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Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions.
This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.<br>https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Baker, Tracy N. "The Impact of Undergraduate Research Participation on Research Self-Efficacy." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642999.
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<p> Current literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers pursuing STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by gender. </p><p> The purpose of this study was to investigate the research self-efficacy and academic self-concept of undergraduate researchers, compare these beliefs to non-researchers, and to examine how these measures differ by gender and field of study (i.e. STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic self-concept. </p><p> This quantitative study was conducted at a public university located in the Southeast region of the United States. Using survey methods participants’ background information, academic self-concept, and research self-efficacy was collected. Participants were students who had participated in undergraduate research as well as students who had not participated in research activities. Both groups completed the same survey. This study gained insight into the research self-efficacy, academic self-concept, field of study, and gender differences among undergraduate researchers and how they compare to non-researchers. Research findings may assist colleges, universities, and offices that promote undergraduate research in recruiting students to participate in research activities. Findings also contribute to literature supporting undergraduate research as an element that contributes to student success in undergraduate education.</p><p>
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Le, Ky Phuoc. "Factors affecting student persistence at public research universities in Oklahoma." Thesis, Oklahoma State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10190774.
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<p> Prior studies have demonstrated that most college dropouts happen at the transition to the third semester of college. Using a state dataset that includes student data for the 2013-2014 time span in the state of Oklahoma, the researcher examined the validity of students’ background characteristics, high school performance, and financial aid status in predicting first-year college performance and persistence beyond the second semester of college. </p><p> Data from 116,991 degree-seeking first-year students enrolled at research universities in Oklahoma from fall 2013 to fall 2014 were entered in the SPSS software for data analyses, which include both multiple linear regression and multiple logistic regression. </p><p> The researcher finds that students’ enrollment status and federal Perkins loans do not yield strong predictions of how students will perform academically or whether they will return to the second year of college. For tuition waivers, the associations with college performance and persistence are stronger, but still not significant. In contrast, spring GPA, Oklahoma’s Promise, high school grade point average, American College Testing scores, and gender are useful for predicting persistence to the third semester, and have a strong association with their college performance. </p><p> These findings might reflect current efforts by the Federal Government, State agencies, institutions and schools to promote student success, help them pay college tuition, and increase students’ pre-college performance. </p>
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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.
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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.
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Conn, Ian Brian Edward. "Governing higher education : research pooling in Scotland." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/24477.
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Research pooling refers to a new form of collaboration between higher education (HE) institutions in Scotland under the auspices of the Scottish Funding Council (SFC) in which research resources in specific areas are shared, or pooled, across Scotland with the aim of enhancing research competitiveness. This thesis is a study of research pooling as a policy initiative. It suggests that the policy initiative warrants examination because it is a highly innovative policy that introduced new structures, relationships and practices in HE in Scotland. Moreover it did so through a collaborative policy process that appears at odds with the recent highly competitive and selective framing of policy in Europe and the UK. The thesis contrasts research pooling with policy solutions pursued in England and argues that it offers a distinctive approach to developing and sustaining world-class research in the global knowledge society, and (post-RAE 2008) has the characteristics of a successful policy development that attracted widespread support. This prompts a number of questions addressed in the thesis about the development of the policy in Scotland, including the importance of the specific policy context, the significance of the timing of the policy development; and questions about why it developed so quickly. In more general terms, the thesis also considers the significance of the development of research pooling policy for our understanding of the steering of research and higher education in globalising contexts. Thus the thesis is informed by literature on globalisation, particularly that which is attentive to the interaction between the global and local. It also engages with the policy imperatives of building global knowledge societies and economies, and the 'travelling' policies they engender. It considers the significance of embedded factors in the 'local' Scottish context; and how these play out in academic culture and in tension with managerialism. Finally the thesis connects to the theme of governance of research and higher education through consideration of aspects of the operation of policy networks and policy communities. The methodology of the thesis is interpretive and works with the idea of a policy 'narrative' that allows the actors to 'speak' for themselves, constructing a narrative of the process of policy formation as they wish to present it. The methodology assumes that each of the actors represented in the data is mobilising particular resources in order to promote and maintain their individual and collective interests. Thus, the analysis interprets these narratives with attention to the work they do in protecting and maintaining power. Semi-structured interviews with sixteen actors from Scottish Government, SFC, universities and other HE bodies generated data that were then analysed as 'interpretations of interpretations'. The approach illuminates the 'assumptive worlds' of policy-makers, and their emergent networks in the context of post-devolution policy for HE in Scotland. The analysis of the data suggests that research pooling, as a policy initiative, contrasts with much recent policy in HE in the UK, as it works with the grain of academic culture and appeals to ideas of self-determination, autonomy and sovereignty within the academic community. 'Hard' forms of managerialism and governance were rejected in favour of 'soft' governance, drawing people into the policy process, and the policy network was characterised by trust relationships and high levels of personal commitment. This may be seen as a highly developed form of network governance. It also highlights the significance of cultural and political context in the translation of global imperatives into local contexts.
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Maddox, Robert Benjamin. "The evolution of internationalization initiatives at three highly selective U.S. research universities." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158540.
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<p> “Arguing against globalization is like arguing against the laws of gravity.” This statement by Former United Nations Secretary General Kofi Anan acknowledges the growing pervasiveness and seeming inevitability of global economic and cultural interdependence that characterizes globalization. The benefits and detriments of this phenomenon continue to be debated widely across political, social, cultural and national spectra. Globalization is the set of larger socio-economic forces shaping our world and internationalization is how institutions respond. More specifically, internationalization describes the operational, organizational and strategic processes, policies and practices that institutions put in place in response to globalization. Manifestations in higher education include enhanced study abroad programs, branch campuses, public and private partnerships and increases in international student engagement strategies.</p><p> In order to better understand internationalization in higher education, this study explores how, why and in what ways internationalization has evolved at three large, highly selective U.S.-based research institutions: Cornell, University of California in Berkeley and New York University. The undertakings at each reflect the unique history, willingness to innovate, organizational culture and aspirations of these highly complex, diverse, public and private institutions. The study explores disparate strategic elements, challenges, obstacles, and opportunities as well as the common and disparate drivers for changing internationalization strategies over time at each and across the three institutions. The findings underscore common themes, such as the importance of linking institutional identity and culture to the strategy; the careful consideration, selection and negotiation of partners; and the serious process and operational planning that need to be made in order to accommodate the new strategy and sustain the altered operation. The findings further affirm that although the approaches are distinctive and one size definitely does not fit all, several broad domains of emphasis emerge as framing mechanisms and shared experiences that might benefit others interested in exploring and understanding internationalization in higher education.</p>
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McGregor, Rowena. "Education higher degree research students writing for publication." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63275/1/Rowena_McGregor_Thesis.pdf.
