachelor of Commerce since the programme started in 2004. The study is intended to identify possible areas of strength and weaknesses in all the Augmented Economics modules. The study uses Biggs’ 3P theory of students’ approaches to learning to explain the interrelationship between the presage, process and product vriables. The Course Experience Questionnaire is used as an instrument with which to gather data from the second year Augmented Economics students. A questionnaire with 29 items was used, of which data from 26 of these items was used. The study found strong positive linear correlations between the institutional factors but very weak positive and negative correlations between grade 12 and institutional factors. Significant gender difference in the deep learning approach but no gender difference in the surface learning approach was found. This study found that the second year Augmented Modules are perceived by the students as positively empowering them with generic skills. The study recommends a relook at the curriculum structure and the workload as well as the assessment models being used in second year Augmented Economics. Further research is also recommended over a longer period and a bigger sample to establish the generalizability of this study’s findings.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

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Mohapi-Moloi, Tsepiso Patricia Malehlohonolo. "Management of transformational change at the National University of Lesotho." Thesis, 2003. http://hdl.handle.net/10413/8137.

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Change is the single most important element of successful business management today. To remain competitive in increasingly aggressive, competitive and dynamic markets, organizations have to adopt a positive attitude to change. Ignoring or trivializing changing trends can be very costly. The best organizations are the trendsetters that monitor the environment, embrace the need for change and effectively lead change in order to survive. Effective management of change is, therefore, of great importance if organizations are to stay ahead of rivals and attain a sustainable competitive edge in the industry (Heller, 1998). The main focus of this dissertation is to evaluate the management of transformational change at the National University of Lesotho (NUL), with the intention of formulating management of change strategies that NUL can adopt for the successful implementation of its strategic transformational change process. The text further explicates the correlation between leadership, change and the management of change within the context of NUL's ongoing transformational change process. A case study approach has been used to conduct the research. The report has been divided into five chapters. Chapter One provides the background to the study as well as the research methodology that has been employed to conduct the study. It further provides a brief outline of the structure of the dissertation. Chapter Two describes the theoretical framework of the change process, management of change and implications of different leadership traits on the management of transformation change in transforming organizations. The theoretical framework forms the foundation on which the study has been based and also provides guidelines and benchmarks of the management of change strategies that NUL can use for the successful implementation of its strategic transformational change process. At the end of Chapter Two, a case analysis model has been developed to conduct the case analysis in Chapter Four. In Chapter Three, a brief overview of an evolutionary background to the study problem is provided. The chapter also provides a critical analysis NUL's strategic transformational change process. Chapter Four offers an evaluation of NUL's strategic transformational change process. The discussion is based on the case study change model developed at the end of Chapter Two. It also highlights on the strengths and weakness of the NUL's change process. Lastly, in Chapter Five, recommendations emanating from the analysis conducted in Chapter Four, are outlined as suggestions what NUL can do and things that it should avoid doing if it is to achieve the objectives and goals of its transformational change successfully. Moreover, the chapter concludes the dissertation by providing a summary of the entire case study and maps the way forward for NUL to meet its strategic objectives and goals, as well as achieve a successful transformational change process with long-term strategic development.
Thesis (MBA)-University of Natal, Durban, 2003.

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Son, Hye Lim. "Three Essays on Human Capital." Thesis, 2014. https://doi.org/10.7916/D8NP22MG.

