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Dissertations / Theses on the topic 'Graduate research'
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Cole, Christopher John. "Research in Information Technology: Analysis of Existing Graduate Research." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3184.pdf.
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Proctor-Williams, Kerry, Jessica Fitzpatrick, Nicole Vaughn, Jessica Qualls, and Angelica Wiggins. "Graduate Student Research Projects: A Path for Productive Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1839.
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Saddler, Tonya N. "Socialization to Research: A Qualitative Exploration of the Role of Collaborative Research Experiences in Preparing Doctoral Students for Faculty Careers in Education and Engineering." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27615.
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One challenge facing graduate education is the preparation of future faculty members across disciplines to assume faculty positions (Wulff & Austin, 2004). This qualitative study explored the socialization process of doctoral students in education and engineering fields committed to a career as a faculty member. Specifically, this study attempted to understand what knowledge, skills, and understandings (Weidman, Twale, & Stein, 2001; Van Maanen & Shein, 1979) are acquired during the research collaborations some doctoral students have with their faculty mentors and how this relationship prepared doctoral students for a future as a faculty member. Core elements of the Graduate and Professional Student Socialization model (acquisition of knowledge and skills, investment, and involvement) were used to explore doctoral student socialization (Weidman et al.). Semi-structured telephone interviews were conducted with forty doctoral students (20 education, 20 engineering) from four predominately White research institutions (PWRIs).
Five themes emerged from the data regarding the role research collaboration played in socializing doctoral students in education and engineering to faculty careers. First, the research collaborative process with mentors aided doctoral students in learning how to communicate research to different audiences, the realities of research, how to conduct problem solving research, and the competitive nature of research. Second, participants identified learning about the complexity of a faculty role, particularly responsibilities that extend beyond teaching and research for faculty members. Third, doctoral students reported learning about the requirements of the tenure process.
There were ways the collaborative experience positively or negatively contributed to an interest in a faculty role. Positive factors included enjoyment of research and the perceived autonomy and flexibility of research. Negative factors included the perceived low priority given to teaching and the demands placed on faculty members. Participants reported varying levels of commitment to the research collaborative relationship depending on whether they had competing interests. Exposure to the research collaborative process with a faculty mentor allowed doctoral students to conceptualize the entire research process from beginning to dissemination and to get an intimate idea of the realities of faculty life. Implications for practice, research, and theory are outlined.Ph. D.
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Doucette, Wendy C. "Developing a Comprehensive Suite of Graduate-Level Research Support." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5365.
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Graduate students are the largest-growing group at East Tennessee State University. While it is easy to assume that graduates have mastered the basics of searching and conducting research, this assumption is largely unfounded. Whether they did learn these skills as undergraduates or not, graduates are rarely prepared for the project management challenge of undertaking the biggest research assignment of their lives. Graduate students often have additional stressors not faced by undergraduates: established careers, families, and greater financial responsibilities. Conceived during Summer 2015 and rolled out as an ongoing series in Fall 2015, the Graduate Student Workshops offered by the Sherrod Library provide instruction in the following areas: scholarly research, papers, and publishing; comprehensive project management; academic searching; APA style; citation management; and establishing a professional identity. As the program coordinator, the Graduate Services Librarian will discuss the origination of the program, from its inception in ETSU’s Graduate Thesis and Dissertation Boot Camp to its growth as a full-fledged series. Creating new relationships, leveraging partnerships with other faculty and departments, and organizing and marketing these services are critical to program success. Scheduling, logistics, costs, and assessment will also be discussed. After the program and discussion, attendees should be able to: recognize the significant function librarians can provide to graduate student research support convey the value of formal, targeted intervention to graduate students and campus administrators create offerings to support their own graduate students
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Veeramah, Rangasamy Ven. "Utilisation of research findings by graduate nurses and midwives and their attitude towards research." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/6331/.
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The aim of this study was to assess the impact of research education on the attitudes toward research and use of research findings in practice in a sample of graduate nurses and midwives. It also examined how nurse and midwifery teachers could work collaboratively with clinical staff to enhance their use of research evidence to inform their practice. The main barriers to research utilisation and strategies that could facilitate the use of research findings in nursing and midwifery practice were also explored. The project was carried out in three phases and aspects of the theory of diffusion of innovation and the theory of planned behaviour were used as the theoretical framework to inform data collection. For the first phase, a cross-sectional survey using a self-completed postal questionnaire was sent to 340 graduates. A response rate of 56% was obtained. A large number stated that following graduation, their search and critical appraisal skills had improved, expressed positive attitudes towards research and reported using research findings in practice. The second phase explored further the extent of research utilisation. Semi-structured interviews were conducted with 10 respondents from a range of specialities. All participants claimed that they used research findings to a large extent and provided examples to support their answers. The third phase, using a structured questionnaire, explored strategies that nurse and midwifery teachers could use to help nurses and midwives to improve their use of research findings. Forty link teachers and 62 clinical managers took part. Effective strategies identified included enabling clinical staff to access and critique research papers; run research workshops on site; set up journal clubs or research interest groups and undertake joint research projects.
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Kardell, Lisa. "Graduate thesis advisors a directory of research interests and expertise /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kardelll.pdf.