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Higher Degree Research (HDR) student publications are increasingly valued by students, by professional communities and by research institutions. Peer-reviewed publications form the HDR student writer's publication track record and increase competitiveness in employment and research funding opportunities. These publications also make the results of HDR student research available to the community in accessible formats. HDR student publications are also valued by universities because they provide evidence of institutional research activity within a field and attract a return on research performance. However, although publications are important to multiple stakeholders, many Education HDR students do not publish the results of their research. Hence, an investigation of Education HDR graduates who submitted work for publication during their candidacy was undertaken.
This multiple, explanatory case study investigated six recent Education HDR graduates who had submitted work to peer-reviewed outlets during their candidacy. The conceptual framework supported an analysis of the development of Education HDR student writing using Alexander's (2003, 2004) Model of Domain Learning which focuses on expertise, and Lave and Wenger's (1991) situated learning within a community of practice. Within this framework, the study investigated how these graduates were able to submit or publish their research despite their relative lack of writing expertise.
Case data were gathered through interviews and from graduate publication records. Contextual data were collected through graduate interviews, from Faculty and university documents, and through interviews with two Education HDR supervisors. Directed content analysis was applied to all data to ascertain the support available in the research training environment. Thematic analysis of graduate and supervisor interviews was then undertaken to reveal further information on training opportunities accessed by the HDR graduates. Pattern matching of all interview transcripts provided information on how the HDR graduates developed writing expertise. Finally, explanation building was used to determine causal links between the training accessed by the graduates and their writing expertise.
The results demonstrated that Education HDR graduates developed publications and some level of expertise simultaneously within communities of practice. Students were largely supported by supervisors who played a critical role. They facilitated communities of practice and largely mediated HDR engagement in other training opportunities. However, supervisor support alone did not ensure that the HDR graduates developed writing expertise. Graduates who appeared to develop the most expertise, and produce a number of publications reported experiencing both a sustained period of engagement within one community of practice, and participation in multiple communities of practice.
The implications for the MDL theory, as applied to academic writing, suggests that communities of practice can assist learners to progress from initial contact with a new domain of interest through to competence. The implications for research training include the suggestion that supervisors as potentially crucial supporters of HDR student writing for publication should themselves be active publishers. Also, Faculty or university sponsorship of communities of practice focussed on HDR student writing for publication could provide effective support for the development of HDR student writing expertise and potentially increase the number of their peer-reviewed publications.
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Ruth, Damian William. "Research, education and management in South Africa." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311814.
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Crow, Sonia. "The integration of nursing education within higher education : an exploratory study." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297852.
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Khwaja, Tehmina. "The language of leadership a feminist poststructural discourse analysis of inaugural addresses by presidents of high profile research universities." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618807.
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Lucas, Lisa. "The research 'game' : a sociological study of academic research work in two universities." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/36398/.
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One of the most important changes to UK higher education in the last ten years has been the funding of research within universities and particularly the introduction of the Research Assessment Exercise (RAE). This thesis is concerned with the organisation of research work within universities and possible impacts of this change in government policy on the research activities within university departments. Much of the recent literature on academics has documented their declining status and persistent undervaluing (Halsey, 1995). The decrease in government funding to higher education and the increase in processes of accountability and assessment are argued to weaken academic autonomy and further the `proletarianisation' of academic work. Further research, however, has raised the question of whether academics are quite so passive in their response to policy changes. Trowler (1998) argues that academics are active agents in their implementation of policy within institutional settings. This thesis investigates the disciplinary and institutional structural processes that govern academic work and analyses in detail the inter-relationship of these structures with the practices of academics. Bourdieu's framework for the analysis of the relationship between structure and agency is used in this study. He argues that there are many social fields within which agents struggle to accumulate forms of symbolic capital. His concept of habitus encapsulates the complex inter-relationship he postulates between structure and agency. Bourdieu is often criticised for being overly deterministic in his analysis of human agency. This thesis attempts to counteract this charge by placing the analysis at the site of interaction of field (structure) and habitus (agency). It is a collective case study of the organisational, managerial and ideational structures (Grenfell and James, 1998) found within six university departments and the involvement of academics in the reproduction and resistance of those structures. The way in which the RAE serves to reproduce and/or reconstruct the disciplinary and institutional structures discussed is also of central concern to this thesis. The study concludes that the RAE has had a profound impact on the forms of construction and evaluation within academic life but that this is mediated through the complex variety of organisational, managerial and ideational structures within institutions and across disciplines. Similarly, the positioning of individuals within institutional and disciplinary structures is important for understanding their particular struggles and strategies for recognition. This is most acute in struggles over the classification of research and non research active which has significantly increased the differentiation of academics within departments. This thesis also concludes by arguing that a greater understanding of the individual academics location within the context of specific institutional interactions will provide a necessary addition to Bourdieu's framework of analysis.
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Hilli, Pia Elisabet Angelique. "Educating professionals and professionalising education in research-intensive universities : opportunities, challenges, rewards and values." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25110.
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This study describes what higher education institutions (HEIs) that are known for their research excellence are doing to implement current student and teaching oriented higher education (HE) policies in England and Wales. Pressures to reach increasingly higher levels of excellence in both teaching and research challenge existing structures and mechanisms in these researchintensive universities (RIUs). Options for overcoming challenges are discussed by bringing together perspectives of different stakeholders. This thesis is based on analysis of documentary and empirical data to gain insight into perspectives and experiences of stakeholders of the implementation of current HE policies in England and Wales. Documentary data consisting of publicly available material about HE policies has been analysed by an interpretive analysis of policy, and papers about research have been systematically reviewed. The contents of interviews with academics in four RIUs have been analysed in case studies. This study contributes to existing research on ‘professionalism’ (see, for example, Kolsaker, 2008), ‘effective teaching’ (see, for example, Hunter & Back, 2011), and ‘evaluating teaching quality’ (see, for example, Dornan, Tan, Boshuizen, Gick, Isba, Mann, Scherpbier, Spencer, Timmins, 2014). This study also complements The UK Higher Education Academy’s (HEA) research in this area including Gibbs’ report on quality (2010) as well as earlier work on reward and recognition (2009). Key findings give insight into a troublesome relationship between teaching and research activities, which is at the core of many of the challenges RIUs are facing. Findings showing academics strong interest in their students, teaching, and research highlight their engagement in the development of these key activities. These support recommendations for development processes in RIUs involving organisation wide engagement to build parity of esteem between research and teaching to achieve aims to reach their full potential in terms of excellence in HE.