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Human capital investment is of prime interest for many countries at varying stages of development. Knowing both the determinants and the impact of schooling is central for well- designed policy. This dissertation addresses both respects by examining the determinants of secondary school enrollment in Indonesia, and the impact of higher education in South Korea. In Chapter 1, I begin from the observation that many countries spend substantial resources inducing individuals to attend school. Despite this, high dropout rates are common, particularly when students transition between education levels. To explain this pattern, previous research has focused on supply side factors, such as decreased number of school slots or longer commute times. In contrast, this paper explores a demand side reason for high dropout rates between schooling levels: a nonlinear increase in wage returns from completing the final grade of an education level - a sheepskin effect. I investigate whether schooling decisions in Indonesia are consistent with perceived sheepskin effects. Using four types of income shocks that range from idiosyncratic to systemic (unemployment, crop loss, drought, and financial crises), I test if negative shocks affect enrollment differentially across different grade levels. As in the previous literature, negative shocks reduce children's enrollment probabilities on average. However, consistent with perceived sheepskin effects, this impact is strongly mitigated for students who enter the final grades of junior or senior high school. Moreover, even poor households exhibit this behavior indicating that even the poor are able to continue investments in education when they perceive returns to be sufficiently high. The remainder of the dissertation begins from the observation that in low income countries, most gains in education attainment have come from expansions at the primary or secondary level. In contrast, middle and higher income countries have seen rapid increases in higher education enrollments. The pace of growth varies considerably, with historically low attainment countries such as South Korea, Belgium and France experienced more than a 40% point increase in the percentage of population with some tertiary education. Despite the salience of these trends, there is limited credible empirical evidence on their impact due to the difficulty in finding a credible exogenous variation. To address this question, chapters 2 and 3 utilize an unusual policy change in South Korea; the 1980 education reform, which mandated an increase in the freshman enrollment quota by 30 percent nationwide. Chapter 2 (joint work with Wooram Park) estimates the impact of higher education on labor market outcomes and saving behavior of the household. We use the discrete change in the opportunity to obtain higher education across adjacent cohorts to implement a regression discontinuity design. We find that college education has a substantial positive effect on labor income, employment probability as well as on household savings. We also find that college education reduces the probability of job loss during the 1997 Asian Financial Crisis. Chapter 3 (joint work with Jisun Baek and Wooram Park) estimates the causal effect of higher education on health related outcomes. Also using a regression discontinuity design, we confirm that the cohorts that are more likely to be affected by the policy have a higher fraction of individuals with college education. However, we do not find evidence of positive health returns to higher education. In particular, we find that the cohorts with higher proportion of college graduates are not less likely to experience disease or report poor health status. Moreover, we find that higher education has limited effects on health behaviors such as smoking and drinking.

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Case, Jennifer M., Delia Marshal, Sioux McKenna, and Disaapele Mogashana. "Going to university: the Influence of higher education on the lives of young South Africans." 2018. http://hdl.handle.net/10962/61134.

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Parnell, Dale 1928. "An identification of the mission of the Community College of the Air Force and an assessment of the extent to which the mission has been fulfilled." Thesis, 1991. http://hdl.handle.net/1957/37308.

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The Community College of the Air Force (CCAF) was created in 1972 by the Air Force to serve Air Force enlisted personnel with educational opportunity. No study exists identifying and assessing the mission of this college. Various mission sources iterate the different goals of CCAF. These sources and other indicators are used to identify and assess fulfillment of the CCAF mission. The purpose of this study is to clearly identify the CCAF mission and determine to what extent the mission has been fulfilled. The literature review presents background on education in America and the U.S. military and the American community college movement plus a summary of the works on CCAF to set the stage for the mission identification and assessment process. The research questions were what is the mission of the Community College of the Air Force and to what extent has the mission been fulfilled? Case study methodology was used to both identify and assess the mission. Study findings indicate the mission needs further clarification, but by the measures used the various missions identified have been fulfilled. The study concluded that enlisted members of the United States Air Force are improving their competence through the associate degree opportunity, that CCAF is recognized by peer institutions, and that this innovative approach to postsecondary education offers thousands of American service members educational opportunity. Questions still unanswered include how can this approach be expanded to other branches of the military services and is another accreditation process appropriate for this special type of institution?
Graduation date: 1992

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"20世紀80年代以來中國大學的身份重構: 對一所個案大學的敍述研究." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074311.

