Dissertations / Theses: 'Education, Higher – Rwanda – Curricula'

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Mironko, Beatrice Karekezi Uwamutara. "Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education." University of the Western Cape, 2013. http://hdl.handle.net/11394/2996.

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Philosophiae Doctor - PhD
This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on „agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering.
South Africa

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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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Stinson, Loma. "Diversity Curricula Mandates in Higher Education: A Student Impact Assessment." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/729.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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Kagwesage, Anne Marie. "Coping with Learning through a Foreign Language in Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90165.

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The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging.
Det övergripande syftet för denna avhandling är att undersöka hur studenter inom högre utbildning i Rwanda erfar att lära på ett främmande språk, i huvudsak engelska, och vilka strategier de använder sig av för att lyckas genomföra sina universitetsstudier i en tid av förändring av både undervisningsspråk och undervisningen i sig. Avhandlingen tar sin utgångspunkt i ett sociokulturellt perspektiv och en kvalitativ forskningsdesign. Intervjuer genomfördes för att få fördjupad förståelse för hur studenterna reflekterar över och hanterar problemet med att lära på ett främmande språk. Video- och audioinspelade interaktioner av studenternas formella och informella gruppdiskussioner användes för att fånga och analysera språkliga och kommunikativa detaljer som förekommer men ofta förbises eller tas för givna. Fyra empiriska studier visar att studenterna möter olika utmaningar när de måste använda ett nyligen introducerat främmande språk i undervisningen och i olika lärandesituationer. De är emellertid medvetna om att globalisering och upplösning av nationella gränser kan skapa nya möjligheter och är därför villiga att förbättra sin engelska för att kunna klara av den nya undervisningssituationen. Analyserna visar också att aktiv användning av en mångfald av språk, även om det är tidsödande, har stor potential att underlätta lärande och på så sätt betonas den komplementerande snarare än den exkluderande synen på språkanvändning i Rwanda. Dessutom visar det sig att diskussioner i grupp initierade av både lärare och studenter har en potential att stödja konstruktionen av kunskap inom akademiska ämnen eftersom studenterna skapar en tillitsfull miljö där de är trygga att delta. Studierna visar också att trots att modersmålet inte är officiellt erkänt som undervisningsspråk spelar det en medierande roll i framförhandlandet av innehållet inom olika ämnesområden genom olika former av gränsöverskridande språkande där alla språk som studenterna har tillgång till används.

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Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.

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Ding, Anning. "Programs and curricula at a Chinese vocational university: A case study." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280691.

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This study attempted to investigate the characteristics of vocationalization and localization of program structure and curricular system at Chinese vocational universities. As a case, Nantong Vocational College was chosen for an in-depth study. Both interviews and document analysis were applied as data collection to reveal the nature of programs and curricula. A field research strategy was adopted. Institutional administration and external management network were examined and organizational behavioral change was analyzed. Both vocationalism and localism were developed and adopted at Chinese vocational universities along with China's modernization campaign and China's involvement into the global world. In this unique social transitional process, localization of global influence was visited as both significant and magnificent. The local economic structure was altered and a new labor market rose. In addition, China's national bureaucratic structure under the Communist Party of China and the central government played a decisive role in guiding the transition from the mandatory planned economy to a market oriented economy. In this turbulent social economic context, Nantong Vocational College was forced to internalize the institutional initiatives for adaptation to the external transformation. Consequently, the college organizational structure and management mechanisms altered both at the institutional and departmental levels. Business management strategy was adopted. Programs and curricula were further vocationalized and localized as a result in line with the globalized local economic structure. Academic pursuance retreated to vocational training, to job skill building and competency acquisition for local economic development and the needs of the labor market. Following conclusions are drawn: (1) Program structure and curricular system has changed and is changing toward vocationalism and localism. (2) Chinese vocational universities have become semi-political and semi-economic institutions serving the national interests under the guidance of the Party and the central government. (3) Program restructuring and curricular reconfiguration were initiated and managed to serve the changing local economic needs. (4) Institutional administration adopted business type mechanism for marketization and competition. (5) Global forces contributed to the localization of the institutional change.

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Viscuso, Salvatore. "Does higher education need to require international education as part of all curricula." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/viscusos/salvatoreviscuso.pdf.

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Hoare, Olda R. "A case study of governance of higher education in Belize : implications for finance and curricula in higher education." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002189.

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Mullineaux, Mark Stuart. "Curricula change in response to the changing governance in higher education." Thesis, Open University, 2007. http://oro.open.ac.uk/49075/.

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This thesis seeks to provide a causal explanation of a new curriculum model (NCM) within a university college with a view to examining the changing nature of governance in higher education. Critical realist explanatory frameworks guide the structure of the thesis. Accordingly, the thesis first explores the 'efficient causes' behind the NCM, arguing that it evolved from within a broader political, economic, managerial and institutional relational network. This was to give rise to a series of significant structures and mechanisms leading to reforms in Higher Education including widening participation, decreased per capita funding, the centrality of economy and efficiency and a 'lifelong learning' agenda. This thesis also argues, using the theory of integrated institutionalism (Scott, 1995) that the legitimation of these new demands would be felt through one or more of coercive (through rules and sanctions), normative (through 'appropriateness') or mimetic (through reference to other organisations) means. Testing of the theorised demands and the nature of legitimation was undertaken through semistructured 'realist interviews' (Pawson and Tilley, 1997) with nine members of academic staff from the college. Analysis utilising NViv07 suggests perceived demands of 'changing mission', 'college demands', 'enforcement and monitoring', 'nature of the world' and 'student population'. There exists a high degree of confirmatory evidence for the theorised demands, most especially in terms of economy, efficiency, effectiveness, widening participation and the commodification of HE. The testing of the legitimation mechanisms suggests a high degree of coercion within governance of HE.

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Mbabazi, Penelope B. "Quality in Learning in Rwandan Higher Education : Different stakeholders’ perceptions of students’ learning and employability." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-88313.

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The aim of the thesis is to investigate quality in learning in higher education in Rwanda by focusing on students’ learning and their employability. This focus allows for an understanding of key challenges for Rwandan higher education to emerge, at a time when more and more students are enrolling. Higher education is being rebuilt after the genocide of 1994 in Rwanda and the focus on quality in learning and preparing students for work life is thus timely and important. The empirical material comprises interviews with students, teachers and employers. Interpretation of this material is guided by perspectives on quality in learning: students’ approaches to learning, learning as transformation and employability. A meta-ethnographic analysis of the four articles on which the thesis is based generated five themes as central quality aspects of learning that could enhance the employability of graduates: becoming professional, skillful practices, becoming a learner, becoming responsible and international experience. The results illustrate that students have to some extent different views from employers and teachers regarding questions about quality in learning. Thus, it could be of value for policy makers and teachers to listen to what the students have to say when designing policy and curriculum in higher education in Rwanda.
Syftet med denna avhandling är att studera kvalitet i lärande i högre utbildning i Rwanda med fokus på studenters lärande och deras anställningsbarhet. Den förra som ett sätt att identifiera de mest centrala utmaningarna för studenters lärande i högre utbildning i Rwanda i en tid då fler och fler studenter deltar i högre utbildning. Den andra som ett sätt att få kunskap om hur väl förberedda studenter är efter avslutad utbildning i en tid då högre utbildning i Rwanda återbyggs efter folkmorden 1994. Det empiriska materialet består av intervjuer med studenter, lärare och arbetsgivare. Perspektiv på kvalitet i lärande i termer av studenters förhållningssätt till lärande, lärande som transformativt och anställningsbarhet, användes för att tolka materialet. En meta-etnografisk analys genomfördes av de fyra artiklar på vilka denna avhandling baseras. Fem kategorier centrala för kvalitet i lärande och något som kan bidra till ökad anställningsbarhet genererades: att bli professionell, skickliga praktiker, att bli en lärande person, att bli ansvarstagande, och internationellt erfarenhet. Resultaten illustrerar hur studenter i viss mån har annan syn på kvalitet i lärande i högre utbildning än vad lärarna och arbetsgivarna har. Därmed kan det vara viktigt för policymakare och lärare att lyssna på vad studenterna har att säga när policy och läroplan för högre utbildning i Rwanda revideras.

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Mahoney, Sandra Lea. "Thinking and writing development in the freshman year of a general education program." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2480.