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Ostrom-Blonigen, Jean. "Funding the Technology of a Research University." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/27007.
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Using the central information technology unit (CITU) on the North Dakota State University (NDSU) campus, this project triangulated two independent studies in an effort to converge data findings. The studies were conducted in an effort to determine whether CITU?s budget constraints were known to its stakeholders and how the extended use of the theory of Communication Privacy Management (CPM) into this organizational communication setting might be possible. The studies, which were both conducted by a CITU employee (participant/observer) included: 1) an online email survey involving 244 non-student employee participants and 2) interviews with 21 non-student employees. In Study #1, the participant/observer and two independent coders found, with the exception of CITU?s leadership, that NDSU?s non-student employees did not appear to consider CITU?s budget constraints in their IT needs/requests of CITU. From these results, the participant/observer and two independent coders identified a communication opportunity for CITU to create a message linking CITU?s inability to meet the campus? IT needs/requests directly to its budget constraints. In Study #2, the participant/observer and two independent coders again found, with the exception of CITU?s leadership, that NDSU?s non-student employees did not appear to consider CITU?s budget constraints in their IT needs/requests of CITU. Additionally, the participant/observer and two independent coders found the presence of all six CPM propositions and four facets of communication identified in both the CPM and organizational communication literature. Even in an open-records state, such as North Dakota, CPM may be useful in describing the communication challenges surrounding both private and traditionally private information within newly formed organizations like CITU or within existing organizations that function more as a set of unrelated individuals. Central IT units or other organizations that are experiencing relationship dissatisfaction with their stakeholders due to budget constraints must work to invite their stakeholders to be co-owners in their budget difficulties, so that they understand why their IT need/requests are not being met. In order to accomplish this task, CITU?s message must be simple and consistent and must be accompanied by a firm set of negotiated rules. When messages are consistent and understood, satisfied co-ownership exists.
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Davis, Bryce Collin. "Breaking Ground on the University Garden| Service-learning and Action Research." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620873.
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<p> The purpose of this dissertation was to document, analyze, understand, and describe how the environmental virtue ethics of undergraduate students were impacted after participating in a service-learning project designed to establish a new university garden. This service-learning project occurred during the fall semester of 2011, on the campus of Lighthouse University, a mid-size Catholic college campus that is located in an urban area of Southern California. The service-learning component was embedded within one environmental ethics course. Over the course of one sixteen-week academic semester, thirty undergraduates, between the ages of 18-23, each volunteered ten hours in this new on-campus garden. In addition to the student volunteer work, one of the complimentary course components required students to attend a speaking engagement hosted by Dr. Vandana Shiva, a world-renowned environmentalist. The action researcher, served as the catalyst, recorder, and facilitator of this service-learning project. In these roles, the action researcher mobilized members of the university, volunteers from the broader community, and local master gardeners to work side by side with the undergraduate students in the garden. After a qualitative analysis was conducted through the procedures of action research, local recommendations were generated in order to assist future garden-based curricular and co-curricular activities.</p>
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Calma, Angelito. "National policy for research and research training : the case of the Philippines /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5752.
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Fischer, Zellers Darlene. "Developing an organizational understanding of faculty mentoring programs in academic medicine in major American research universities." Thesis, University of Pittsburgh, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3573265.
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<p> This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation in higher education, yet little is known about why certain practices are favored or thought to be more effective than others, as differentiated from mentoring programs in the business sector. The original conceptual framework of this qualitative multiple cross-case study was based upon faculty mentoring program success factors gleaned from the literature being grouped by one of three perspectives of organizational behavior theory, i.e., structural, political, or symbolic, and examining these variables through the perspective to which they were assigned. Using this approach, very few organizational similarities were found among the twelve faculty mentoring programs in this study. However, by reversing the conceptual framework, and examining each program variable from the three organizational perspectives, six multi-dimensional organizational themes emerged that transcend the program variables: commitment, expectations, responsibility, accountability, community, and transformation. Three of these themes are evident across all organizational perspectives: commitment, expectations, and responsibility. Accountability is evident from a dual structural/political perspective. Community is evident from a dual structural/symbolic perspective. And, transformation is evident from a dual political/ symbolic perspective. Although specific “how to” advice is limited, this study provides support for a multi-dimensional theoretical framework for academic organizations to optimize formal faculty mentoring relationships. This study demonstrates that maximizing these six dimensions within a faculty mentoring program, to the fullest potential within organizational constraints, provides the ideal faculty mentoring program format for that particular academic culture. This model also situates these six dimensions within an academic culture, which allows faculty development professionals to identify the organizational domains that exert the most influence over these dimensions within their faculty mentoring programs. The redesign of how organizational behavior theory was applied within this study revealed a new organizational understanding of faculty mentoring programs within academic cultures. This discovery provides a promising new direction for further study. </p>
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Renner, Jasmine. "Engaging TBR Faculty in Online Research Communities and Emerging Technologies." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3008.
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The growing impact of online research communities and emerging technologies is creating a significant paradigm shift and consequently changing the current research landscape of higher education. The rise of online research communities exemplifies a shift from traditional research engagements, to online research communities using “Web 2.0,” in which communities of researchers are the basic unit of research engagement. As institutional practices become increasingly digitized, the role of faculty, scholars, and professionals are constantly reshaped and re-negotiated. The rise and use of emerging technologies in the field of research, has the potential to significantly impact the individual researcher, their institutions and ultimately the State. The project Critical Conversations Research Network is a part of a broader initiative undertaken by the Tennessee Board of Regents Office of Academic Affairs. TBR’s Critical Conversations for Jobs and the Economy is designed to complement Gov. Bill Haslam’s “Drive to 55” initiative, which aims to bring the percentage of Tennesseans with college degrees to 55 percent by the year 2025. (Haslam, 2013). The initiative undertaken by TBR’S office of Academic Affairs consists of: (a) Conversational interviewing of selected scholars and researchers across TBR institutions through video recordings of important and critical research topics that affect policy implications in the state of Tennessee, (b) an interdisciplinary journal called Critical Conversations Interdisciplinary Journal (CCIJ) dedicated to promoting dialogue on topics of importance among scholars across disciplines at TBR institutions. The journal provides a platform for critical conversations through which all disciplines can inform practice and practice can inform all disciplines, providing guidance for future public policy decisions and (c) the proposed Critical Conversations Research Network which is the focus of this paper. The goal of the Tennessee Board of Regents Critical Conversations Research Network (“TBR’s-CCRN”) is to connect TBR’s faculty, researchers and scholars in collaboration, dialogue and engagement, about pertinent research initiatives undertaken by individuals and institutions across the state. A secondary purpose is to highlight the practical implications of research for economic and workforce development and to assist policymakers to engage in data-driven and informed decision-making.