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Research findings suggest clear differentiation of institutional identities through time. Before 1978 when China embarked upon a process of ambitions reform efforts, the typical image of a university was 'a university of the masses', which actually relegated them to a 'tool' for the powers that be. After the Cultural Revolution, universities adopted the role of a 'frontier' and a 'national builder'. However, with the presence of the state and its tight ideological control, universities around that time were labeled as 'socialist universities' under the leadership of the party. Since 1992, universities have become increasingly involved in the market as the 'market economic system' has been developed and China has become more active in the global economy. The logic of the market and its mechanisms are no longer novel to universities. A trend forward corporatization can even be identified in the higher sector.
Since the late 1970s, higher education has undergone significant reform across the world, from the Western countries to the Chinese Mainland. In the Chinese Mainland, a central theme in higher education reform has been the debate on the construction of organizational forms for higher institutions.
The concept of 'identity' is adopted as the focus of research. Organization theorists believe that an organization, like a person, has an identity in modern society. Organizational identity, moreover, is closely related to the state and the market. It is argued that an organizational identity is usually constructed as a result of the interaction between the institution, the state, and the market. In this context, the change and re-constitution of the identity of Chinese universities are explored. This study adopts the nattative approach and Peking University is selected as the case for study.
The major underpinning of the study is that China is still---by centralized administration. Between 1949 and 1978, the characteristics of universities were mainly constructed between the state and universities in the presence of a planned economic system and the absence of a market. Since the implementation of which the market was introduced to the higher education as a spere for exploration, the state has remained the most important and the most powerful 'stakeholder'. Thus, many characteristics of the corporatization of Chinese higher education differ from those in the West. Some superficial, or even distorted forms of corporation can be identified in China. However, little significant change has taken place in terms of the organizational structure and administration governance of higher institutions. (Abstract shortened by UMI.)
The purpose of this study is to explore what has happed to universities under reform and to depict the universities present today. It is hoped that the study can contribute to our understanding of the kind of change that have affected universities, and to help us reflect on past decisions, policies, and incidents. Dicusions change will further illuminate the complex relationships between the state, university and the market.
羅雲.
論文(哲學博士)--香港中文大學, 2006.
參考文獻(p. 133-149).
Advisers: Nai Kwai Leslie Lo; Wing Kwong Tsang.
Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0907.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (p. 133-149).
Luo Yun.

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39

"中國大陸大學教師的學術責任建構: 兩所研究型大學之個案研究." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074689.

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Academics in Chinese research universities are confronted by the dilemma of balancing research and teaching in their work. China's pursuit of excellence in higher education through such endeavors as Projects 211 & 985, has led to policies that facilitate the construction of research universities. However, the emphasis on research and quantity has undermined the quality of teaching. It has also drawn academics away from their commitment to teaching. This has become a major issue to be addressed by policy, such as the "Programs of improving teaching quality".
Firstly, characteristics of academics at research universities in China differ from that proposed by Kennedy (1997). The differences are: (1) most academics believe that the duty "to mentor" is accomplished once they accept the appointment of a position for tutoring. (2) Their conception of research is closely related to the quantity of research output, which means that they perceive their duty "to discover" and "to tell the truth" is equivalent to the duty "to publish" and "to get research grants". (3) The definition of "service" is unclear for most of the academics. (4) They are not been "to assist new staff in their teaching role" and "to nurture a new generation of scholars".
Secondly, the conception of "scholarship" and the relationship between teaching and research are changing in Chinese research universities. (1) The academics' views on knowledge include the four types of "scholarship", as proposed by Boyer (1990), these views are hardly sufficient for the construction of "academic communities of practice". (2) Most academics have changed their initial attitude of separating teaching and research in their conception of "academic duties" by accepting the view that teaching and research should be synergized.
The study offers the following recommendations: (1) a free atmosphere with proper competition should be built into the system of academic development of the universities; (2) policy on teaching should focus on improving the level of intrinsic motivation, the assimilation of values, and the satisfaction of three basic needs such as autonomy, competence, and relatedness; (3) through building a commonly shared value system in the university, institutional regulations and rules can be transformed into a force that supports the building of institutional ethics; and (4) the adoption of a moral rationality which is based on substantive rationality should help academics to confront a distorted realities in the system.
Thirdly, the most powerful force which affects the teachers' opinions and performance towards academic duties is the promotion and evaluation system of the universities. Teachers' opinions are also influenced by age, position, discipline, etc., and their opinions can be grouped into four categories by their understanding and reaction to the evaluation system.
This study focuses on the conceptualization of "academic duties" by university teachers and on the factors that mediate their duty implementation. It explores the academics' experiences at two research universities which have different focuses and developmental goals. Data were collected through interviews with 50 participants in the case universities. In addition, university documents and data collected through observations were also analyzed. The analysis has yielded findings as stated in the following paragraphs.
徐嵐.
Adviser: Nai Kwai Leslie Lo.
Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1960.
Thesis (doctoral)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 372-387).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Xu Lan.