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Kiersma, Mary E., Nicholas E. Hagemeier, Aleda M. H. Chen, Brittany Melton, Marwa Noureldin, and Kimberly S. Plake. "A Graduate Student Mentoring Program to Develop Interest in Research." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1468.
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Objective. To assess the impact of a graduate student mentoring program on student interest in research and postgraduate education and on graduate student confidence in mentoring.
Methods. Undergraduate and pharmacy students (mentees) and graduate students (mentors) were matched and participated in the study, which required them to engage in at least 2 discussions regarding research and careers. Mentees completed a pre- and post-assessment of their perceptions of research, postgraduate training plans, and perceptions about mentors. Mentors completed a pre- and post-assessment of their perceptions about themselves as mentors and their confidence in mentoring.
Results. Although there were no significant differences among the mentees’ perceptions of research or the mentors’ confidence in mentoring, qualitative analysis indicated that the mentees’ perceptions of research improved and that the mentors believed their mentoring skills improved.
Conclusions. Based on the results of the qualitative analysis, implementing a graduate student mentoring program may help improve students’ perceptions of research and graduate students’ confidence in mentoring, which could increase student interest in postgraduate education and prepare mentors for future leadership roles.
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Crede, Erin Dawne. "Organization and Retention in Research Groups in Graduate Engineering Departments." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77986.
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The purpose of this research project was to better understand the experiences of graduate students in internationally diverse research groups, and how these research groups and international diversity contributes to a student's intent to complete his or her graduate degree. This exploratory mixed methods research was conducted in three phases: (1) an ethnographic study of selected research groups in two engineering graduate departments, (2) development of a survey for students in graduate engineering students, and (3) administering the survey to graduate engineering students in research groups to verify the findings.
In order to address the project aims, three smaller studies were initiated that address individual elements of graduate education, including: learning in research groups and international diversity, and retention in graduate engineering programs. The focus of the first study was to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning, as well as several elements common across research groups from different universities and academic departments, including: power distance and communication, access to resources, and role of the advisor.
During the (second) integration phase of this mixed methods study, the nine months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including: the role of international diversity, research group organization and climate, student self efficacy, and individual and group learning experiences. Final retention themes from the ethnographic analysis are presented along with a discussion of how these data were configured into instrument questions. A discussion of the final instrument is presented, including validity and reliability analysis, and how the final questions were integrated into themes to test hypotheses for future studies. This chapter also presents implications for mixed methods researchers interested in using qualitative methods to create new instruments.
In the third and final stage of the research study, the survey developed in the second phase of the research study was administered to four universities across the United States. Data analysis focused on better understanding the differences in retention constructs by student nationality. Results from more than 600 engineering PhD students from 6 international regions enrolled in U.S. engineering graduate programs were examined to characterize demographic differences in participant responses for intention to complete the degree. Six constructs were found to be significant in predicting students' responses regarding their intention to complete their degree, including: expectations, climate, organization, project ownership, perception of value, and individual preferences. Taken together these constructs were able to explain 28 percent of the variation in student responses. Additionally, all six constructs showed significant differences with respect to a respondent's country or region or origin. These results are discussed in light of the implications for faculty members advising similarly diverse groups of students.
In combination, these three studies represent a sequential exploratory mixed methods approach in which ethnographically guided observations and interviews were integrated into a quantitative instrument. Results of this study can be used to inform the organization and management of internationally diverse research groups to foster student development and ultimately increase retention.Ph. D.
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O'Donnell, James M., Sridhar Anand, Stacy D. Brown, Kevin T. Fuji, R. Kiplin Guy, Marina Kawaguchi-Suzuki, Kathryn E. Meier, et al. "Report of the 2018-2019 Research and Graduate Affairs Committee." Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.5688/ajpe7595.
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The 2018-2019 Research and Graduate Affairs Committee (RGAC) was charged with critically evaluating the leadership development support necessary for pharmacy researchers, including postdoctoral trainees, to develop the skills needed to build and sustain successful research programs and analyzing how well those needs are being met by existing programs both within AACP and at other organizations.
The RGAC identified a set of skills that could reasonably be expected to provide the necessary foundation to successfully lead a research team and mapped these skills to the six domains of graduate education in the pharmaceutical sciences established by the 2016-2017 RGAC (Table 1). In addition, the RGAC identified competency in team science and the bench-to-bedside-to-beyond translational spectrum as being critical elements of research leadership. The universality of these skills and their value prompted the RGAC to make two related recommendations to AACP
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Coleman, Todd L. Stonecipher Jerry. "A comparison of the Air Force Institute Of Technology and civilian institutions graduate logistics curricula graduate research project /." Wright-Patterson AFB, Ohio : Air Force Institute of Technology, 2006. http://handle.dtic.mil/100.2/ADA468995.
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Thesis (M.S. )--Air Force Institute of Technology, 2006."June 2006." "In Partial Fulfillment of the Requirements for the degree of Master of Logistics Management." Title from title page of PDF file ; viewed: Nov. 28, 2007. Includes bibliographical references (p. 39-43). Includes bibliographical references and index.