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The purpose of this study was to examine two required, interdisciplinary, general education courses at University of the Pacific. The curriculum was composed of classical and timely questions and issues. The study examined the thinking and writing skills of the students for the purpose of improvement through program assessment. The program goals, including activities assumed to lead to their attainment, not only played a dominant role in instrument development, but were also formatively assessed. A survey was designed in relation to program goals. Pretesting and posttesting for change in thinking and writing skills utilized holistic assessment via a set of writing criteria and a set of thinking criteria related to program goals. Periodic focus groups during the first academic year, and retrospective individual interviews during the sophomore year, were derived from sets of questions convergent with the focus on program goals. The qualitative and quantitative data were triangulated and analyzed through the lens of the Perry Scheme of Intellectual and Ethical Development. The study addressed four research questions. The results of the study indicated complex issues and perceptions were related to the diverse nature of the two courses, as well as a dominant multiplistic, intellectual stage through which students were progressing. Certain types of students were enabled to meet relevant program goals in relation to their individual, intellectual stage. While this study focused on one university and two courses within its particular general education program, findings in an assessment of this type are limited to similar types of institutions with similar programs.

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Kaliika, Michael. "Perceptions of commerce graduates from a selected higher education institution." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1004358.

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The role of higher education in developing human capital and contributing to economic growth, competitive advantage and societal progress of any country is well documented. The direct link between the economic performance of a country and the level of education of its citizens cannot be repudiated. Furthermore, the demands of a growing economy, governmental pressure and the competitive international business environment have put pressure on South African businesses. This is aggravated by a “skills crisis” and the need to deliver more goods and services to increasingly more diverse customers. There is consensus amongst experts that the shortage of skills and high-level managerial human resources in South Africa constitute a major threat to the country’s future economic development and productivity growth. As the business world becomes increasingly sophisticated and challenging, so does the need to continuously review and assess the business qualifications that equip managers to cope with the challenges facing them. The competencies that come with a Commerce degree are relevant in every corner of society from managing successful private companies, public organisations, for governments to be able to contribute to the greatest good of society, to socially effective not- for- profit organisations. Despite the importance of a degree in Commerce there are some criticisms about the degree and Commerce graduates. The problem statement of this study is therefore vested in the continuum of praise and criticisms of Commerce graduates and the Commerce curriculum and, the reported imbalances between higher education institutions and the needs of the labour market. The question is whether such praise and criticisms are justified and whether higher education institutions specifically meet the requirements and expectations of both the graduates themselves and of business practice. The primary research objective of this study was, therefore, to obtain the opinions of Commerce graduates and Commerce graduate employers on the overall perception of Commerce graduates produced by a prominent HEI in the Eastern Cape Province in South iv Africa. To achieve this objective and based on in-depth analysis of secondary sources, two independent empirical surveys, aimed at two population strata were conducted, namely: • The Commerce graduates with known email addresses (N = 1 870) were extracted from the HEI’s alumni database. A total of 231 usable questionnaires were received from these Commerce graduates. • The employers with known addresses (N = 85) were extracted from the selected HEIs Career Centre database. A total of 47 usable questionnaires were received from the employers of the Commerce graduates. The main findings in this research pertain to aspects concerning core courses in the Commerce curriculum offered by the selected HEI, management skills and traits as required in the work environment, commerce curriculum outcomes and perceived experience as a student in the Faculty of Commerce at the selected HEI and Employer perceptions on the profile of the Commerce graduate. In this regard, the main findings are therefore summarised below: • Both graduates and employers assigned high relative importance scores to seventeen of the 19 core courses, supporting the multi-functionary interdisciplinary approach to the Commerce curriculum. Concerns were expressed by the Commerce graduates with the quality of tuition they had received in most of the core courses. Likewise, employers were not always satisfied with the Commerce graduates’ proficiency in some of the core courses, relative to the importance of core courses for running a business. • The Commerce graduates and employers strongly endorsed and supported the importance of the 43 management skills and traits in the work environment. Commerce graduates expressed concerns about the extent to which their management skills and traits had been developed through tuition. Concerns about the proficiency of the Commerce graduates in all the management skills and traits, relative to the importance in the work place, were conveyed by the employers. • On average the perceptions on the outcome of studies in the Faculty of Commerce were very highly regarded by the Commerce graduates. The highest mean score was for the item “Studying in the Faculty of Commerce contributed to an increase in my knowledge and abilities.”• The perceived experience of Commerce graduates as students in the Faculty of Commerce at the selected HEI was very highly regarded, implying that the selected HEI was meeting the expectations of its Commerce graduates. • Employer perceptions of what would constitute an ideal Commerce graduate were not fully met by the profile of the actual Commerce graduate from the selected HEI.

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Morgan, Edward Neil. "Processes, actors and outcomes of change in undergraduate professional major curricula: Comparative case studies in America and Mexico." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280489.

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Across the globe, governments, private business and industry are implementing international economic integration, thus altering economic, cultural, and educational contexts within nation-states. Public higher education institutions are linked to globalization for the following reasons. (1) it provides research essential to the development of global products; (2) it has historically served as a primary creator and transmitter of national culture (simultaneously with maintaining national identity), and currently (3) it may play a central role in educating professional workers for a global economy, world consumers of global products, and citizens of a global culture. This study is a comparison of two case studies in a cross-national investigation of curriculum creation, maintenance and alteration within processes of globalization between 1990--2000. I used mixed methods: analysis of descriptive statistics, interviews, texts and observation data, to explore change in two professional education curricula (Primary Teacher Education and Finance units of Business Colleges). I selected two institutions, the University of Arizona, in America, and the Autonomous University of Nuevo Leon, in Mexico. I draw primarily on two bodies of theory: (1) globalization theory, and (2) curriculum theory. The major research questions, are as follows. (1) What is the scope of change in curriculum and course content? (2) Who or what, internally and externally, is involved in changing the content of academic programs and courses? (3) Who or what, internally and externally, is involved in changing the content of courses and curriculum? What are the associated mechanisms used to effect change? I intend to contribute empirical evidence to ongoing dialogues among legislators, professors and administrators, parents and students, and other stakeholders, about the relevance and purpose of higher education within the context of globalization. Curriculum at these sites has changed, from 1990-2000, and is a site of contention in all four departments. Finance is sustained by greater connections to actors and forces in the private sector, and Teacher Education is sustained by greater connections to actors and forces in the public sector, and overall, professional academic degree programs and curricula are accountable to actors and forces seeking to influence them.

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Bezuidenhout, Daniel M. "Situasie-analise as 'n komponent van kurrikulumontwikkeling van technikonkursusse." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23156.

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Deweese, David L. "Instructional Planning and Teaching: Perceptions of Practice and Department Expectations of Principal Preparation Program Faculties." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2667.

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This study of principal preparation programs composing the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was conducted to identify and compare the perceptions of program faculty and program coordinators of their respective instructional planning and teaching practices, and their like perceptions of department expectations of faculty regarding these same roles. Variables were constructed using a pilot survey with selected faculty who were members of the Southern Region Council for Education Administration. There were three major findings. Faculty and program coordinators ranked their perceptions of their own practice highly. Faculty and program coordinators ranked their perceptions of their own instructional planning and teaching higher than they ranked their perceptions of department expectations of faculty regarding their teaching. Faculty and program coordinators ranked their perceptions of their own practice higher than they ranked their self-reported use of various instructional planning and teaching strategies, and methods and resources. Several recommendations resulted from this study. Among the most notable were the following: faculty and program coordinators in DPPSP programs need to conduct research which focuses on graduate perceptions of the quality of instructional planning and teaching they experienced while in the preparation program: similar research which focuses on other principal preparation program faculty teaching practices needs to be conducted, possibly using a qualitative approach: in light of the disparity between faculty and program coordinator perceptions of their instructional planning and teaching practices, and their self-reported utilization of various instructional planning and teaching methods and resources, it was recommended that DPPSP faculties and coordinators engage in critical assessment of the assumptions under which they plan for and enact teaching and learning activities.

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Flores, Kelly A. "Exploring top-rated MBA programs for best practices in internationalizing curricula| A mixed methods study." Thesis, City University of Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556872.