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40

Evans, Karen. "Going global with the locals : internationalization activity at the university colleges in British Columbia." Thesis, 2006. http://hdl.handle.net/2429/18542.

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This study is about internationalization activity in the British Columbia university colleges. It discusses the environmental context, identifies the types of internationalization activities which occur and discusses the impact of this activity on faculty, staff and administrative work. The investigation employs a nested case study with units of analysis occurring at five levels. The university college sector is the first level; second, its senior officers; third, its deans and directors; fourth, faculty members; and fifth, staff members. Data collection involved individual and focus group interviews, compiling documentary and historical records, participant-observation and on-site visits to each university college. M y intent was to learn about internationalization, to identify the factors influencing its activity and to discover how the activity influences the university college environment. The research provided six key findings on internationalization in the university colleges: (1) the meaning of internationalization is heavily influenced by the external environment; (2) the university college workplace is shaped by growing numbers of international students; ( 3) the university colleges have been very successful in attracting international students to their programs; (4) internationalization work is both under-valued and under-supported at the university colleges; (5) a separation exists between international education and faculty areas and results in a number of misperceptions; (6) the university colleges are faced with leadership challenges. The key findings presented five general conclusions about internationalization in the university colleges: (1) internationalization efforts do not have a legitimate voice nationally, provincially or locally; (2) an institutional discussion and debate regarding the role and purpose of internationalization has not happened at the university colleges; (3) the university colleges run the risk of becoming overly dependent on a 'soft money' source to fund ongoing financial commitments; (4) the university colleges face some ethical challenges as they grapple with the economic imperative of internationalization; (5) the university colleges face an inherent structural challenge that creates tension within and between their internal and external communities. Policy and practice recommendations are made to government, to higher educators and in particular to the university colleges. The limitations of the study and suggestions for further research are provided.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Mathews, Ned Lee 1934. "An examination of the decline and demise of evangelical protestantism in America's institutions of higher education." Diss., 1998. http://hdl.handle.net/10500/18164.

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This study is comprised of four chapters and an Epilogue. Chapter 1 treats, by way of historical description, the founding of America's institutions of higher learning as defacto centers of evangelical Protestant indoctrination and ethos. Chapter 2 is a record of the rejection of evangelical Protestantism in the interest of making the colleges and universities nonsectarian. This was accomplished first by a gradual "broadening'' of the curricula. Later, the schools became altogether secularist in disposition. Chapter 3 recounts the factors leading to the changes in the institutions. Chapter 4 is an evaluation of competing truth claims in the aftermath of the demise of Protestantism and a review of the gains and losses that came with the change. Finally, the Epilogue is a case study of one institution that reversed the trend.
Philosophy, Practical & Systematic Theology
M.Th. (Systematic Theology)

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Schoeman, Elizabeth Magdalena. "Verpligtingsbesef van betrokkenes by 'n onderwyskollege in Lebowa." Thesis, 2014. http://hdl.handle.net/10210/11829.

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M.Ed. (Educational Psychology)
The purposes of this study were to determine the sense of obligation of a group of Northern Sotho speaking student teachers, their lecturers and some parents of the area, which factors affect their sense of obligation positively or negatively, and how pupils and students can be educated towards a mature sense of obligation. An empirical study was conducted and 1500 questionnaires were distributed among students and lecturers at Mamokgalake Chuene College of Education and also among parents in the vicinity. Only 450 questionnaires were returned. Factors such as culture, maturity, time perspective and the influence of parents and educators, which are related to a sense of obligation, were discussed.

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Wereta, Yoseph Woubalem. "Peace education for managing institutional conflict : a case study of Addis Ababa University." Thesis, 2019. http://hdl.handle.net/10500/26745.