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Nash, Julie. "An examination of the role and career paths of chief research administrators in selected major research universities in the United States." Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571433.
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<p> The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office.</p>
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Campbell, Daniel Ray Lehne. "The role and development of the research administration profession in higher education." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/d_campbell_041810.pdf.
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Thesis (M.A. in educational administration)--Washington State University, May 2010.<br>Title from PDF title page (viewed on June 29, 2010). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 51-56).
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Bracke, Paul. "Public Presentations of Professional Change in Academic Research Library Strategic Plans." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/265362.
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Academic librarianship is a profession in the midst of change. Embedded within multiple social spheres, academic librarians are adapting to changes in higher education, the sociotechnical environment of information, and the system of professions. This research investigates the ways in which academic librarians publicly present the ways in which they are aligning themselves in the face of academic capitalism. Using a qualitative approach of document analysis of research library strategic plans, this study explores the ways in which academic librarians express their perceptions of changes in higher education, of changes in the sociotechnical environment of information, and of changing professional jurisdiction and relationships. The theoretical framework, based on Abbott's System of the Professions and Linked Ecologies. The study analyzes strategic plans from 75 American research universities from the membership of the Association of Research Libraries and the Association of American Universities. Academic librarians were found to be re-establishing claims to existing jurisdictions while also making new claims. They described their roles in 4 ways: Supporting, Collaborating, Competing, and Leading. These relationships demonstrate attempts to demonstrate centrality to the campus by strengthening institutional prestige and quality by strengthening the library itself, by contributing to the academic activities of faculty and students through supportive and collaborative activities, and by leading change in academia by leading changes in the system of scholarly communication. They also exhibited entrepreneurial behaviors by seeking to connecting to external sources of income, particularly through grant-seeking and private fundraising. There was also evidence that academic librarians perceived impacts of changes in the sociotechncial environment on their instructional roles, and on the ways they provide and manage scholarly research collections. Finally, there was some evidence of linkages between higher education and information environments, with mass digitization and search as hinge issues and librarian activities in publishing a scholarly communications as avatar activities.
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Lea, Mary R. "Academic literacies in UK higher education : integrating research and practice." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432493.
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Kjolberg, Torunn. "Visual research practice in fashion and textile design higher education." Thesis, University of Brighton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643553.
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This thesis is concerned with visual research in the context of fashion and textile design education. Utilising an ethnographic methodology, this study followed a group of self-selected fashion and textile design students throughout their first two years of study at a higher education institution in the south of England. Drawing on a series of personal interviews, participant observation and analysis of course documents, the research examines how visual research practices are structured through teaching, student engagement and participation, as well as through various forms of reification. Two key theoretical perspectives inform this thesis: Lave and Wenger and Wenger's concepts of legitimate peripheral participation and communities of practice, and Winnicott's notions of transitional phenomena and object-use. Their mutual relevance and complementarity is considered to explicate the dynamic between subjectivity, materiality and the social world in this study. This thesis argues that the tacitness of visual research practices presents a problem for many learners, as confusion and self-doubt arise due to the lack of articulation and a perceived instability of meaning behind these processes. Meanwhile, the students' reconciliation of their own practices with those endorsed through teaching was identified as key to successful participation on the course. Whilst some students were able to navigate these ambiguities and, in Winnicott's sense, put them into use, for other students this entailed alignment of practices without mutual negotiation. Results were identities of non-participation or compliance without negotiation of meaning. Although the tacitness of visual research poses an obstacle, I conclude that a universal definition of visual research is problematic or even impossible. These practices are mutable, contextual and situated. Therefore, in this study, learning visual research entails participating on the course, which can be conceived of as a community of practice, and which acts (potentially) as a facilitating environment where students can put the sources, tools, materials and practices of visual research into use.
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Saha, Neete. "INTERNATIONAL STUDENTS’ EXPERIENCES WITH ACADEMIC ADVISING AT A MID-WESTERNPUBLIC RESEARCH UNIVERSITY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523394293374372.
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Thornton, Courtney High. "Civic Responsibility and Research Universities: Ideology, Culture and Action." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-03152006-113756/.
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Civic responsibility is an important ideal of higher education that is rarely considered through a cultural and theoretical lens. Swidler?s (1986) framework linking ideology, culture and action provided a means of studying civic responsibility at two research universities, the University of Virginia (UVA) and the University of North Carolina at Chapel Hill (UNC). The purposes of the study were (a) to understand dominant institutional beliefs about civic responsibility at two research universities, and (b) to understand how their institutional cultures contribute to unique institutional approaches to civic responsibility, specifically for the areas of student involvement and development. This ethnographic study examined campus ideologies and cultural forms that addressed five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation for and interest in those unlike self, and (e) personal accountability. Data collection involved interviews, field observations and document analysis at both campuses. Student questionnaires and site summary reviewers were used to ensure trustworthiness of the findings. Data was analyzed for each site independently, and then a cross-site analysis was conducted. The ideologies, cultures and actions specific to the two institutions aligned with Swidler's framework and yielded two unique institutional approaches to civic responsibility, namely the "test bed" and "role model" approaches. The significance of the findings from the cross-site analysis are multi-fold, with implications for both organization studies and student development.
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Brown, Natalie. "Issues in academic educational research: The impact of current issues on research activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2166.