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Poloyac, Samuel M., Jane E. Cavanaugh, Nicholas E. Hagemeier, Krishna Kumar, Russell B. Melchert, James O. O'Donnell, Ronny Priefer, Daniel R. Touchette, Dorothy F. Farrell, and Kristen F. Block. "Breaking Down Barriers to Pharmacy Graduate Education: The Report of the 2017-2018 Research and Graduate Affairs Committee." Digital Commons @ East Tennessee State University, 2018. https://doi.org/10.5688/ajpe7147.
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The 2017-2018 Research and Graduate Affairs Committee (RGAC) was given three charges aimed at helping academic pharmacy address barriers that must be overcome by both students and schools to attract, retain, and support the development of a diverse, well-rounded, and successful graduate student population. These charges were (1) identifying teaching methodologies, tools and opportunities that graduate programs can introduce into curriculum to overcome barriers to success of today’s and tomorrow’s learners; (2) developing a strategy for achieving member support of the 2016-2017 recommended graduate competencies by identifying gaps in and existing examples of courses or opportunities that achieve competency-based pharmacy graduate education; and (3) identifying potential strategies to address identified barriers to pursuing graduate education, especially among under-represented student populations. This report describes attitudes toward and opportunities related to competency-based education in graduation education in colleges and schools of pharmacy, identifies types of tools schools could use to enhance training towards the competency framework developed by the 2016-2017 RGAC, particularly with regards to the so-called power skills, and outlines a role for AACP in facilitating this training. This report also considers a number of barriers, both perceived and real, that potential students encounter when considering graduate training and suggests strategies to understand the impact of and mitigate these barriers. To strengthen competency-based graduate education, the RGAC puts forth two recommendations that AACP develop a toolkit supporting the training of power skills and that AACP should develop or curate programs or tools to support the use of individual development plans (IDPs). The RGAC also puts forth a suggestion to schools that IDPs be implemented for all students. In considering the barriers to pursuing graduate education, the Committee proposes one policy statement that AACP supports the training and development of an increasingly diverse population of researchers at pharmacy schools through active efforts to promote M.S. and Ph.D. education along with Pharm.D. education. Additionally, the Committee provides recommendations that AACP should expand its efforts in career tracking of graduate students to include collection and/or analysis of data that could inform the Academy’s understanding of barriers to pursuing graduate education in pharmacy schools, the AACP Office of Institutional Research and Effectiveness should expand upon graduate program data described in the annual Profile of Pharmacy Students report, and finally that AACP should include graduate programs in efforts to increase diversity of students at pharmacy schools.
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Azim, Z., Krzysztof J. Paluch, and Justine Tomlinson. "Exploring the impact of Research Culture and Supervision on Post Graduate Researcher engagement within the School of Pharmacy." Pharmacy Education, 2019. http://hdl.handle.net/10454/17243.
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Sailor, Perry. "The Relationship Between Graduate Students' Education in Research Ethics and Their Attitudes Toward Research Misconduct." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/6108.
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A mail survey of a nationwide sample of department heads in university departments of mechanical engineering, physiology, and psychology was conducted, in order to determine what these departments were doing to educate their Ph.D. students in research ethics. Department heads were also asked to supply names of the Ph.D. students in their departments. Based on the survey responses, departments within each discipline were then divided into those placing a relatively high versus low emphasis on teaching research ethics. Random samples of students in each emphasis category for each discipline were then surveyed and asked to rate the seriousness of 44 different hypothetical acts of misconduct, to determine if students from departments placing relatively higher emphasis on research ethics education had stricter standards than those from departments placing relatively lower emphasis on research ethics education. The two major findings of the study were (a) the majority of departments in physiology and psychology require some form of formal education in research ethics of their Ph.D. students, but only a very small percentage of mechanical engineering departments require such training; (b) the present study found no evidence that education of Ph.D. students in research ethics has any effect on the strictness of their stated ethical standards.
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Kawaguchi-Suzuki, Marina, Stacy D. Brown, Kathryn Meier, Dorothy Farrell, Kirsten Block, R. Kiplin Guy, Sridhar Anand, Cassandra Nelson, Ami Vyas, and James O'Donnell. "AACP Research and Graduate Affairs Committee: Needs for Research Leadership Development Among U.S. Pharmacy Schools." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7846.
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Dison, Arona. "Research capacity development of individuals at three South African university research centres." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7177_1253849279.
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In South Africa, there has been recognition of the need for increasing research capacity at South African universities and within the national science system. Furthermore there has been a need to address imbalances in the racial and gender profile of researchers. There has been a growth of application-oriented, multidisciplinary research centres at South African universities in response to changing national and international knowledge contexts. Many research centres have a research capacity development component and run postgraduate programmes in collaboration with academic departments. This it was relevant to investigate what types of contexts these centres provide for research capacity development and postgraduate education. In this study, individual research capacity development was examined as a process of identity formation and socialisation through social, organisational and epistemological lenses.
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Mims, Pamela J. "Enriching the Graduate Student Experience Through Scholarship, Research, and Applied Learning." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/209.
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Almotawah, Wafaa. "The role of Kuwait university libraries in supporting graduate students' research." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15186/.
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Haidamus, Ramzi Albert. "A 68000-based produce sorting microcomputer : graduate clinical research master's report." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2172.