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This study focused on investigating the significance of peace education to manage institutional conflict at Addis Ababa University, Ethiopia. As conflict is inevitable in all settings, the need for looking at diversified ways of mitigating conflict is paramount and mandatory. Higher education should serve communities and nations in generating solutions on one hand and as well generating educated human power equipped with basic knowledge, skills and required attitude, on the other hand. The situation observed in the study area of AAU and other universities is a concern because the level and magnitude of conflict being experienced in university campuses is increasing. Taking this into consideration, the study employed a qualitative inquiry and collected data from students, academic staff from a variety of departments, the student administration wing student, the Institute of Peace and Security Studies and support staff. The findings of the study tried to identify the nature and cause of conflict. Moreover, it collected data regarding the measures currently taken by the university and as well investigated to what extent peace education can serve as an instrument to manage institutional conflict in AAU. Most of the conflict types were found to be dysfunctional, which involves the affective domain based on the feelings and emotions of the conflicting parties, mainly students to each other. It was injected by ethnic conflict and almost no dialogue is held to resolve the conflicts among them. On the other hand, turbulent situations in the society are enacted at the university, with students entering into conflict demanding their ethnic groups’ democratic and human rights. When conflicts arise, conflict resolving mechanisms are traditional with the university resorting to the use of the external police force with dire consequences such as imprisonment, detainment and even death. The study thus investigated and revealed the potential of peace education as an innovative solution to resolve conflict collaboratively thus satisfying all parties.
Educational Management and Leadership
Ph. D. (Education Leadership and Management)

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Cloete, Michael Stanley. "A leadership capability model for the South African higher education environment." Thesis, 2020. http://hdl.handle.net/10500/27398.