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Previous investigations into educational research in Australia have highlighted important issues affecting research, with the majority of issues remaining to date. The Australian government and several research academics have examined issues relevant to educational research, including areas such as research design, dissemination of research results, and effectiveness of research. However, few studies have given voice to the academic researchers working in this field. Therefore, in light of the complexities and broadness of issues faced by educational researchers, this study aimed to investigate what current issues were pertinent to academic educational researchers through an examination of their experiences. This study also sought to determine the reasons for these issues and ascertain possible solutions.
This study used a qualitative approach within a critical theory framework. In addition, this study also utilised a radical interactionist philosophical perspective. The technique used to gather data was through a questionnaire using open-ended questions. There were 18 participants currently engaged in academic educational research in this study. The questionnaire transcripts were analysed through open coding and axial coding to establish categories. These categories were developed into a model and included the themes of: research purpose, ethics processes, collaboration, value of educational research and academic freedom. The overarching theme to which all other themes were connected was research culture.
The results of this study revealed that issues faced by academic educational researchers are of a perpetual nature and highlights the significant difficulty in overcoming these issues. This study also demonstrated that the issues in academic educational research are sustained through a lack of research culture. This lack of research culture was found to provide a significant barrier to research activity and recommendations are provided toward developing a research culture within the field of academic educational research. For future research, the categories within the developed model may be investigated in more depth, and knowledge structures and strategies within research-intensive universities may be further investigated in relation to research activity and research cultures.
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Kollasch, Aurelia. "Ties that Bind International Research Teams: A Network Multilevel Model of Interdisciplinary Collaboration." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228165.
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Today large research projects require substantial involvement of researchers from different organizations, disciplines, or cultures working in groups or teams to accomplish a common goal of producing, sharing, and disseminating scientific knowledge. This study focuses on the international research team that was launched in response to pressing calls for internationalization. This study seeks to understand the social structure of the international research team and perceptions of team members on this structure by challenging social networks and social capital fields. By bridging social networks with social capital, the study examines social structures at the individual, subgroup, and team levels and adds complexity to different levels of analysis by stressing context through qualitative research methods. The results imply that hierarchical relations do not stand separately from the horizontal relations among team members in the international research team. Therefore, the construct of group social capital should be based on a multilevel model of combined moderate closure with horizontal bridging roles in international research teams.
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Wynn, Winona M. "Community-graced research the ethics of ethnographic crossings /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/w_wynn_1050109.pdf.
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Burns, Heather L. "Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.
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Postsecondary teaching and learning must be reoriented to equip learners with the knowledge, skills, and values they will need for creating a more sustainable world. This action research study examined the effects of implementing the Bums model of sustainability pedagogy in university courses taught by the researcher. This model is comprised of five key dimensions: (1 )Content; (2)Perspectives; (3)Process; (4)Context; and (5)Design. The Burns model of sustainability pedagogy seeks to: (1) increase learners' systemic understanding of complex sustainability issues (Content); (2) provide learners with opportunities to think critically about dominant paradigms, practices and power relationships and consider complex ecological and social issues from diverse perspectives (Perspectives); (3) enhance learners' civic responsibility and intentions to work toward sustainability through active participation and experience (Process); (4) increase learners' understanding of and connection with the geographical place and the community in which they live (Context); and (5) utilize an ecological course design to create transformative learning (Design). This pedagogical model reflects education as sustainability, a transformative learning process through which learners' values and perspectives change so that they are able to embrace sustainability and take action for change.
Findings revealed that through the use of sustainability themes, students came to understand sustainability Content concretely, personally, and multidimensionally. Students understood multiple Perspectives and power relationships through experiential learning, through relationships with one another, by hopeful examples, and by learning to think critically. Due to a participatory and experiential learning Process, students expressed intentions to buy locally and to act directly for sustainable change. Through a focus on Context, students experienced stronger connections to their local community. A self-reflective teaching process and relational learning was important to the Design of a transformational learning process. The results show that the Burns model of sustainability pedagogy can be adapted to university courses in various disciplines.
This study contributes to the field of sustainability education by providing an example ofan effective model for teaching sustainability at the university level. In order to prepare diverse learners for leadership roles in a sustainable world, attention must be focused on integrating transformative sustainability pedagogy throughout postsecondary education.
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Mahamed, Ismail Nor Ashmiza. "Key determinants of research-knowledge sharing in UK higher education institutions." Thesis, University of Portsmouth, 2012. https://researchportal.port.ac.uk/portal/en/theses/key-determinants-of-researchknowledge-sharing-in-uk-higher-education-institutions(f0f97eb7-c83e-4c88-88bc-3c54e4538bb9).html.
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Knowledge sharing (KS) has attracted increasing attention in business circles. Links between knowledge sharing practice and organisational performance have long been demonstrated. Knowledge sharing is driven by three key enablers, i.e. people (Fliaster, 2004; Jayasingam et al., 2010; Kulkarni, et al., 2006); organisation (Bartlett & Ghoshal, 1998; Tsai, 2002; Van den Hoof & Huysman, 2009); and information technology (Robinson et al., 2010; Tseng, 2008). Despite the breadth of research into the practice of knowledge sharing in commercial sectors, there is a lack of research into research-knowledge sharing (RKS) in higher education (HE). The practice of knowledge sharing in higher education institutions (HEIs) is critical, particularly in relation to RKS, which could influence university research activity and performance. However, the nature of research-knowledge and the process of sharing research-knowledge have not been practically explored. Most importantly, the relationship between RKS and university research performance has not yet been fully examined. This study attempts to ascertain the nature and the process of sharing research-knowledge in HEIs in general, and to examine the influence of the desired key determinants on RKS in particular. Eight UK universities are selected for this study, which are examined in two sub-groups: the Pre-1992 and the Post-1992 universities. Both qualitative and quantitative approaches are used to conduct the study. The study found that RKS is influenced by the three enablers, but implicit research culture is critical in determining the differences between Pre-1992 and Post-1992 University‘s research performance. In addition, RKS follows a distinctive process – knowledge hoarding-knowledge seeking-knowledge sharing. Furthermore, there is a positive relationship between research-leadership and research-knowledge sharing, which is centred on interactive relationship with professors. The findings of this study provide original insight into the specific field of knowledge sharing which adds knowledge to the body of knowledge management and organisational culture. They are of great importance to research-leaders in HEIs to develop and implement research strategies.
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Crosby, Richard D. Jr. "Factors affecting student choices: a higher education marketing study." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54280.