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To investigate if, and how, curriculum developers are incorporating opportunities to develop global competence into business curricula, the Exploratory Design: Taxonomy Development Model (Qualitative Emphasized) was conducted on top-rated MBA programs. This three-phase mixed methods approach revealed 11 global competencies (or taxonomies) and 84 components (or sub-categories) in the qualitative study that were further explored in the quantitative study. Fifteen representatives of top-rated MBA programs completed the survey questionnaire. Data analyses revealed several significant associations between integrated global competencies and program rankings. Best practices implemented in the top-rated MBA programs for each of the 11 global competencies are discussed. Deans, program directors, faculty, curriculum developers, business graduates, international employers, and leaders in education are among those who could benefit from the results of this study.

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May, Cathy Dianne. "Exploring Social Emotional Character Development Curricula in Teacher Education Programs in Wichita, Kansas." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637687.

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In the spring of 2012, Kansas became the first state in the nation to integrate social, emotional, and character development (SECD) education into a set of state standards to heighten Kansas' K-12 students' academic and life skills, thus requiring all current and future teachers to be versed in this type of education. The purpose of this qualitative study was to explore how department leaders and professors of teacher-education programs in Wichita, Kansas, perceived a restructured SECD teaching curriculum was necessary to enhance their preservice teacher curriculums. Two research questions and four sub-questions explored perceptions of the three department leaders and four professors from each faculty of Wichita's three teacher-education departments regarding the significance and necessity of Kansas' new social, emotional, character development (SECD) state standards. Data were collected via an online questionnaire, personal interviews, and departmental documents. Assimilated results between the three departments were mixed. The emergence of three themes centered on the lack of knowledge of the new standards, the use and integration of dispositions, and the importance of strong leadership. All respondents indicated the significance of the new standards, with respondents from two of the departments alluding to the possibility of the new standards being integrated at some future point into their curriculums. The implications for this study, which was the first of its kind in Kansas, supported both the significance and necessity for the new state SECD standards, and the importance of strong leadership in higher education when making curricular changes and adjustments.

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Matthiessen, Alison Ruth Cordell. "The Role of Public Relations during the Implementation of New General Education Curricula." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71693.

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"Awful" and "worthless" are some words used by students to describe the general education curriculum at Virginia Tech. Currently, the university is about to implement a revised curriculum, in part, to make it more relevant to students. Virginia Tech isn't alone in general education reform; around 90 percent of higher education institutions are in the process of assessing or modifying their curriculum. Beyond making general education more relevant to students, colleges and universities are feeling pressure to bring out of date curricula up to 21st century standards, with best practices being guided by external agencies such as the Association of American Colleges and Universities. With a new general education curriculum to be implemented at Virginia Tech, there is a need for a strategic and clear approach to communication to avoid confusion while also highlighting the benefits of the new curriculum. Research into change management, change communication, and public relations can inform this type of plan; however, the unique organizational structure of higher education institutions must be considered. This study seeks to bring those bodies of research together. Using a grounded theory approach, this case study analyzes the general education reform processes at three universities that have revised and implemented a new general education curriculum recently.
Master of Arts

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Al, Sheyadi Sheikha. "Higher education ELT curricula at a crossroads : confusions and tensions in the Omani context." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20382/.

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This thesis examines the purpose and practice of Omani higher education from the perspective of education providers in the field. Specifically, this research examines the tensions and confusion among academics, administrators and policy makers and how they view the provision of the English language curriculum at undergraduate level. The literature seems to indicate that, despite the significant advancement evidenced in the recent reforms, there remain unresolved tensions concerning the provision of higher education. To the best knowledge of the researcher, there is little or no empirical evidence of how these tensions might be played out 'on the ground' among people who are currently involved in higher education in Oman. Employing an interpretive paradigm as a methodological approach, this thesis engages with Clark’s (1987) philosophical framework. This framework highlights three curriculum philosophies, namely: classical humanism, reconstructionism and progressivism, which potentially conflict with each other. Through the content analysis of interviews and documents, the thesis shows stakeholders’ thinking about the ELT curriculum in terms of school mission, curriculum aim, knowledge, learning, the role of teacher, the role of student and assessment. It also explores the process of curriculum planning and the role of policy documents. The research shows how the provision of higher education has been interpreted and implemented at the institutional level. It shows how higher education reforms are viewed and how these reforms are affecting the provision in higher education. The study has found that there are tensions and muddles on the ground, as various interpretations of curriculum are brought to bear by different stakeholders. The study shows that there are contradictions in the stakeholders’ way of thinking about the purpose and practice of the English language curriculum. More interestingly and importantly, these tensions are evident not only among the groups of stakeholders but also within individuals, based own their educational beliefs and backgrounds. The study aims to contribute to the existing theoretical knowledge on the purpose and practice of higher education in general and English language curricula in particular in respect to the undergraduate level. It also intends to inform policy makers, curriculum specialists and teachers of the existing practices and issues in the Omani higher education.

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Rusanganwa, Joseph. "Enhancing Physics Learning through Instruction, Technical Vocabulary and ICT : A Case of Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-85835.

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The overarching aim of this thesis is to explore how teaching and learning in tertiary education is performed in times of change both in language policy and learning approaches. The study takes social constructivist and socio-cultural theories as its major points of departure. These theories are combined with cognitive theory of learning with multimedia. The four studies comprising this thesis are born out of a new situation demanding the mastery of a scientific language in English and new ways of teaching and learning backed with ICT. The studies set out to investigate (i) how students and teachers adapt to a change of medium of instruction (ii) what teachers and students of physics learn when constructing a multimedia vocabulary learning instrument (iii) the impact of two methods of teaching vocabulary on students’ test performance and (iv) how teachers reflect on the use of ICT in Physics teaching. To attain these targets, the study employed a blend of qualitative and quantitative designs to gather relevant data. In three studies, data were gathered from classroom practices in tertiary education. The fourth study included teacher interviews on their experiences with ICT. Findings indicate that the understanding of physics was facilitated by a variation in language use in different classroom spaces, students and teachers’ collaborative selection of technical vocabulary and a multimedia tool of technical vocabulary software constructed by two teachers and the researcher. According to the teachers, the quality of physics teaching would be enhanced further by adopting learner-centred teaching methods and the integration of more advanced ICT. The studies show that teachers and students are on their way to develop ICT tools for teaching and learning. Given adequate support, this can pave the way for transforming teaching and allowing for further quality development in innovative and creative ways of learning with ICT.
Det övergripande syftet med denna avhandling är att undersöka hur undervisning och lärande inom högre utbildning sker i tider av förändring både inom språkpolicy och inom lärande. Studien tar socialkonstruktivistiska och socio-kulturella teorier som utgångspunkt. Dessa teorier har kombinerats med en kognitiv teori om lärande med multimedia. Studien består av fyra studier som behandlar den nya situation som uppstått när studenter och lärare behöver bemästra ett vetenskapligt språk på engelska och nya sätt att undervisa och lära med stöd av IKT. Studiernas syfte är att undersöka (i) hur studenter och lärare anpassar sig till ett förändrat undervisningsspråk (ii) vad lärare och studenter inom fysik lär när de konstruerar ett multimedia instrument (iii) utfallet av två olika metoder att lära studenter ett fackspråk inom fysik som det visar sig i olika test (iv) hur lärare reflekterar över användningen av IKT inom ämnesområdet fysik. För att uppnå dessa mål används en kombination av kvalitativa och kvantitativa metoder. I tre studier samlades data från klassrumspraktiker inom högre utbildning. I den fjärde studien intervjuades lärare om sina erfarenheter med IKT. Resultaten visar att förståelse av fackspråkliga begrepp underlättades av att olika språk användes beroende på avstånd eller närhet till eleverna i klassrummet. Samarbete mellan studenter och lärare i att välja ord och begrepp som skulle användas och mellan lärarna och forskaren i att konstruera ett multimedia-instrument påverkade också lärandet positivt. Enligt de intervjuade lärarna skulle kvaliteten i fysikundervisningen kunna förbättras ytterligare genom att använda elevcentrerade undervisningsmetoder och mer avancerad IKT. Studierna visar att lärare och studenter är på väg att utveckla IKT redskap för undervisning och lärande. Med adekvat stöd kan detta bereda vägen för en transformering av undervisningen och ge utrymme för vidare kvalitetsutveckling genom uppfinningsrika och kreativa sätt att lära med stöd av IKT.

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Fagelson, Marc A., and G. Panayiotou. "The Current Content of Au.D. Curricula." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1600.