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This report discusses in great detail the various research, design, and development stages of the Produce Sorting Microcomputer developed for HAGAN ENGINEERING Inc. The two-semester Clinical Research project has been approved by the graduate committee at the School of Engineering at the University of the Pacific and fulfills the requirements towards a Master Degree in Electrical Engineering.
The project was selected based on its complexity, feasibility, the time span it required to complete, and its relevance to the area of real time microcomputer design. In addition, the design constraints and specifications were to be dictated solely by HAGAN ENGINEERING Inc. and all further modifications were to be discussed and approved by HAGAN. These limitations created a professional industry-like atmosphere, which is one of the goals of the Clinical Research Program.
A brief User's Manual will accompany the MC68000 board; it will contain all the vital information about the system that a programmer or a technician might need to understand the system. The manual wall contain the complete circuit schematic, a parts list, general design features, and all the software properties of the system (memory map, interrupt tables register map).
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Mapasa, Tobeka Eugié. "A framework to support inexperienced postgraduate research supervisors." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18529.
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It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.
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Singh, Sapna. "Future And Value Of Graduate Design EducationMaster of Design 2031." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461202275.
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DRAUGALIS, JOLAINE REIERSON. "ENHANCING UNDERGRADUATE STUDENT INTEREST IN GRADUATE EDUCATION AND RESEARCH VIA VIDEOTAPE (RECRUITMENT)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184055.
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A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions.
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Iman, Sarah A. "Publication Bias and Graduate Students' Perceived Trust in the Literature." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1459413243.
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Nelson, Firm Faith. "Perceptions of graduate students regarding the challenges of conducting research in higher education /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1328067531&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Chien, Li-ching Chang Kai-Hsiung. "Promulgating graduate research and disseminating student information through web applications and database management." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/CHIEN_LI-CHING_2.pdf.
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Chu, Kai-wah Samuel, and 朱啟華. "Development of information search expertise of research students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45014693.
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Carnero, Andres M., Percy Mayta-Tristan, Kelika A. Konda, Holguín Edward Mezones, Antonio Bernabe-Ortiz, German F. Alvarado, Aybar Carlos Canelo, et al. "Plagiarism, Cheating and Research Integrity: Case Studies from a Masters Program in Peru." Springer International Publishing, 2016. http://hdl.handle.net/10757/620993.
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Plagiarism is a serious, yet widespread type of research misconduct, and is often neglected in developing countries. Despite its far-reaching implications, plagiarism is poorly acknowledged and discussed in the academic setting, and insufficient evidence exists in Latin America and developing countries to inform the development of preventive strategies. In this context, we present a longitudinal case study of seven instances of plagiarism and cheating arising in four consecutive classes (2011–2014) of an Epidemiology Masters’ program in Lima, Peru, and describe the implementation and outcomes of a multifaceted, “zero-tolerance” policy aimed at introducing research integrity. Two cases involved cheating in graded assignments, and five cases correspond to plagiarism in the thesis protocol. Cases revealed poor awareness and high tolerance to plagiarism, poor academic performance, and widespread writing deficiencies, compensated with patchwriting and copy-pasting. Depending on the events’ severity, penalties included course failure (6/7) and separation from the program (3/7). Students at fault did not engage in further plagiarism. Between 2011 and 2013, the Masters’ program sequentially introduced a preventive policy consisting of: (i) intensified research integrity and scientific writing education, (ii) a stepwise, cumulative writing process; (iii) honor codes; (iv) active search for plagiarism in all academic products; and (v) a “zero tolerance” policy in response to documented cases. No cases were detected in 2014. In conclusion, plagiarism seems to be widespread in resource-limited settings and a greater response with educational and zero-tolerance components is needed to prevent it.This study was funded by the training Grant 2D43 TW007393-06 awarded to the U.S. Naval Medical Research Unit No. 6 (NAMRU-6) by the Fogarty International Center of the U.S. National Institutes of Health. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
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Senekal, Janine. "Employment and employability profiles of postgraduate psychology alumni from a historically disadvantaged university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6221.
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Magister Artium - MA (Psychology)The present study aimed to determine the employment and employability profiles of alumni from structured professional Masters programmes in psychology. Issues of low enrolment rates and high attrition rates are at the fore of transformation efforts in the South African higher education sector. The concern of graduate employability and the relevance of skills training received to the labour market are of international concern. Graduate tracer studies have been successfully implemented internationally to attempt to understand these issues. Training relevance is of particular concern for the field of psychology in South Africa, as there is a significant shortage of mental health professionals. Understanding where graduates from professional Masters degrees in psychology find employment, as well as understanding their employability, may lead to greater absorption of graduates from these programmes into the workforce. Permission to conduct the present study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape, and all relevant ethics principles were adhered to. An incentivised, online survey was conducted with a sample of 29 Masters-level graduates from two professional psychology programmes at a historically disadvantaged university. The study used a modified version of the Standard Instrument for Graduates. The survey had a 50% response rate (29 of 58) after at least four electronic reminders. Respondents graduated between 2008 and 2013, 13 from the clinical Masters programme and 16 from the research Masters programme. Descriptive statistics were used to depict the employment and employability profiles of the alumni. Most of the respondents were female (n=21), and about a third were first generation students (n=11). Most of the respondents were currently employed (n=25). They were employed in a variety of fields, predominantly health (n=10) and higher education (n=7), and largely clustered in the public sector (n=17). This suggested a transferability of skills. The training received was perceived to be relevant, in terms of accessing employment and conducting current work. Most of the clinical graduates were registered as clinical psychologists (n=12) with the Health Professionals Council of South Africa. There were varied registrations held by graduates from the research programme and some were not registered. The respondents held generally positive attitudes towards their alma mater. These descriptive results were interpreted through the use of McQuaid and Lindsay's (2005) framework of employability, based on the interaction between their individual factors, personal circumstances and external factors. Through this frame, the results highlighted the complex nature of the employability of these graduates.