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Traditional higher education institutions are being admonished by federal commissions as well as scholars for being unresponsive to student and societal needs. Several studies have pointed out the growth of proprietary and corporate postsecondary education programs at the expense of market share formerly enjoyed by traditional higher educational institutions. There is considerable conflict among scholars, businessmen, and commissions on what higher education institutions should do to be more responsive.
The major objectives of the market research study were to determine the following: (1) What potential students' long-term goals were and (2) What expectations that had for educational institutions contributing to realization of those goals. The theoretical foundation for this study was Vroom's expectancy theory in which he hypothesized that motivation was a function of valence or value of individual goals and the expectancy of realizing those goals through individual effort and the instrumentality of an organization.
A random sample of potential students was asked to put in order or priority five major goals and expectations for achieving those goals through various means, ranging from educational effort through luck.
The results and conclusions of this study were: (a) In general all socio-economic groups were in agreement on goals--making money and good health among others. Most agreed that luck, rather than any effort on their part, would be the main instrumentality for achieving good health; (b) Education and hard work were perceived as the most likely means for obtaining money; (c) Those with previous higher education experiences valued it more as a means to obtain goals/values than did those with little higher education.<br>Ed. D.
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Dyckhoff, Anna Lea [Verfasser]. "Action research and learning analytics in higher education / Anna Lea Dyckhoff." Aachen : Hochschulbibliothek der Rheinisch-Westfälischen Technischen Hochschule Aachen, 2014. http://d-nb.info/1065353847/34.
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Rainey, James R. "Comparative classroom practices in higher education based on learning style research." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1089.
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Muller, Anton. "Promoting a research culture and scholarship at a higher education institution." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/470.
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Published Article<br>This article offers a glance at strategies related to the creation of a research culture at higher education institutions that desire to reposition academic staff to commit to scholarly work and research outputs. The departure is that these institutions need to focus on a multidimensional and holistic approach to create a research culture in which a sustainable research environment can be established for academia to contribute significantly to research.
The dimensions of a research culture and ethos, focussing on the coordination of goals, regular communication and professional rewards, is proposed as a tool with the potential to contribute towards the promotion of a research culture. In this article strategies employed by the previous Technikon Witwatersrand (now merged into the newly formed University of Johannesburg) will be discussed, especially with reference to promoting a research culture and ethos and scholarship. It is suggested that a research culture, although multifaceted, needs to be created to promote scholarship in higher education institutions.
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Fussy, Daniel Sidney. "The development of a research culture in Tanzania's higher education system." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8360/.
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The study reported in this thesis investigated approaches which the higher education sector in Tanzania employs to develop a research culture, and explored views on how to improve the research capacity within Tanzanian universities. A qualitative-multiple case study informed by interviews, focus group discussions and documentary review methods facilitates the data collection process. Six research sites including the Ministry of Education, the Tanzania Commission for Universities and four leading universities were involved in the study. Purposive and stratified sampling techniques were used to recruit participants from the group of senior government officials, senior university leaders, academic staff members and postgraduate students. The selected Stufflebeam’s CIPP framework guided the conduct of the study, as well as the discussion and interpretation of the findings. The findings show that the Tanzanian higher education policy context has feasible policies and plans that support the development of research in the country’s universities. However, the higher education policy context lacks proper mechanisms to engender practical development and the monitoring of research. Moreover, the approaches used to develop research, although reported to improve institutional research profile, were found to be less demanding in enforcing the research culture. The findings also identified factors essential in building a research culture, such as research training, research mentoring, research funding and research incentives, which serve as a framework for universities and researchers across Tanzania, Africa and the world, to guide their decisions and actions towards promoting successful research cultures. The study, therefore, concludes that Tanzania needs to develop a deep-seated research culture within its higher education system to improve the production and application of knowledge, and eventually realise the National Development Vision 2025 that the country envisages, to advance from ‘less developed’ country status into a respectable ‘middle-income’ country. In so doing, the study recommends a reform of the national higher education policy to bridge the gap between policy articulations and implementation on the ground.
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McKenna, Sioux, Lynn Quinn, and Jo-Anne Vorster. "Mapping the field of Higher Education Research using PhD examination reports." Routledge, 2018. http://hdl.handle.net/10962/66669.
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Pre-print<br>The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
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Madue, Stephens Mpedi. "The measurement of research output of public higher education institutions in South Africa hurdle or handle? /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05152007-105619/.
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Stiglingh, Etienne Jacques. "Using the internet in higher education and training a development research study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-115638/.
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Yamazaki, Naoko. "The evaluation of research in the UK and Japan." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/56205/.
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Most industrial countries have introduced a system of evaluation in the HE sector during the last two decades. Although the experience in each country is different, recent studies show that many countries have faced similar confusion and problems with regard to the application of evaluation. This study examines the validity of the present systems of evaluation for research in the UK and Japan, based on in-depth consideration of the factors behind the emergence of evaluation, political developments, policymakers' views, academic debates and institutional reactions in both nations. As an example of a response to the government's initiative, one case study in each country is undertaken, Warwick University in Britain and Nagoya University in Japan. Each case is analysed at three levels: institutional, departmental and individual. Some elements of the systems are then recontexualised in a comparative perspective, involving the analysis of background factors, development of the systems, details of the mechanisms and their impacts. An improved system of evaluation is suggested for each country. It is argued that evaluation intrinsically is an unseen but extremely powerful instrument. It has the dynamic force to be able to alter the original nature of all of those involved. When it is applied to academic research in the university, therefore, its effects could be immeasurable. Hence, it should be treated with prudent deliberation before implementation. It is pointed out that the current systems of research assessment in the UK and Japan have both produced a number of unintended effects, and both nations have not yet been successful in establishing a system which can judge quality appropriatel y. The study suggests that more serious consideration of the nature of 'evaluation' and its application to research will be required before developing further the present systems adopted in both countries. This should be backed by sufficient research studies on 'evaluation'.
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Dietrich, Cynthia S. "A Phenomenological Study of Social Science Instructors' Assessment Practices for Online Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/930.