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Excerpt: As accrediting bodies mandate sets of competencies that evolves over time for practitioners, the academic and clinical programs charged with didactic education, clinical practice, and student evaluation must keep pace with the field's scope of practice.

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Rodriguez, Christian. "Investigating the Impact of College-Level General Chemistry Curricula on General Chemistry Students' Conceptions of Organic Acidity and Oxidation-Reduction." Thesis, State University of New York at Stony Brook, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932210.

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Chemistry students have historically struggled with conceptually understanding organic acidity and oxidation-reduction. Previously dominant approaches towards remediating students? misconceptions has been challenged by Explanatory Coexistence, which eludes to a competition between conceptions held within individuals. Conceptual reprioritization may be associated with the restructuring of conceptual dominance hierarchies, which may occur once a conceptual competition concludes. Investigation of conceptual reprioritizations of general chemistry students? conceptions of organic acidity and oxidation-reduction performed across multiple demographics using Rasch analysis, student interviews and argumentation quality assessment. Student samples belonged to two different general chemistry courses that used different curricula. One used a reform-based curriculum, that compared to the traditional curriculum, focused on discussion and argumentation. Student conceptions were captured, and tracked via repeated measures, using the ACIDI and ROXCI concept inventories. Results indicated both inventories were capable of detecting conceptual reprioritizations after instruction from both curricula. Student achievement was consistent across multiple demographic characteristics. Evidence of argumentation quality and its association with conceptual reprioritizations of organic acidity and dominant, scientifically accepted redox conceptions was collected. Individual interviews suggested conceptual reprioritizations may be attributed to their respective curricula, while also adding insight into thought processes that arose while taking both inventories. Suggestions for future work is also discussed, highlighting the development of community standards, ACIDI and ROXCI responses databases to assess general student representation, and modification of both inventories.

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Woolmer, Cherie. "Staff and students co-creating curricula in UK higher education : exploring process and evidencing value." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7778/.

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Student engagement in learning and teaching is receiving a growing level of interest from policy makers, researchers, and practitioners. This includes opportunities for staff and students to co-create curricula, yet there are few examples within current literature which describe and critique this form of staff-student collaboration (Bovill (2013a), Healey et al (2014), Cook-Sather et al (2014)). The competing agendas of neoliberalism and critical, radical pedagogies influence the policy and practice of staff and students co-creating curricula and, consequently, attempt to appropriate the purpose of it in different ways. Using case-based research methodology, my study presents analysis of staff and students co-creating curricula within seven universities. This includes 17 examples of practice across 14 disciplines. Using an inductive approach, I have examined issues relating to definitions of practice, conceptualisations of curricula, perceptions of value, and the relationship between practice and institutional strategy. I draw upon an interdisciplinary body of literature to provide the conceptual foundations for my research. This has been necessary to address the complexity of practice and includes literature relating to student engagement in learning and teaching, conceptual models of curriculum in higher education, approaches to evidencing value and impact, and critical theory and radical pedagogies. The study makes specific contributions to the wider scholarly debate by highlighting the importance of dialogue and conversational scholarship as well as identifying with participants what matters as well as what works as a means to evidence the value of collaborations. It also presents evidence of a new model of co-creating curricula and additional approaches to conceptualising curricula to facilitate collaboration. Analysis of macro and micro level data shows enactment of dialogic pedagogies within contexts of technical-rational strategy formation and implementation.

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Roberts, James Rowland. "The development of an environmental ethics undergraduate curriculum for California." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2573.

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This study included an environmental ethics syllabi research project, an environmental ethics curriculum development survey of all colleges in California, and the subsequent development of tables to compare the results. The curriculum development survey of California colleges includes a listing of all course descriptions of environmental ethics and related courses.

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Brodie, Carol Ann. "Environmental sustainability programs in higher education: Policies, practices and curriculum strategies." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2505.

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The purpose of this mixed-methods study was to describe and analyze the policies and practices at selected universities in response to the environmental sustainability movement, as defined by the Talloires Declaration. A survey was conducted of sustainability coordinators at 26 institutions of higher education. Interviews were then conducted at three selected schools in the Western United States. From the data many themes emerged, including the region where the schools reside, culture, people that help or hinder, factors about the sustainability movement, regulations and mandates, financial considerations, physical characteristics of the schools, school atmosphere and politics, tactics used to implement environmental sustainability, and personality characteristics. The importance of leadership was a key finding in this study, as was the commitment of resources, regional culture, and communications.

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Jackson, KaShawndros. "The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/103.

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This study examines the role of Afrocentric curricula in higher education. Using four HBCU institutions (Dillard University, Hampton University, Howard University, and Spelman College) as a case study, the researcher selected the institutions on the basis of program quality and geographical spread. Program quality means the institutions must be accredited; geographical spread implies that the institutions must represent different parts of the country where HBCUs are concentrated. A mixed methods approach was used to analyze the data gathered from each institution’s course catalog during the 2011-2012 school year. The purpose was to determine if curricula dedicated to the black experience existed. The study found that all of the four institutions offered Afrocentric curricula. However, the courses vary in terms of their breadth, scope, and function. The conclusion drawn from the findings suggests that although the offering of Afrocentric curricula supports the goal of African-centeredness at each HBCU, the offerings are not widespread enough to bolster the HBCUs’ goal of dedication to leadership in the black community as mentioned in the institutions’ mission statements. In an attempt to address the gap between the HBCUs’ mission statements and what the collected data demonstrated, the researcher offered curriculum recommendations designed to enhance the effectiveness of the HBCUs as they promote black leadership in the community.

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Chiu, Shu-Chuan. "Understanding the adoption and diffusion of information technology related curricula multiple theoretical perspectives /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297126.

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Thesis (Ph.D.)--Indiana University, School of Public and Environmental Affairs, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0744. Adviser: Roger B. Parks.

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Hancock, Tamara S. "Genealogies of Affect among a Young Veterinarian's Public Letter| An Exploratory Study of Hidden Curricula in a College of Veterinary Medicine." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877147.

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Contemporary research in veterinary medical education indicates alarming rates of depression and anxiety among veterinary students. Yet, the focus of this scholarship is primarily on mental illness as effects of a social and relational process, rather than interrogating the affectual nature of the process. Medical education has a long history of interrogating various facets of socialization as largely embedded in the hidden curricula—the tacit culture of a social entity, and repository for values and norms of conduct. Unfortunately, scant scholarship explores the hidden curricula of veterinary medicine. Recently, an anonymous letter signed Young Veterinarian was published on a public website, and opened an electronic dialogue regarding the nature of affects imbedded in professional socialization. Many themes of the letter referred to issues imbedded in the literature. This study followed this online dialogue, and initiated one in a College of Veterinary Medicine. Centering this letter, object-focused interviews were conducted to explore how members of this community are affected by the anonymous letter. Analytical insights suggest three broad areas of affects related to the hidden curricula: Onto-epistemic tensions; affective neutrality; and freedom, debt, and hopelessness. Implications for research and professional practice/curricula are discussed and deliberated.

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Ngan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.

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Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.

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SHEBANI, MEFTAH ALI. "HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184163.

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John Dewey's formulation of the primacy of aesthetic experience in all human endeavor is investigated in order to promote the inclusion of a fine arts requirement in the curriculum of higher education. In particular, Dewey envisioned art as necessary to develop moral, thus social sensibility because moral precepts derive from imagination, and art is both the child and stimulator of creative imagination. An analysis of the "qualitative experience" concept provides an introduction to Dewey's fully-elaborated aesthetic theory. Subsequently, the role of such experience is evaluated in both personal and social terms. Then, it is argued that the establishment of a fine arts requirement in General Education is necessary to ensure the propagation of the experience. Supporting arguments from educational theorists and behavioral scientists serve to buttress the Dewey proposition as well as to demonstrate that the content of the proposed fine arts course must incorporate theoretical, historical and practical components.

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Ownhouse, Aileen Lucia. "Implementation of the national language policy at institutions of higher education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3415.