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Bartoszuk, Karin, Cecelia McIntosh, and Brian Maxson. "Integration and Synergy of Research and Graduate Education in Science, Humanities, and Social Science." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6174.
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Cunningham, Joseph. "Genres of Underemployment: A Marxian and Qualitative Analysis of College Graduate Underemployment." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397477182.
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Williams, A. Lynn, and Marc A. Fagelson. "Fostering a Community of Scholars in a Graduate Program." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1585.
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Fortunately, there are others, most notably Rosenthal (see http://class.csueastbay.edu/commsci/ASHAStudRes.htm), who provided an impetus to our own design and implementation of the research methods course in the department of communicative disorders at East Tennessee State University. Rosenthal described a graduate research course in which students designed and executed a research project within an 11-week quarter. At the completion of the course, the top student projects were selected for publication in a departmental student research journal and submitted to the California State University Student Research Competition.
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Zeng, Min. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.
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Baleisis, Audra. "Joining a Discourse Community: How Graduate Students Learn to Speak like Astronomers." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193776.
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Almost half of all graduate students leave their doctoral programs without finishing. Who leaves, taking which skills and strengths with them, is still poorly understood, however, because it is hard to measure exactly what graduate students learn in their doctoral programs. Since the expertise required of a PhD holder is highly dependent on discipline, the development of a better understanding of graduate education and attrition requires studying the process at the departmental level.This is a qualitative study of the cultural values and norms of academic astronomy, as transmitted through the socialization of graduate students into giving talks, asking questions, and participating in departmental speaking events. This study also looks at the conflicts that arise when implicit cultural norms, which are practiced but remain unacknowledged, are inconsistent with the official, explicit values and norms for speaking in astronomy.Doctoral students and faculty members in a single astronomy department, at a large western university, filled out a short survey about the stakes involved in astronomy speaking events. A subset of these individuals was interviewed in-depth about the goals of, and their experiences with, five departmental speaking events: Coffee Hour, Journal Club, research talks, Thesis defense talks, and Colloquia. These interviewees were: (1) graduate students who had given a verbal presentation at one of these events, and (2) graduate students and faculty members who were in the audience at a graduate student's presentation.The desired outcomes which were expressed for these speaking events included: (1) lively, informal discussion among all participants, (2) increasing graduate student verbal participation in these events as they "learn to speak like astronomers," and (3) the utility of these events in helping graduate students learn and practice their speaking and reasoning skills related to astronomy research. In practice these goals were not achieved due to: (1) the ubiquitous, but unacknowledged practice of judging others' speech performance to come to negative conclusions about those individuals' intentions, intellectual abilities or efforts, (2) a lack of feedback for graduate students on their verbal performances, and (3) a lack of faculty members making explicit their own solutions to the inherent dilemmas of academic speaking.
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Moreira, Maria Ligia. "Formação de competencias em Ciencia e Tecnologia Espaciais : uma analise da trajetoria da Pós-Graduação no Instituto Nacional de Pesquisas Espaciais." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/286878.
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Orientador: Lea Maria Leme Strini VelhoTese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias
Made available in DSpace on 2018-08-14T09:13:03Z (GMT). No. of bitstreams: 1 Moreira_MariaLigia_D.pdf: 1740414 bytes, checksum: df262ef3f209fd6739fc1c59d89c3eb7 (MD5) Previous issue date: 2009
Resumo: Esta Tese analisa a trajetória da pós-graduação no Instituto Nacional de Pesquisas Espaciais (INPE). O objetivo central desta Tese é identificar as razões que levaram o INPE a criar estruturas próprias para formar pesquisadores, analisar os meios pelos quais o Instituto implementou tal tarefa, e os impactos dessas atividades. A pesquisa mostra a organização do Programa Nacional de Atividades Espaciais (PNAE) e as políticas relacionadas, e o papel desempenhado pelo INPE na formação de especialistas ao longo das últimas quatro décadas. São analisados os principais objetivos e as estratégias adotadas para a constituição do núcleo de pós-graduação no INPE, a trajetória acadêmica e o destino profissional dos egressos, e a inserção das mulheres nos programas. É apresentada uma reflexão sobre a característica estratégica das atividades espaciais para o país, e os principais objetivos da política espacial de estabelecimento de competências científicas e tecnológicas que possibilitem atuar com real autonomia, para a qual a formação e o aprimoramento de recursos humanos são imprescindíveis. Uma característica marcante na pós-graduação do Instituto é a aliança entre pesquisa, desenvolvimento e ensino, em um processo impulsionado pela interação entre pesquisa, experiência prática e ação. Também, apresenta-se uma reflexão sobre a emergência de novas concepções sobre os modos de produção do conhecimento e os novos papéis atribuídos à ciência e tecnologia, e o papel desse núcleo de ensino neste contexto. Os resultados confirmam importância da pós-graduação do INPE para a formação da massa crítica e para que o país chegasse ao nível que tem hoje de desenvolvimento na área espacial.