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Online learning has revolutionized higher education in the United States. In 2007, there were 3.9 million students taking at least 1 online course. Assessment in online instruction is a new experience for teachers because of the recent advent of online course delivery. Current research on online learning does not address instructor experiences with learning assessments. This gap may contribute to online instructors being inadequately prepared to teach online. The purpose of this phenomenological study was to explore online instructors' experiences with assessments in their undergraduate social science courses. The study was guided by constructivism as well as theories associated with assessment for the college classroom. The main and secondary research questions focused on the participants' experiences with assessment in the online learning environment and the challenges and benefits of assessment in that learning environment. Data were collected with in-depth, semistructured interviews and analyzed via Moustakas's modification of van Kaam's method. The main themes are: (a) instructors use a combination of assessment practices, (b) changes to assessments are based on student feedback, and (c) academic honesty. The present study promotes positive social change by providing members of the online learning community with a better understanding of instructors' assessment processes, as well as the challenges and benefits those instructors face in assessing learning in online classes, all of which may contribute to improved instruction for online students.
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Elliott, Shelly. "Targeted Funding of Research and Education and Faculty Perception of Academic Freedom in Medical Education." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/2002.
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This study was conducted to determine if there was a relationship between targeted funding of research and education and faculty perception of academic freedom at their medical schools. A total of 130 physician and basic sciences faculty from three medical schools assessed academic freedom at their institutions on an academic freedom inventory developed specifically for this study. The lack of a representative sample and the weak explanatory power of the findings limit conclusions that could be drawn. Using multiple regression analysis, the researcher was not able to reject the null for a relationship between targeted funding and academic freedom, using the probability of F statistical test (p>0.05). Other variables included I the study were found to be statistically significant, but the models were generalized considered weak. A statistically significant relationship was found for faculty, who perceived faculty governance and institutional autonomy to be inhibited at their institutions more than their administrators. Collateral track faculty perceived freedom to research to be inhibited, while women and minorities perceived freedom to speak to be inhibited. One unexpected finding was the relationship between being male and being a citizen with a perception that academic freedom was inhibited at their institutions more so than for women and faculty who were not U.S. citizens. These findings were surprising given concern raised in the literature about the treatment of foreign faculty and students after the 9-11 terrorist attacks (AAUP, 2003). Further research is recommended to determine if findings can be replicated with a reliable instrument and a representative sample.
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Mtawa, Ntimi Nikusuma. "Understanding the linkages between community engagement and teaching and research: the case of Sokoine University of Agriculture in Tanzania." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4106.
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Magister Educationis - MEd<br>This thesis sought to understand the various ways in which Sokoine University of Agriculture (SUA) in Tanzania, as a teaching and research institution, engages with its communities. This was prompted by the increasing calls upon the universities, both locally and globally, to become relevant to the communities through community engagement. Although the idea of community engagement has emerged and continues to gain momentum in higher education, there have been different understandings and shifts in the ways in which universities are practising community engagement. The study is located within the broader debates in the
literature, which sees community engagement as a contested concept in terms of its exact practices and outcomes, particularly in relation to the university’s core activities of teaching, learning and research. With the contextual nature of community engagement, a case study design was deemed to be suitable for this type of study. Data collection instruments comprised of document reviews, semi-structured interviews and focus group discussions. From the data collected and analysed, there are three key findings in this study. Firstly, community engagement in the Tanzanian higher education system in general has moved from
predominantly supporting communities to incorporating some aspects of teaching, learning and research, as well as economic pursuit. This is illustrated in practices such as national service programmes, continuing education, volunteering, field practical attachment, community-based research, commissioned research and consultancy, participatory action research, experiments and technology transfer. Secondly, whereas some of the practices are fading away in some Tanzanian higher education institutions, those that are active at SUA fall within both the Land-Grant (one-way) and Boyer’s (two-way) models of community engagement. Thirdly, there are no deliberate efforts by SUA to institutionalise community
engagement as a legitimate activity that enriches teaching, learning and research. As such, there are loose and discontinuous linkages between community engagement and SUA’s teaching, learning and research, attributed to a weak institutional approach to community engagement.
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Knoth, Kenneth Charles. "Biological Course-Based Undergraduate Research Experiences| An Examination of an Introductory Level Implementation." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616893.
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<p> Course-based undergraduate research experiences (CUREs) provide authentic research benefits to an entire laboratory course population. CURE experiences are proposed to enhance research skills, critical thinking, productivity, and retention in science. CURE curriculum developers face numerous obstacles, such as the logistics and time commitment involved in bringing a CURE to larger student populations. In addition, an ideal CURE topic requires affordable resources, lab techniques that can be quickly mastered, time for multiple iterations within one semester, and the opportunity to generate new data. This study identifies some of the CURE activities that lead to proposed participant outcomes. Introductory Biology I CURE lab students at Southern Illinois University Edwardsville completed research related to the process of converting storage lipids in microalgae into biodiesel. Data collected from CURE and traditional lab student participants indicate increased CURE student reports of project ownership, scientific self-efficacy, identification as a scientist, and sense of belonging to a science community. Study limitations and unanticipated benefits are discussed.</p><p>
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Scoble, Rosa. "Funding of research in higher education : a panoptic view of the RAE." Thesis, Brunel University, 2003. http://bura.brunel.ac.uk/handle/2438/498.
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The thesis investigates the effects that the Research Assessment Exercise (RAE) has on the Higher Education sector. The alternative view presented by the thesis is that more knowledge can be created by concentrating on the different constituents of the RAE and their specific interactions with particular areas of the Higher Education sector. The RAE constituents are interpreted as drivers that influence and impact, in dissimilar fashions, on different activities of Higher Education Institutions (HEI). This micro analysis of the RAE enables the investigation to isolate the single effects of the RAE drivers therefore creating a bottom-up analysis of the overall impact of the RAE. The analysis of the impact that the drivers have on HEIs’ activities focuses on the perception that individuals within the system have of the consequences of the RAE. The focus on perceptions derives from personal observation of the lack of consensus on the consequences that different drivers have on different areas. The use of perceptions as the mean to assess the impact of the RAE enables the investigation to create a picture of the consequences of the RAE that addresses behavioural change. A multi-dimensional crystal view approach is used to accommodate both the micro analysis and the perception assessment. The multi-dimensional crystal view, a research contribution in its own right, is based on the principle that a micro analysis of a complex system can be achieved by decomposing the system into a number of dimensions. Insight is draw when the interactions between some of the dimensions are investigated. In the specific case of the RAE the dimension are: the RAE drivers, HEIs’ activities and points of observation (dimension that captures perceptions). Knowledge and insight can be acquired when the interactions between the dimensions are aggregated at successive higher levels. The supporting tool for the multidimensional crystal view approach is a matrix that facilitates the analytical process. The aggregation of the dimensions comes from combining textual statements from the points of observation (perceptions) on the effects that the drivers of the RAE have on the activities of HEIs. The highest level is a textual statement that synthesises all lower level statements.