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This study investigated the implementation progress of the National Language Policy (NLP) of South Africa (SA) by reviewing pertinent research related to Language Policy (LP) initiatives. In particular, the study explored the implications of the NLP implementation on multilingual teaching and learning practices, especially practices aimed at developing proficiency in the Language of Learning and Teaching (LOLT). In particular, the LP implementation initiatives to support a multilingual practice community at Nelson Mandela Metropolitan University (NMMU) were overviewed. The study focused on and assessed the AHZ Project multilingual initiative in the Department of Applied Language Studies (DALS) at NMMU. The AHZ Project multilingual initiative included text translation and multilingual tutorial strategies to assist isiXhosa-speaking students understand grammatical concepts. As a result, an aim of this study was to determine the efficacy of the AHZ Project by assessing the perceptions of English Language Studies (LES111) students and lecturers who were responsible for implementing the initiative. Finally, the research aimed to determine reasons for the apparent slow progress of implementing multilingualism as a teaching and learning practice as well as the underlying constraints of implementing the NLP at Higher Education Institutions (HEIs). A mixed-method approach was selected to explore the aims of the research study as both quantitative and qualitative data collection tools were used. As the AHZ Project initiative was the study’s data sample, data was collected by conducting three face-to-face semi-structured interviews with two LES111 lecturers and a tutor as well as one focus-group interview with eight student participants. In addition, a LEC online assessment and 284 LES111 reflective paragraphs were analysed. NVivo 10 qualitative software was used for the coding of the data and a descriptive analysis of the interviews as well as the LEC online assessment was employed. To code and analyse the face-to-face semi-structured and focus-group interview transcripts, dominant themes from the study’s literature review, for example, Second Language Acquisition (SLA) and Mother Tongue (MT) transfer were used. The reflective paragraphs were analysed manually using a quantitative coding approach. From the data coding, the study’s findings were determined and interpreted. The LEC assessment confirmed that the students were not coping with the LOLT. By taking cognisance of the AHZ Project strategies and investigating the perceptions of the participants towards the initiative, conclusions were drawn. These conclusions indicated positive attitudes towards the multilingual language practices as implemented by the AHZ Project initiative. In addition, the perceptions towards identity, language status, mother tongue education and language transfer were articulated. Based on the findings of the study, recommendations were made to promote the use of African Languages as LOLTs in teaching and learning classroom practices. Recommendations were also made for future research relating to the teaching of African Languages (ALs) in the schooling sector.

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Halawany, Abdullah. "A curricula assessment and improvement quantitative model for higher education: a design for six sigma methodology." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6285.

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Curricula assessment is an integrated process to assist higher education institutions in addressing the challenges in a designated field of study and in exploring the opportunities to better educate and prepare their students for an increasingly complex world. Although assessment as a topic has been researched extensively, there has been a lack of quantitative tools that address the requirements of many of the stakeholders that may be critical to the curriculum design and assessment processes. This research proposes the utilization of Design for Six Sigma (DFSS) to develop a quantitative model for curriculum assessment and improvement for higher education institutions. A review of the literature indicates that there is a lack of quantitative tools that enhance the reliability and efficiency of gathering customer requirements for curriculum in higher education environment. In addition, there is a lack of tools to translate these requirements into actual characteristics that can be used for curriculum design and assessment purposes. The literature also indicates that curriculum assessment is one of several educational processes that affect the quality of education. This research proposes a quantitative model for curriculum assessment and improvement in higher education institutions, utilizing design for six sigma methodology. The proposed model explores the use of the Kano model concept to translate needed requirements into desirable curriculum attributes and the general concept of establishing transfer function to determine the level at which those requirements have been satisfied. The use of the developed model can help improve student learning and provide curriculum stakeholders with timely feedback about the curriculum and identify areas in need of improvement. To validate the capability of the proposed model, an ABET accredited department of Industrial Engineering in a US university was used a case study.
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering

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Hu, Aihua. "A case study of two pilot universities' teacher education curricula under the context of free teacher education policy in mainland China." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/31.

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The massification and marketization of higher education in the early 1990s, in addition to the termination of free teacher education (FTE) in normal universities in 1997, created three major challenges for teacher education in China—low admission rates of prospective students, a loss of identity as teacher education institution, and the beginning of a bottleneck period for development, all of which served to marginalize teacher education in the higher education arena. In addition, education inequality has always been a problem in China. To address these problems the Government decided to re-implement FTE policy in six pilot universities in September 2007. Along with the implementation of this policy, the six pilot universities were required to reform their curricula and set examples for teacher education programs at provincial/regional levels for when this policy was to be implemented nationwide. As required, the six pilot universities reformed their curricula upon re-implementing FTE policy in 2007. A qualitative case study approach was employed to study teacher education curricula under the FTE initiative. The main aim of this research was to present a picture of teacher education curricula in actuality through looking at the documented and experienced curricula, exploring the views and reasons for the views of major university stakeholders. This included administrators (Vice Director of the Teaching Affair Office and Associate Head of certain departments who were in charge of FTE program), teacher educators and student teachers in FTE program, and novice teachers graduating from FTE program in 2011 and 2012. Data were collected through documents and archives, interviews, open-ended questionnaires, observation and online communications. Documents and archives were obtained through three channels—libraries, websites, and people. Participants in interviews were the above mentioned major university stakeholders. Respondents to the open-ended questionnaires were novice teachers graduating from Y University. Observation was mainly conducted in student teachers’ teaching classrooms and university classrooms, universities campuses, and interview sites. Online communications were instant online talk and email communications. Constant comparative and content analysis methods were utilized to analyze the collected data. Since two cases were explored, cross case analysis was also used. This study found that FTE in a way helped improve teachers’ quality in western and rural regions in China. Though some were involuntary participants, quite a number of students had been inspired to teach. FTE also helped economically disadvantageous students to receive higher education. However, this policy caused some student teachers to lose motivation to study. Student teachers in the two case study universities experienced three concurrent curricula namely formal curriculum, extracurriculum, and hidden curriculum. More credit hours were allocated to general and pedagogical education. Contents of formal curriculum started to establish the relationship between what was taught in university and in basic education. Extracurriculum and hidden curriculum, which increased in number and variety as a result of re-implementation of FTE, had an edifying influence on student teachers in terms of their practical skills, choice of future career, beliefs, values, professional ethics, and identity establishment. Problems existed concerning different aspects of teacher education curricula. There was a disconnection between what was taught at university and in basic education classrooms. General and pedagogical education was insufficient. Also clinical experiences were inadequate in terms of their frequency, variety, and duration. These resulted in student teachers lacking opportunities to relate theory to practice. Additionally, there were cooperation problems between university and schools. There were also problems related to the quality of university teachers who taught pedagogy and cooperating teachers who supervised student teachers’ teaching. This study recommended that autonomy be given to teacher education institutes to set their own curriculum standards for subject matter knowledge and general education. Clinical experiences should be arranged earlier and with greater frequency. Not only should the period of supervised student teaching be lengthened but student teachers should also be given more opportunities to teach in actual classrooms. Continuous academic and financial support to extracurriculum should be provided. To obtain a comprehensive picture on the impact of FTE on a long term, it is recommended to conduct a longitudinal study on its implementation with the involvement of stakeholders in cooperative schools.

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Schiever, Shirley W. "THE EFFECT OF TWO TEACHING/LEARNING MODELS ON THE HIGHER COGNITIVE PROCESSES OF STUDENTS IN CLASSES FOR THE GIFTED (PARNES CPS, TABA)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/282090.

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The defensibility of special classes and programs for gifted students is an issue with academic, social, and political ramifications. Critical components of programs for the gifted include the curriculum and service delivery model. This author examined the effect of two teaching/learning models, the Parnes Creative Problem Solving model and the Hilda Taba Teaching Strategies on the higher cognitive processes of gifted students in grades 5 through 8. Three service delivery models were included. The design of the study was the 3 x 3 x 2 analysis of variance with repeated measures on the last factor. The between subjects factors were experimental condition--Parnes, Taba, and Control--and service delivery model--Daily, One Day per Week, and Self-Contained. The within factor was the time of testing, the pre and posttest scores. Fourteen classes of gifted students in grades 5 through 8 were included: a total of 213 students took both the pretest and the posttest. The analysis of variance with repeated measures revealed two significant between subjects effects: interaction of treatment with service delivery model (p < .0001) and treatment effect (p < .02). The analysis of variance within factors indicated no significant effects (p < .05) except difference between the pretest and the posttest scores. Since the period of time between the pre and posttest was about seven months, this growth is expected and is not informative. Post hoc tests, using the Scheffe formula, showed significant (p < .10) differences in favor of both the Parnes and the Taba Daily groups when compared to the Control group, and a significant (p < .10) difference favoring the Taba Self-Contained when compared to the Taba One Day per Week group. The supporting data gathered indicated that three teachers did not implement their teaching/learning model effectively and two additional teachers used the model infrequently. The posttest cell means appear to be related not only to correct model implementation, but to frequency as well. Those cells with the highest frequencies of correct model use had the highest posttest mean scores. Therefore, it was concluded that process models offer a powerful method of teaching the higher cognitive processes to gifted students, but that such models must be used correctly and frequently.