Abstract: This dissertation deals with the trajectory of graduate education at the National Institute for Space Research (INPE). The main objective was to identify the reasons that led INPE to create their own structures to train researchers, analyzing the means by which the Institute has implemented such a task, and the impacts of these activities. The research shows the running of the National Program Space Activities (PNAE) and related policies, and the role played by INPE in training specialists over the past four decades. The study identifies and analyses the main objectives and strategies for building the post-graduation core at INPE, as well as the academic trajectory and the destination of the former graduates (alumni), and the inclusion of women in the programs. It presents a strategic reflection on the characteristic of space activities for the country and the main goals of space policy for the establishment of scientific and technological skills that will enable the country to work reach autonomy, for which the training and improvement of human resources are essential. A distinguishing marc in the Institute graduate studies is the alliance between research, development and education in a process driven by the interaction between research, practical experience and action. It presents a reflection on the emergence of new ideas on ways of producing knowledge and new roles for science and technology and the role of the core of education in this context. The results confirm the importance of the role played by the graduate programs offered by INPE on the training of a critical mass of space researchers as well as on its contribution to reach the level Brazil has today in the field of space research development.
Doutorado
Politica Cientifica e Tecnologica
Doutor em Política Científica e Tecnológica
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Lin, Yuhfen. "From Students to Researchers: The Education of Physics Graduate Students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213372064.
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Li, Xuemei. "Identity re/construction of cross-cultural graduate students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1130.
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Rhee, Eunsook Ha. "Complexities and Dynamics of Korean Graduate Students' Textual Borrowing in Academic Writing." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/83455.
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CITE/Language ArtsEd.D.
Academic writing in U.S. higher education often involves textual borrowing, referred to as the integration and documentation of reading sources and carried out with summaries, quotes and paraphrases. Second language (L2) English students are likely to use sources inappropriately and consequentially are accused of plagiarism based on a moral judgment. A body of research on textual borrowing including this study has provided strong evidence that these students' inappropriate source use does not result from their intention to steal other's intellectual property and language, but from their cultural backgrounds or situated factors in their U.S. academic contexts. Few research studies, however, offer a thorough view of how both cultural backgrounds and situated factors are associated with L2 students' textual borrowing practices; much empirical attention has focused on a more limited examination of Chinese student populations. In this respect, this study explores the complex and dynamic nature of Korean graduate students' source use by investigating faculty expectations both in Korea and in their L2 academic setting and these students' perceptions and practices of textual borrowing. For these investigations, a qualitative research study was conducted, and multiple sources of data were analyzed: (a) interviews with two faculty informant groups and the student participants, (b) observations of the Master's meeting and group study meetings, (c) tutoring sessions at the Writing Center, and (d) written texts, including institutional and instructional documents, email messages, and multiple handouts, outlines, and essays. These sets of data were analyzed using two different methods: content analysis and text analysis. The findings of this qualitative research revealed that both cultural and situated factors were associated with the Korean students' understandings of and changes in textual borrowing practices. With regard to their initial understandings, the results showed that although the participants understood textual borrowing in terms of citation methods and writing skills, their practices were not aligned with their perceptions nor with faculty expectations. However, I noted that in the process of the research period, most of them were able to achieve the textual purposes by utilizing reading sources strategically and appropriately and thus fulfill the academic goals required in the situated context. Based on these findings, pedagogical implications are discussed.
Temple University--Theses
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Marino, Sylvester Anthony. "The impact of graduate school environments and academic departments on the research productivity of accounting professors /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1116881x.
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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Gary Natriello. Dissertation Committee: Aaron Pallas. Includes bibliographical references: (leaves 190-204).
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Gibbs, Lakeisha Nicole. "Persistence of graduate students at an urban research institution in the Southeastern region of the United States." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/584.
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Attrition rates have remained at the breadth of significant concerns for higher education institutions. During the progression toward a graduate degree, countless students lose focus and “stop-out.” An unsuccessful practice in higher education is the lack of concentrated initiatives to retain graduate students and assist in providing resources to support persistence. Alas, graduate students are abandoned and forced to navigate programs in isolation. Therefore, this study examined the problem of persistence of students in graduate programs and the extent to which variation in such persistence may be influenced by: (a) demographic factors, (b) program advisement, (c) research advisement, (d) financial aid status, (e) student involvement and socialization, (f) family and peer support, (g) institutional physical resources, (h) student response to environmental distractions, (i) student response to academic structure, and (j) academic peer support. Additionally, the purpose of this study was to identify whether there was a significant relationship between persistence of graduate students at an urban research institution in the Southeastern region of the United States on selected variables, which may indicate factors for success in graduate program completion. This study attempted to discover the impact of variables on the persistence of graduate students toward degree completion. The objective of the research was to focus specifically on students engaged in graduate programs in pursuit of advanced degrees at the master’s, specialist, and doctoral levels at an urban research institution in the Southeastern region of the United States.