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Text in English with keywords and abstracts in English, Afrikaans and Zulu
Over the past few years, the world in general has been influenced by several rapid changes and disruptions including climate change, globalisation, economic developments, the fourth industrial revolution, technological advancements, social changes, political changes and most recently the Covid-19 pandemic. The above changes have also influenced South Africa Higher Education Institutions (HEI) in South Africa. In particular, over the past two to three years, South African HEIs have been increasingly faced with the drive for transformation in higher education (including the decolonisation of the curriculum), reduced government subsidies, increased competition, rising costs, increased enrolments, declining resources the announcement of free higher education, increased politicisation of higher education and the increased need to use information technology in teaching and research. As a result, the aforementioned rapid changes and disruption require that leaders in South African HEIs possess the capabilities that will enable them to successfully lead their organisations during such times. While leadership has been researched within South African HEIs none was found that focussed on identifying and describing the capabilities needed to lead successfully in South African HEIs during rapid change and disruption. The aim of this research was to determine a leadership capabilities model required to lead successfully during rapid change and disruption within South African HEIs. This research successfully identified and described the capabilities and competencies needed to lead South African HEIs successfully during rapid change and disruption in general as well as for each leadership level. Finally, this research formulated a theory and model that explains the relationship between rapid change and disruption, the possession and application of the capabilities required to lead successfully in South African HEIs during rapid change and disruption and actually dealing successfully with the rapid change and disruption.
Oor die afgelope paar jare was die wêreld deur verskillende vinnige veranderinge en ontwrigtings beïnvloed insluitended limaatverandering, globaliseering, ekonomiese ontwikkelinge asook die vierde industriële rewolusie, tegnolosiese vooruitgange, sosiale veranderinge, politiese veranderinge, en mees onlangs, die Covid-19 pandemie. Die bogenoemde veranderinge het ook die Suid-Afrikaanse Hoër Onderwys beïnvloed. In die besonder, oor die afgelope twee tot drie jaar, is Suid-Afrikaanse Hoër Onderwys Instansies toenemend gekonfronteer deur ‘n strewe na transformasie (insluitended dekolonisering van die kirrikulum), vermindende staatsubsidies, toenemende kompetisie, toenemende kostes, toenemende inskrywings, vermindende hulpbronne, die aankondiging van gratis hoër onderwys, toenemende politisering van hoër onderwys en die toenemende behoefte om inligtingstegnologie te gebruik in onderwys en navorsing. As ‘n gevolg van bogenoemde vinnige veranderinge en ontwrigtings, word dit van leiers in die Suid-Afrikaanse Hoër Onderwys vereis om vermöens te besit wat hulle in staat stel om hulle organisasies suksesvol te kan lei gedurende sulke tye. Alhoewel navorsing oor leierskap binne Suid-Afrikaanse Hoër Onderwys Instansies voorheen gedoen is, kon geen navorsing gevind word wat alleenlik fokus op die identifisering en beskrywing van die eienskappe wat nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigting. Die mikpunt van hierdie navorsing was om vas te stel watter leierskap eienskappe nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei, gedurende tye van vinnige veranderinge en ontwrigtings. Hierdie navorsing het daarin geslaag om die eienskappe en vaardighede wat leiers benodig om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te lei gedurende tye van vinnige veranderinge en ontwrigtings te bepaal, asook wat vir elke leierskapvlak benodig word. Hierdie navorsing het ook ‘n teorie en model geformuleer wat die verhouding tussen vinnige veranderinge en ontwrigtings, die besit en toepassing van die eienskappe om Suid Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigtings en uiteindelik suksevolle leierskap gedurende vinnige veranderinge en ontwrigtings, te beskryf.
Eminyakeni embalwa edlule umhlaba jikelele ubhekane nezinguquko nokuphazamiseka okuningi okuhlanganisa ukuquka kwesimo sezulu, ukuxhumana kwamazwe omhlaba, ukuthuthuka kwezomnotho, uguquko kwezezimboni kwesine (fourth industrial revolution), ukuthuthuka kwezobuchwepheshe, izinguquko kwezenhlalo, izinguquko kwezombusazwe nokwakamuva nje, ubhubhane i-Covid-19. Lezi zinguquko ezingenhla zibe nomthelela naseziKhungweni zeMfundo ePhakeme zaseNingizimu Afrika (HEIs). Ikakhulukazi, eminyakeni emibili kuya kwemithathu edlule, iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika zibhekana ngokwengezekile nomkhankaso wezoguquko kwezemfundo ephakeme (okuhlanganisa nokuhlelwa kabusha kwezinhlelozifundo), ukuncipha kwemalisibonelelo kahulumeni, ukukhula kokuqhudelana, ukukhula kwezindleko, ukukhula kwesibalo sababhalisile, ukuncipha kwezinsiza, ukumenyezelwa kwemfundo ephakeme yamahhala, ukudlondlobala kwezombusazwe ezikhungweni zemfundo ephakeme nokukhula kokusetshenziswa kobuchwepheshe kwezokufundisa nocwaningo. Okungumphumela walokhu, ukudingeka kwabaholi bezikhungo zemfundo ephakeme eNingizimu Afrika abanamakhono azobalekelela ekuholeni ngempumelelo izinhlangano zabo kulezi zikhathi. Yize noma ubuholi bucwaningiwe ezikhungweni zemfundo ephakeme eNingizimu Afrika akukho okutholakele obekugxile ekuhlonzeni nasekuchazeni ngokuyizidingo zokuhola ngempumelelo lezi zikhungo ngalesi sikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini. Lolu cwaningo luhlonze futhi lwachaza ngamakhono namava adingekayo ukuze kuholwe ngempumelelo iziKhungo ZeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini kanye nokuyizidingo zezinga ngalinye lobuholi. Okokugcina, lolu cwaningo lwakhe injulalwazi nohlaka oluchaza ngobudlelwano phakathi kwezinguquko nokuphazamiseka okwenzeka ngesivinini, ukuba namava adingekayo nokuwasebenzisa ngempumelelo ekuholeni iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi salezi zinguquko nokuphazamiseka kanye nokubhekana nakho ngempumelelo.
Industrial and Organisational Psychology
D. Phil. (Consulting Psychology)

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Strom, Stephen L. "Merging missions : a historical analysis of the University of Alaska Anchorage, 1984–2009." Thesis, 2011. http://hdl.handle.net/1957/25942.