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Booi, Kwanele. "Life Sciences teacher educators’ perspectives of the principle of knowledge integration in the Life Sciences teacher education curriculum." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2629.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017.
This study aimed at examining the Life Sciences teacher educator’s perceptions and perspectives of knowledge integration in the espoused curriculum prescribed by the South African Department of Higher Education and Training through the policy of Minimum Requirements for Teacher Qualifications (MRTEQ). The qualitative research design was adopted for data collection procedures. The selection of the sampling was purposive, in the sense that the Higher Education Institutions (HEIs) who participated were classified into two categories. The first category consisted of three historical or traditional universities and the second category was formed by three higher education institutions that emerged after the merger of Teacher training Colleges, Technikons and universities. The study targeted lecturers, senior lecturers and professors in the field of Life Sciences Education who participated in the development of curriculum for Life Science teacher education and training. The interviews were conducted to elicit data on the experiences and perceptions that influenced the process of designing and developing the curriculum blue print which came out as a product to be adopted by the institution. The results of the empirical study were analysed by using qualitative procedures, which are; coding of data, classification of data into categories and the identification of themes and issues. The contesting views and perceptions were summarised in the results highlighted follows: The school Life Science curriculum requires teachers who are capable of integrating knowledge from various domains of scientific knowledge but the study demonstrates that the Life Science teacher educators who participated in the study had views and perceptions that are not congruent with those of the curriculum as it presently stands. This could imply that the Life Science teachers educated and trained for the school Life Science curriculum could experience problem with its implementation in classrooms. The twenty first century teacher could be expected to demonstrate competences such as; critical thinking, creative thinking, logic and independent thinkers. The study further concluded that there are academics in Science Education departments who still adhere doggedly to the traditional ways teaching their own disciplines. This study confirms the importance of breaking the artificial disciplinary boundaries to facilitate interdisciplinary knowledge construction. This study endorses the emerging trend of knowledge integration in Science Educations.Finally the study suggests that collaborative and collegial deliberations among Science teacher educators and experts in various knowledge domains could be a way of finding common ground on issues highlighted in the study.

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Cilliers, Francois Jakobus. "An evaluation of the internal validity of specific learning outcomes in phase II of a revised undergraduate medical curriculum." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52106.

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Thesis (MPhil)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The Faculty of Medicine at the University of Stellenbosch has implemented an extensively revised undergraduate medical curriculum. Exit outcomes, that have been entitled the Profile of the Stellenbosch Doctor, have been formulated for the programme. The revised curriculum is presented in three phases. Phase I involves the study of non-clinical subjects under the guidance of the Faculties of Natural Sciences and Economic & Management Sciences. Phase II involves the study of subjects that lay the groundwork for the third phase. Phase III involves the study of pre-clinical and clinical subjects in an integrated fashion. The intended outcomes of phases II and III were elaborated by the formulation of specific learning outcomes. Determining whether the specific outcomes formulated for each module are achieved will be one aspect of quality assurance in the revised curriculum. This could be done by investigating the relationship between assessment and the specific outcomes. If, however, specific outcomes for the various modules are not congruent with the exit outcomes for the programme, then student assessment will be invalid as regards the programme outcomes. This study therefore entailed a formative evaluation of part of phase II of the revised curriculum. The aims of the study were, firstly, to determine the degree of congruence between the specific outcomes formulated for phase II and the exit outcomes for the programme and, secondly, to explore why the observed degree of congruence exists. The research strategy employed was a case study. The research techniques used were a document analysis and two questionnaire surveys. The study found that most specific outcomes formulated for phase II of the curriculum are congruent with one or more exit outcomes for the programme. However, few of the exit outcomes are addressed to any great extent by specific outcomes. This raises the concern that assessment of students based on the specific outcomes as presently formulated might not demonstrate development of students towards achievement of the exit outcomes. There are indications that this lack of congruence could be due to i) a large number of competing demands on lecturers' time; ii) lecturers not wanting to spend time doing work prioritised by others as important; iii) perceptions that work related to the revised curriculum is being forced on staff without necessarily consulting them; iv) a lack of reward for good teaching; v) the perception that the strategies adopted for the revised curriculum will not necessarily benefit students. Recommendations are made as to how these findings could be confirmed and strategies developed that could be utilised to ensure a greater degree of congruence between the specific and exit outcomes in future.
AFRIKAANSE OPSOMMING: Die Fakulteit Geneeskunde van die Universiteit Stellenbosch het 'n omvangryke hersiening van hul voorgraadse geneeskundige kurrikulum geïmplementeer. Uitgangsuitkomste, getiteld die Profiel van die Stellenbosch Dokter, is vir die program geformuleer. Die hersiene kurrikulum word in drie fases aangebied. Fase I behels die studie van nie-kliniese vakke onder leiding van die Fakulteite van Natuurwetenskappe en Ekonomiese- & Bestuurswetenskappe. Fase II behels die studie van vakke wat die grondwerk lê vir die derde fase. Fase III behels die studie van prekliniese en kliniese vakke op 'n geïntegreerde wyse. Die beoogde uitkomste van fases II en III is uitgespel deur die formulering van spesifieke leeruitkomste. Die bepaling van of die spesifieke uitkomste wat vir elke module geformuleer is, bereik word, sal een aspek uitmaak van gehalteversekering in die hersiene kurrikulum. Dit sou gedoen kon word deur die verwantskap tussen assessering en die spesifieke uitkomste te ondersoek. Indien die spesifieke uitkomste vir die verskeie modules egter nie met die uitgangsuitkomste vir die program kongruent is nie, dan sal studentassessering ongeldig wees wat betref die uitkomste van die program. Hierdie studie het dus 'n formatiewe evaluering van deel van fase II van die hersiene kurrikulum behels. Die doelstellings van die studie was om, eerstens, die graad van kongruensie tussen die spesifieke uitkomste wat vir fase II geformuleer is en die uitgangsuitkomste vir die program te bepaal en, tweedens, om ondersoek in te stel na waarom die waargenome graad van kongruensie bestaan. Die navorsingsstrategie wat gebruik is, is 'n gevallestudie. Die navorsingstegnieke wat gebruik is, is 'n dokument analise en twee vraelys ondersoeke. Die studie het vasgestel dat die meeste spesifieke uitkomste vir fase II van die kurrikulum geformuleer wel met een of meer uitgangsuitkomste kongruent was. Min van die uitgangsuitkomste is egter in enige groot mate deur spesifieke uitkomste aangespreek. Die wek besorgdheid dat assessering van studente gebaseer op spesifieke uitkomste soos dit tans daar uitsien, nie noodwendig die ontwikkeling van studente in die rigting van bereiking van die uitgangsuitkomste sal demonstreer nie. Daar is aanduidings dat hierdie gebrek aan kongruensie die gevolg mag wees van: i) 'n groot aantal kompeterende eise op dosente se tyd; ii) dat dosente nie tyd wil wy aan werk wat deur ander as belangrik bepaal is nie; iii) persepsies dat werk wat met die hersiene kurrikulum verband hou op personeel afgedwing word sonder om hulle te raadpleeg; iv) 'n gebrek aan beloning vir goeie onderrig; v) die persepsie dat strategieë wat gebruik word vir die hersiene kurrikulum nie noodwendig tot voordeel van studente sal strek nie. Aanbevelings word aan die hand gedoen oor hoe hierdie bevindinge bevestig kan word en hoe strategieë ontwikkel kan word wat benut sal kan word om in die toekoms 'n groter mate van kongruensie tussen spesifieke en uitgangsuitkomste te verseker.

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Cox, Aedryan. "Identification of Instructional Strategies Within Athletic Training Curricula and the Impact of Best-Practices on First-Attempt Board of Certification Pass Rate." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253833.