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Lee, Geoffrey Anton. "Examining the influence of research mentoring and training model on clinical and counseling graduate students' scholarly activity." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024763.
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Doucette, Wendy C. "Teaching Motivation that Works: Structuring Graduate-Level Research Support Workshops to Foster Centered, Focused Self-Sufficient Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5351.
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All too frequently, instruction librarians’ only opportunity to teach students distills down to the fifty-minute, one-shot, make-or-break experience. We disseminate the essential information as requested—how to use the library, how to search the databases, and so on—with little time to explain why all the pieces fit together and why they are important. Worse, well-intentioned librarians often strive to cover as much as possible in these sessions, oversaturating and frustrating their student audience.
Even in settings of brief duration with no follow-up, another approach is possible. Rather than attempting to demonstrate everything at once, we can interject effective, real-life motivational tactics into the session by highlighting the underlying purpose of the process demonstrated. In other words, we can focus not simply on “what” or “how” but on “why.” Providing this context and structure not only grounds students, it clarifies and demystifies the process. Understanding that purpose and method are as important as data better empowers students with strategies to pursue their own needs independently. This chapter focuses on graduate students, particularly those in doctoral programs, but with a little creative thinking, these strategies could also be adapted for application with undergraduate learners.
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/illuminated/16.
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From the School of Graduate Studies; Going All In [Dr. Matthew McGahey, Ed.D. Global Sport Leadership]; Where Are They Now? [Rob Cantor & Dr. Sharon McGee]; Letters from the Past [Emily Lu, M.A. History]; Where Are They Now? [Featuring: Maura Bishop & Bradley Marshall]; Empowering Students to Take Control [Ziyad Alrumayh, M.Ed. Special Education]; Research Grant Recipients, 2018; Where Are They Now? [Featuring: Ernest Eugene & Matthew Harrison]; A Link to Your legacy [Lee Ann Davis, Director for University Alumni Programs]; Where Are They Now? [Featuring: Tiffany Hogan & Thomas Roddy]; Understanding the Value of Identity in Healthy Behaviors [Byron Brooks, Ph.D. Psychology]; Where Are They Now? [Featuring: Lindsay Toman & Shelby Morris]; Necessity, the Mother of New Understanding [Jack Hartsell, M.S. Mathematical Sciences]; Narrators of Grief; Giving Nigerian Widows’ Voice [Esosa Mohammed, M.A. Liberal Studies]https://dc.etsu.edu/illuminated/1000/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/illuminated/13.
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Art, M.F.A. (Studio Art Concentration) [Sculpting Conversation with Melisa Cadell Graduate Student: Melisa Cadell]; History, M.A. [Charting European Nationalism Graduate Student: John Wyatt Greenlee]; Where Are They Now? Computer and Information Sciences, M.S. (Information Technology Concentration) [Megan Bradley]; Psychology, Experimental Psychology Concentration, Ph.D. [the Effect of Self-Compassion and Mindfulness on Depression Graduate Student: Jessica Williamson]; Where Are They Now? English, M.A. [Sean Levenson]; Biomedical Sciences, Ph.D. [Searching for the off Switch in Cancer Cell Replication Graduate Student: Moises Serrano]; Clinical Nutrition, M.S. [Nutrition on the .Net Graduate Student: Courtney Mckinney]; Where Are They Now? Kinesiology and Sport Studies, M.A. (Exercise Physiology and Performance Concentration) [George Beckham]; Professional Communication, M.A. [Costume Design in the Digital Era Graduate Student: Christine Waxstein]https://dc.etsu.edu/illuminated/1014/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/illuminated/10.
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The Tennessee Military Maneuvers of 1941 [History, M.A. Graduate Student: Joshua Savage]; Creating New Technology at ETSU to Help Monitor Volcanoes [Geosciences, M.S. (Geospatial Analysis Concentration) Graduate Student: Richard Freeman]; Meet Your Personal Librarian; Where Are They Now? [Melissa Wilson]; Solving Puzzles with Algebra [Mathematical Sciences, M.S. Graduate Student: Amanda Justus]; Where Are They Now? [Raquel Fratta]; A Closer Look at Perceptions of Chinese Business [Professional Communication, M.A. Graduate Student: Xueyi LI]; Improving Care for Children with Cleft Lip & Palate [Communicative Disorders, M.S. (Speech Pathology Concentration)]; Where Are They Now? [Hilary Anne Gibson]https://dc.etsu.edu/illuminated/1011/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/illuminated/1.
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From the School of Graduate Studies; Hailing the Future [Edward Hall, Applied Computer Science, M.S.]; The Effects of "Bath Salts" on the Brain [Serena Allen, Biomedical Sciences, Ph.D., Backing Up the Unsung Heroes of Appalachian Education [Drs. Fox, Mims, Baroszuk with Olakunle Joseph Oni]; Caring for a Performer's "Instrument" [Heather Smith, Speech-Language Pathology, M.S.]; Where Are They Now? [Lawence Loving, Jenna Middlebrooks, and Jami Winstrom]; Tudo Roses, Milanese Mercenaries, and the Laws They Manipulated to Maintain Power [Heather Alexander, History, M.A.]; Positive Deviance: An Assests-Based Approach to Solving Health Disparities [Olivia Egen, Community Health, Dr.PH]; The Pure Math Behind Brands [Andrew Sweeney, Mathematical Sciences, M.S.], ETSU Student Receives TCGS Award [MD Salman Ahmed]https://dc.etsu.edu/illuminated/1001/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/illuminated/15.