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Sweatman, Robert A. Palmer James C. "The focus of institutional research information provision in community colleges." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106765.
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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed October 12, 2005. Dissertation Committee: James C. Palmer (chair), W. Paul Vogt, Mohamed Nur-Awalch, Joseph Rives. Includes bibliographical references (leaves 165-172) and abstract. Also available in print.
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Bayley, Annouchka. "Deterritorialisations in pedagogy : entangling practice-as-research and management learning." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/94032/.
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The following thesis creates a conceptual framework out of new materialisms and posthumanisms, to discuss and develop transdisciplinary teaching and learning for higher education settings. It specifically investigates how the disciplines of management studies and theatre and performance studies can come together to produce and enhance new, critical dimensions in the field of management learning. The thesis crafts the conceptual framework from the works of Deleuze and Guattari (1987) and their notion of deterritorialisation, and Karen Barad’s (2007) notions of diffraction, material-discursivity, agential realism, and entanglement. Moreover, the thesis both critiques and uses practice-as-research to develop its main experimental, pedagogical projects. Practice-as-research is a method gaining steam in theatre and performance studies that combines (and indeed entangles) the kind of research undertaken by the practice of making performance / art with the kind of research more traditional to the academy, in service of producing one overall critical investigation. Thus, different forms of research and knowledge production are implicit in the creation of practice-as-research. Furthermore, artworks created and produced as part of the investigation are given equal weight with more traditional academic thesis writing. Although, due to its length, this thesis is not itself a practice-as-research submission, it does make use of practice-as-research methods in its experimental designs. Furthermore, whilst the main drive of the thesis is towards practice-as-research, other related styles, including practice-based research are considered to provide a more fulsome discussion of the area as a whole. The thesis concludes that deterritorialisation and diffraction can provide the basis for creating new kinds of conceptual framework (described as ‘maps’) through which management learning can be enhanced by the use of transdisciplinary practices. Such practices are here understood and experimented with in teaching and learning settings via arts-performance, in order create more affective, embodied and material-discursive approaches to complex and critical issues in management studies contexts.
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Gott, Trisha. "Analysis of discourse and rhetoric in performance measures for research institutions in Kansas." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34469.
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Doctor of Education<br>Department of Educational Leadership<br>Kakali Bhattacharya<br>David C. Thompson<br>Mary H. Tolar<br>This qualitative discourse analysis examines discourse related to performance-based measures such as, state of the state speeches, policy documents, reports, and other discourse to explore the purpose(s) higher education has in Kansas, as manifested in discourse from 1997 to 2015. The research explores discourse produced by elected and appointed state level officials’ related to higher education policy, purpose, and governance, with a specific focus on performance-based measures in Kansas. The purpose of this research was to understand more fully how discourse shapes and reflects understanding of the role and purpose of higher education in the state of Kansas. This study explored the power of discourse to shape a narrative in a state and influence policy and governance. Using discourse analysis as the methodological framework, this qualitative study included analysis of policy documents, speeches, reports, budgets, and other discourse related to performance-measures in Kansas. Discourse analysis, informed by political and critical discourse analysis were the primary approach to this research. Using a multiperspective approach to data analysis and coding, data was examined for themes of power, social, economic, and political influences. The study has implications for higher education policy and for policymakers, administrators, and other actors in higher education in Kansas.
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Kelley, Ronald B. "An analysis of newspaper coverage of research at a midwest public research university /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974645.
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Jordan, Tricia K. "Sophomore Programs: Theory, Research, and Efficacy." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306252903.
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Unyapho, Panadda. "A PHENOMENOLOGICAL STUDY: EDUCATIONAL EXPERIENCES OF INTERNATIONAL DOCTORAL STUDENTS OF EDUCATION AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/327.
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In this phenomenological study, I examined the educational experiences of six international doctoral students of Education at a Midwestern university. The purpose of this study is to understand how the participants make meaning of their educational experiences. Several theories influenced this study. These include critical theory, co-cultural theory, transformative learning theory and the concept of cultural scripts. A qualitative approach was used to gather detailed data from the participants. Data collection included a series of three in-depth, semi-structured interviews with each participant and two focus group interviews. All of the data collected were carefully coded, looking for three central topics of self reflection, transformative experiences, and meaning making. The participants' understanding of their transformation as learners tied closely to their academic accomplishments, which include completing tasks and assignments, being accepted in academic community, having articles published in academic journals, and presenting their academic work at conferences. Much of their transformation and meaning making related to their instrumental learning. The study suggests that educators should encourage students to broaden their frames of reference by inviting them to engage in meaningful discussion that is beyond instrumental learning in order for the students to develop critical thinking and to be in charge and accountable for their learning towards critical consciousness.
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Goodale, Brian D. "Domestic non-resident undergraduate enrollment in public research universities| The influence of institutional and regional factors." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587099.
Full textAbstract:
<p> Senior managers in public research universities monitor and anticipate the evolution of enrollment as part of a planning process that is linked to budget and staffing matters. While the tracking and planning of enrollment figures is important for all types of institutions, the position of public research universities and the non-resident students they serve warrants closer attention. </p><p> This study's main focus was to generate estimates of the effects of institutional attributes and conditions in sending regions on first-time full-time, domestic non-resident undergraduate enrollment in public research universities. However, a larger purpose was to lay the groundwork, if appropriate and based on the results of the study, for the future development of more refined models to forecast non-resident enrollment for this group of institutions. </p><p> In taking the perspective of the individual university, the study's methodology drew from the existing literature concerned with enrollment management and student choice to identify institutional attributes and circumstances in the prospective migrating students' home state that seemed to be associated with the choice of an institution. </p><p> Several key findings emerge from the study. First, the analyses did find evidence to support that whether taken individually, in groups, or as a collective total, the examined measures of institutional attributes and sending region conditions did help in explaining variation in levels of non-resident enrollments among the public research universities of the study. </p><p> Second, a sub-set of the measures when taken together formed a best model which was found to account for the largest amount of variance in non-resident enrollment flows. The model included a scale variable of the ratio of non-resident enrollment to overall undergraduate enrollment, that when considered on its own, explained approximately 40% of the variation. Further, with the addition of the other institutional attributes and sending region conditions, the amount of variance explained increased significantly.</p>