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This purpose of this study was twofold: (1) investigate effective instructional strategies for athletic training education, and (2) investigate a correlation between research-based instructional strategies and first attempt success on the Board of Certification (BOC) examination. Research based instructional strategies exist within allied health education, however, no previous research set out to specifically identify instructional strategies which lead to first attempt success on the BOC examination. Therefore, a mixed-method investigation of research based instructional strategies was performed, and correlation data between instructional strategies and success on the BOC examination were collected. Data produced by the study revealed that instructional strategies based on feedback and metacognition, inductive instruction, and teacher-centered instruction correlate to first attempt success on the BOC examination. In addition, data produced also suggests that a prevalent misconception of the perceptions of instructional strategies exists between athletic training students and athletic training instructors. Based on the data presented, researcher recommends the use of a blended design to instruction, which allows for guided instructions, feedback interactions, and frequent meta-cognitive development opportunities for the athletic training student.

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Roodt, Luan. "A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1202.

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The democracy in South Africa brought about many changes and new challenges. One such challenge was to transform the Higher Education institutes in South Africa. The National Commission on Higher Education (NCHE) resulted in the proposed National Plan for Higher Education in 2001. This referred to the restructuring of Higher Educational Institutes in South Africa. The National Plan for Higher Education listed priorities within section 6, which deals with the restructuring process. Some of these priorities referred to the reduction of duplications and overlaps in the programmes offered. Prior to 2005, Technikons offered the course National Diploma: Cost and Management Accounting over three years. Former Technikons developed their curricula for Cost and Management Accounting to utilise career orientated training in order to provide students with the necessary knowledge and skills for careers in financial and cost and management accounting as was applied in commerce and industry. Before the transformation and restructuring of the South African higher education institutions, Technikons in South Africa was part of a National system where a National curriculum was developed and implemented by all Technikons in South Africa. Curriculum development took place on a national level. Therefore, the programmes offered at these former Technikons were similar. Some of the former Technikons still offer the National Diploma in Cost and Management Accounting but in a different format. Students registering for this programme, register for a National Higher Certificate (NHC) in Accountancy. The duration of this NHC is two years where after students can complete a third year to graduate with a National Diploma in Cost and Management Accounting. The NHC in Accountancy was also developed on a national level and the curricula are similar at the higher education institutions offering it in South Africa. Since the merger of higher education institutions in South Africa, the responsibility to develop new programmes shifted from a national level to an institutional level. The newly merged institutions carry the responsibility to develop new programmes which suites the specific institution and serves the need of the specific communities. The iv primary objective of this study is to analyse the Cost and Management Accounting curricula in South Africa with the intention to propose a new curriculum for this diploma. To suggest a proposed curriculum, the old curricula of the various South African institutions were considered using qualitative research methods. The four South African institutions and the two Australian institutions were analysed and a balanced curriculum proposed out of this information. The proposed curriculum for the diploma in accounting, combined subjects that have been offered previously and subjects that could further expand graduate employability. Five companies were selected to evaluate the proposed curriculum. After considering the views of all the interviewed employers, a final curriculum was suggested for the Diploma in Accounting. As a result of this study it was clear that in-service training should be added to the Diploma in Accounting. Eighty percent of the interviewed potential employers suggested that practical experience in third year studies would significantly enhance student employability. Cost and Management Accounting has long been used by accountants to help managers understand the different costs of running a business. It is important for managers to identify certain areas of the business process where costs can be cut and the profitability increased. From this study it is clear that the proposed curriculum is acceptable to employers as they found that students will benefit from it.

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Ricks, Stephanie Elaine. "The Effect of a Broadcast Journalism Curricula at Higher Education Institutions in Relation to Hiring Inclinations in the Broadcast Journalism Industry." Thesis, Trevecca Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256718.

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This study examined the current thought of broadcast journalism educators on what is considered most important for broadcast journalism majors in preparation for hiring inclinations in the broadcast television industry. The study also examined the current thought of professionals in the broadcast television industry in relation to standards for the hiring inclinations. A mixed-method design that included phenomenology and descriptive research was used. Both quantitative and qualitative data were collect from both groups to complete this study. The study indicated that both groups agreed that students needed both education and experience. Students must also be able to creatively write stories that captivate and engage their audience within all mediums.

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Baker, Edith Miriam. "Voices in contexts: Study of writing and thinking across the curriculum in a two-year college." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186246.

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To describe instructor's pedagogy of using writing and thinking in three discipline-specific classrooms (gunsmithing, nursing, and sociology) at the two-year college level is the purpose of this research project. Over a period of 4 months, from the start of Spring Semester 1992 to its completion, I maintained an ethnographic research stance in each of these 3 classes at a rural community college in northern Arizona. Chapter 1 presents an overview of the contexts of my research; Chapter 2 examines research during the last 30 years in writing and thinking, specifically WAC at the community-college level. In Chapter 3 I explain my methodology and design, which includes not only observations of instructors, but also student interviews and journals. In addition to triangulation, I incorporated questionnaires to check student and instructor responses in areas of writing and thinking activities, instructors' rationales and theories and metacognitive awarenesses, and uses of writing and thinking in classrooms. All four instructors possess varying degrees of metacognition in their rationales; most of their writing assignments incorporate writing to show learning. Chapters 4 through 6 are case studies of four instructors in specific disciplines. Each chapter has five sections: instructor background and history, teaching philosophy and rationale, summary of my observations, my interpretations and commentary, and finally instructors' responses to my interpretation of their classroom practices. Chapter 7 and 8 are analyses and conclusions about the research data, and chapter 9 provides recommendations for administrators of two-year institutions, content-area instructors and composition instructors. Following the precedents of experimental ethnographic writers, such as Clifford Geertz, Mary Ann Pratt, Stephen Tyler, Wendy Bishop, Marcus and Cushman, I have written this text as a collage of points of view, attempting wherever possible to allow student and instructor voices to emerge. Instructors have the last words in their chapters. Although much writing and thinking across the curriculum is occurring at Yavapai College in northern Arizona, which has no formal WAC program, I have many suggestions about ways to foster student thinking and writing. Finally, I conclude with suggestions about possible models for WAC at the two-year college.

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Foot, Rachel Elizabeth. ""It's Not Always What it seems": Exploring the Hidden Curriculum within a Doctoral Program." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500373962994524.

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Virkler, John Stanley Weaver Andrew M. "The status of statewide core curricula in the eleven states accredited by the Southern Association of Colleges and Schools (SACS)." Auburn, Ala., 2007. http://hdl.handle.net/10415/1387.

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Hollway, Michael C. "College student humanitarian values a comparison of the impact of two liberal arts core curricula /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054150509.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains viii, 144 p.; also includes graphics. Includes bibliographical references (p. 114-125). Available online via OhioLINK's ETD Center.

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Ndimurugero, Speciose Ngirabakunzi. "Learning English for academic purposes in higher education in Rwanda : a case study of a College of Business and Economics." University of the Western Cape, 2015. http://hdl.handle.net/11394/4944.

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Philosophiae Doctor - PhD
Findings also indicate other drawbacks such as some teachers' transmission of errors due to their low proficiency in the English language, their lack of common and well-designed EAP curricula, their lack of cooperation with non-language teachers, their delayed starting of classes and allowing a kind of laissez-faire and laissez-aller approach in classrooms, their lack of promotion of students' learning autonomy and problem-solving skills, their lack of language support to students, to cite but a few. Findings also indicate that teachers over-used pre-established materials that they had been recommended to use, using a teaching methodology known as PPP (Present Practise Produce) according to which teachers present an item or a skill and students are required to practise it before they become conversant with it. Furthermore, findings indicate a severe shortage of teaching and learning facilities. Findings concerning the language of instruction (English) indicate that it challenged students with an educational background in French. However, the students' French background and the widespread use of Kinyarwanda were also seen as an impediment to the implementation of EAP courses, but findings show that the shift from English to Kinyarwanda would help students understand the difficult concepts used in their academic subjects and safeguard Rwandan culture. Findings with regard to students' needs and expectations indicate that no opportunities were created for classroom interaction to enable students to think critically and comprehend the world and the word. Furthermore, teachers would fail to adjust the teaching and learning materials to suit students' needs. These materials were neither discipline-nor culture-related. To address the above-mentioned shortcomings, findings indicate that teaching and learning materials which incorporate discipline-related terminologies, Rwandan cultural artifacts, and world Englishes bear meaningful input and can raise students' motivation. They also indicate that students communicate better in Kinyarwanda and that the use of code switching helps students acquire both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language proficiency (CALP). Concerning the above findings, therefore, recommendations are made to help the CBE and other institutions of higher learning in Rwanda and tertiary education settings in non-native English-speaking countries around the world to use EAP courses as a solution to students' language- related problems. Such recommendations are, to cite a few, teachers' shift from a banking to a problem-solving model of education, their switch to modes of communication other than the language of instruction to facilitate the teaching and learning process, teacher and student autonomy, accommodating students' voice in the teaching and learning process, the revision of criteria relied on to select language teachers, and in-service training for novice teachers. Other recommendations are CBE's partnership with other institutions of higher learning nationwide and worldwide, provision of learning and teaching materials, the government's mass consultation before the promulgation and implementation of any language policy, and the consideration of student errors as part of the learning process.