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Literature on the evolution of the American higher education system includes a historical and consistent debate over the definition of the higher education mission in the country. Recent debate focuses on mission differentiation between the university and the community college. Acknowledging systemic changes in higher education historically occurred within regions of the country and even individual states, Alaska higher education development serves as an interesting and relatively unstudied example and the focus of this study. This research addressed this debate in higher education—mission definition—through a historical analysis of the University of Alaska Anchorage (UAA) over the 25-year period between 1984 and 2009. As the largest of the three major administrative units (MAUs) in the University of Alaska system based on credit hours and number of students, UAA became the logical focus of the study. In addition, higher education in Anchorage was greatly influenced by the 1987 state higher education merger as three of the five MAUs in the university system were located there. The purpose of this study was to historically describe the development of and changes in higher education missions—university and community college—at UAA during this period. This historical analysis was designed to answer two primary questions: - How have traditional university missions developed and changed at the University of Alaska Anchorage between 1984 and 2009? - How have traditional community college missions developed and changed at the University of Alaska Anchorage between 1984 and 2009? Data from predominantly primary sources were collected, evaluated, analyzed, and interpreted in four major areas: (a) the 1970s higher education background in Alaska, (b) the University of Alaska leadership (board of regents and presidents), (c) professional external reviews and reports of the university system, and (d) growth and development trends in university and community college trends at UAA. There were six main findings from this study. First, public higher education in southcentral Alaska, in particular Anchorage, was in a tremendous amount of turmoil during the 1970s. This turmoil included debate and conflict primarily over missions, institutional identity, and organizational structure. Secondly, the 1987 merger eliminated the visible and separate identity of community college operations in Anchorage. The community campuses—Kenai Peninsula College (KPC), Kodiak College (KOC), Matanuska-Susitna College (MSC), and Prince William Sound Community College (PWSCC)—were somewhat spared this total identity elimination due to geographical separation from the main UAA campus in Anchorage and the retention of college names associated with these dispersed campus locations. A third finding was the similarity of recommendations from several external reviews concerning the comprehensive—university and community college—missions within the University of Alaska system following the merger. The common theme within all these reviews was a need to better differentiate the missions of the university from the missions of the community college. Fourth, the type of student attending UAA has changed. In the years following the merger, the typical UAA student was older, less diverse, part-time, and non-degree seeking. By 2009, the characteristics were somewhat different; the typical UAA student was now younger, and more diverse, full-time, and degree seeking. A fifth finding was the consistency of growth and development in university missions at UAA. Baccalaureate and graduate degree programming and university-sponsored research prospered under the new university system structure at UAA. The growth in both baccalaureate and graduate degree programs exceeded the averages at UAA and far surpassed similar rates in certificate and associate degree programs. Finally, at UAA, many community college missions remained robust in operation, but often obscured in visibility and identity. These robust community college missions included academic programming focused on transfer education and technical or vocational education. At the same time, other community college missions faltered within the comprehensive university structure, particularly developmental education and continuing education and workforce development.
Graduation date: 2012

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Makgopa, Lazarus. "An exploration of the relevance of a doctorate degree in the South African Police Service." Thesis, 2019. http://hdl.handle.net/10500/25736.

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The primary aim of this study was to explore the relevance that serving and former SAPS members who hold an academic doctorate degree attach to such a degree in the SAPS occupational environment. From a qualitative standpoint, data was collected through phenomenological in-depth individual interviews with serving and former SAPS members who hold an academic doctorate degree. In addition, a comprehensive review of the relevant national and international literature was conducted to obtain a better understanding of this phenomenon. A thematic data analysis process was followed to analyse the collected data. Various objectives were fulfilled in the completion of this study:  The relevance of an academic doctorate degree, as experienced by serving and former SAPS members, in their occupational environment was explored, identified and described.  The value that SAPS doctorate graduates add to the SAPS was explored, identified and described.  Recommendations were made regarding the optimal, efficient and effective utilisation of doctorate SAPS graduates in the occupational environment of the SAPS. The findings of this study indicate that holding a doctorate degree in the SAPS generally adds value to the various aspects of policing. However, it was found that not all doctorate graduates in the SAPS are appropriately placed and placement is not necessarily influenced by graduates’ academic qualifications. Based on the findings of this study, a framework for the appropriate placement of doctorate graduates in the SAPS was developed. This framework could serve as a management tool to sensitise SAPS management to the relevance of an academic doctorate degree. In addition, this framework could act as a management tool guiding the SAPS management regarding the correct placement of academic doctorate graduates in the organisation. This study contributes significantly to the understanding of the relevance of a doctorate degree in the SAPS, thereby contributing to new knowledge related to this phenomenon.
Police Practice
Ph. D. (Police Science)

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Sweetman, Roseanne Lopers, and Jonathan Chaplin. "Perspective vol. 16 no. 5 (Oct 1982)." 2013. http://hdl.handle.net/10756/251289.

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Dissertations / Theses on the topic 'Education, Higher – Aims and objectives – Zimbabwe'

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