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Chou, Lan-Ying. "A Study of Taiwan Early Childhood Teacher Preparation Curriculum for Language Development, Language Teaching and Bilingualism Within the Context of Higher Education." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1246896140.

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Miller, Jay. "The development of a curriculum for a course in manipulative skills for shielded metal arc welding." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1188.

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Little, David L. II. "MEASURING POST-SECONDARY STEM MAJORS' ENGAGEMENT IN SUSTAINABILITY: THE CREATION, ASSESSMENT, AND VALIDATION OF AN INSTRUMENT FOR SUSTAINABILITY CURRICULA EVALUATION." UKnowledge, 2014. http://uknowledge.uky.edu/stem_etds/3.

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Ongoing changes in values, pedagogy, and curriculum concerning sustainability education necessitate that strong curricular elements are identified in sustainability education. However, quantitative research in sustainability education is largely undeveloped or relies on outdated instruments. In part, this is because no widespread quantitative instrument for measuring related educational outcomes has been developed for the field, though their development is pivotal for future efforts in sustainability education related to STEM majors. This research study details the creation, evaluation, and validation of an instrument – the STEM Sustainability Engagement Instrument (STEMSEI) – designed to measure sustainability engagement in post-secondary STEM majors. The study was conducted in three phases, using qualitative methods in phase 1, a concurrent mixed methods design in phase 2, and a sequential mixed methods design in phase 3. The STEMSEI was able to successfully predict statistically significant differences in the sample (n= 1017) that were predicted by prior research in environmental education. The STEMSEI also revealed statistically significant differences between STEM majors’ sustainability engagement with a large effect size (.203 ≤ η2 ≤ .211). As hypothesized, statistically significant differences were found on the environmental scales across gender and present religion. With respect to gender, self-perceived measures of emotional engagement with environmental sustainability was higher with females while males had higher measures in cognitive engagement with respect to knowing information related to environmental sustainability. With respect to present religion, self-perceived measures of general engagement and emotional engagement in environmental sustainability were higher for non-Christians as compared to Christians. On the economic scales, statistically significant differences were found across gender. Specifically, measures of males’ self-perceived cognitive engagement in knowing information related to economic sustainability were greater than those of females. Future research should establish the generalizability of these results and further test the validity of the STEMSEI.

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Human, Cailin. "Exploring MBA students’ perceptions and perspectives on international study module visits to BRIC countries." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97333.

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Thesis (MBA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: In a world of increasing fiscal constraints, internationalisation strategies at higher education institutions should be evidence-based, impactful and measurable. Since the year 2011, the International Study Module has been a compulsory module in the MBA programme at the USB. However, the value added by this international component of the curriculum, has never before been measured. The objective of this study was to explore whether this module enhanced the experience of MBA students at the USB and contributed to the relevant needs of practicing managers, locally as well as globally. This report explored the learning outcomes of MBA student participants on USB International Study Modules to Brazil, Russia, India and China (the BRIC countries) in the years 2012 and 2013. Two forms of data were collected and analysed, namely: optional module abroad student evaluation forms and compulsory student reflective essays. The literature review provided a comprehensive benchmark concerning the best practices of business schools employing global modules in their MBA curricula. In addition, the data analysis process enabled the researcher to explore three key focus areas from the perspectives of the MBA students themselves, namely: i) The knowledge and insights gained about doing business in BRIC countries; ii) How students’ mental models, perspectives and worldviews have broadened and/or changed as a result of their experience abroad on the International Study Module; and iii) MBA students’ perceptions of the personal and educational value added by the compulsory International Study Module. The study confirmed the unique value proposition offered by the MBA International Study Module. Exploring the students’ reflections, it was clear that students had the expectation to have their global mind-sets developed, and they were open to new perspectives and worldviews. A key learning outcome was an appreciation for how different the worldviews of people in the target countries were from students’ own, which confirmed the increased levels of “world-mindedness” the International Study Module brings. The study showed how the international module enabled the USB to develop students’ mental models through a dynamic experiential learning process which disturbed current thinking and exposed students to diverse contexts. The findings provided evidence that the module abroad lead to better cultural understanding and students learnt how to leverage diversity to find better solutions to problems and challenges. A key outcome discovered, was the realisation by some students about the advantage South Africans have over many other countries given our familiarity in dealing with diversity issues. This provides a valuable platform for practicing better cultural sensitivity at home. The research also found that the module abroad enhanced students’ ability to think globally and act locally. Furthermore, the experience abroad challenged the mind-sets of participants to see opportunities. It showed how the theory-practice gap was bridged, and how students’ reflective competencies were further enhanced. Also, it was clear how hands-on assignments in the form of fieldwork among locals greatly enhanced the experiential learning of students on a module abroad. The study concluded with a perspective on the value proposition offered by the USB’s MBA International Study Module. The proposed recommendations relate to improving the value of the International Study Module through integration within a core MBA course. Improved assessment of student learning was recommended in order to ensure the continuous improvement of the module design. Finally, the importance of measuring primary objectives related to this module was highlighted, in order for the USB to partially fulfil its internationalisation strategy by offering a learning experience abroad as part of its MBA curriculum.

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Harris, Felicity. "An assessment of the extended curriculum programme at a University Of Technology using quality management principles." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/2460.

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Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2014.
Academic Development Programmes at higher education institutions in South Africa were implemented and funded in 2004 by the Department of Higher Education and Training as an initiative to address the low throughput rate and low graduation output. An example of the Academic Development Programmes is the Extended Curriculum Programme (ECP) where the length of the mainstream course is extended by six months to one year to allow for additional assistance in individual subjects and the offering of courses/programmes to assist students with basic life skills in adapting to tertiary education. The objective of this research was to look at whether ECP’s were effective in improving throughput rates and graduation output and whether there were quality management practices in place to gauge the effectiveness of ECP’s. The ECP in the Department of Mechanical Engineering at a university of technology was used as a sample. Academic histories of the ECP and Mainstream students of the 2007 cohort were analysed to draw comparisons on the throughput rate, graduation output and continuation to postgraduate studies of the two programmes.

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Baglino, Michael. "Relevance of the community college curriculum to the international student." FIU Digital Commons, 1992. http://digitalcommons.fiu.edu/etd/1368.

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The purpose of this study was to ascertain the perception of the level of satisfaction that international students have regarding the services and the relevance of the curriculum offered at Miami-Dade Community College. Trends and issues at universities and community colleges in providing services and an international curriculum for foreign students are outlined. Focus is on characteristics, personal and career needs as well as needs of national development for the students' countries. A sample of students from four developing nations was selected to qualitatively and quantitatively determine their level of satisfaction. The nations are the Bahamas, Colombia, Haiti and Pakistan. Students responses were recorded through group interviews, four personal interviews, an open ended questionnaire and a Likert scaled survey questionnaire. Matrix charts, mean calculations and one way analysis of variance were used to analyze data collected. Country of origin and major program of study were the variables used for statistical analysis. Information gathered through qualitative research presented a variety of perspectives and responses, both positive and negative. Students supplied specific examples of experiences and insights to help explain their various perceptions. Statistically, there were no significant differences between the variables of country of origin and major program of study regarding program services and relevance of the curriculum. Implications and recommendations for community college programs were outlined.

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Dissertations / Theses on the topic 'Education, Higher – Rwanda – Curricula'

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