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From the School of Graduate Studies; Nordic Noir [Bradley Hartsell English, M.A.]; Research Grant Recipients [Shina Bhatia, Byron Brooks, Jesse D. Daniel, Wesley Drew Gill, Jesi Hall, Joseph Kusi, Areej Mosa, Claiborne Daniel Sea]; Where Are They Now? [Olushola Aromona Professional Communications, M.A., 2016]; Where Are They Now? [Nathan Cunningham Public Health, M.P.H., 2014]; The Appalachian Student Research Forum- Dipping A Toe Into The Pool Of Academia; Where Are They Going? [Maike Klein Counseling, M.A., 2017]; Where Are They Now? [Russell Ingram Biology, M.S. (Biology), 2013]; The Balancing Act [Elizabeth Hall Clinical Nutrition, M.S.]; Where Are They Going? [Vijay Tiwari Biology, M.S. (Biology), 2016]; Where Are They Now? [Jeni Hunniecutt Professional Communication, M.A., 2013]; Opening Communication Between Health Care Providers And Patients [Stephanie Mathis, Community Health, Dr.P.H.]; Inside the Minds of Spiders [Rebecca Wilson Biological Sciences, Ph.D.]; Where Are They Now [Rickey Bump Art, M.F.A. (Studio Art), 2016]https://dc.etsu.edu/illuminated/1002/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/illuminated/3.
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From the School of Graduate Studies; Research Grant Award Recipients; Cesium Adsorption in the Environment [Kenneth Seaton Chemistry, M.S.]; Social Media and Health Information [Anthony Peluso Public Health, M.P.H]; Where Are They Now? [Samuel Kakraba Mathematical Sciences, M.S., 2015 Colton Watts Biology, M.S., 2014]; The Forgotten Law Enforcement Officers [Caitlin Botelho, Sociology, M.A.]; Asking the Right Questions [Jedaidah Chilufya Biology, M.S]; Where Are They Now? [Saundra Reynolds Liberal Studies, M.A.L.S., 2016 Kathleen Klik Psychology, Ph.D., 2015]; The Epidemiology of Hepatitis C [Yang Chen Public Health, Dr.P.H]; Criminal Justice and Sex Offenders [Maria Aparcero-Seuro Criminal Justice and Criminology, M.A.]; Student Affairs: Putting Students First [Dr. Joe Sherlin Vice President for Student Affairs, Dr. Jeff Howard Associate Vice President for Student Engagement, Dr. Michelle Byrd Associate Dean of Student]; Where Are They Now? [Tonya Hensley Nursing, D.N.P., 2014]https://dc.etsu.edu/illuminated/1004/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/illuminated/5.
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From the School of Graduate Studies; Where Are They Now? [Featuring Wendee White, Ariel Ford, Dr. Gene Couch & Tasha Keys]; Planning for Success [Dr. Wendy Doucette Graduate Studies Librarian]; Oregon’s Right to Choose: Decisions About Dying with Dignity [Sociology, M.A. Graduate Student: Erin Mauck]; When Pathogens Don’t Share Well: Exploring How Chlamydial Infections Prevent Herpes Virus Disease [Biomedical Sciences, Ph.D. Graduate Student: Jessica Slade]; Improving Education Through Research [Elementary Education, M. Ed. Graduate Student: Kelly Stapleton]; Controlling Lipid Synthesis [Biomedical Sciences, Ph.D. Graduate Student: Muhammad Mahbubur Rahman]; English [English, M.A. Graduate Student: Inga Sarkodie]; The Mechanism of Atr and Cancer Research [Biomedical Sciences, Ph.D. Graduate Student: Benjamin Hilton]; Monstrous-Femininity: Reevaluating the Lawrentian Woman [English, M.A. Graduate Student: Dusty Brice]; Research Grant Awardshttps://dc.etsu.edu/illuminated/1006/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/illuminated/7.
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Where Are They Now? [Geoff Adebonojo & Marla Perna]; Evidence from the Earth: Researching Cranial Material of Mio-Pliocene Salamanders at the Gray Fossil Site [Geosciences, M.S. (Paleontology) Graduate Student: Hannah Darcy]; Healthy Plant-Based Fats: An Ongoing Exploration of Triacylglycerol Oil Accumulation in Plants [Biology, M.S. (Biology) Graduate Student: Parker Dabbs]; ETSU Housing and Residence Life [Dr. Bonnie Burchett]; The Creative Process: Paintings Inspired by History and Connectivity [Art, M.F.A. (Studio Art) Graduate Student: Katherine Block]; Maternal and Child Health: Informing and Encouraging Healthy Families [Public Health, Dr.P.H. (Epidemiology) Graduate Student: Marc Stevens, Jr.]https://dc.etsu.edu/illuminated/1008/thumbnail.jpg
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McLean-Anderson, Gloria. "A critical evaluation of the research experiences of master and doctoral students at Technikon Natal." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49815.
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Thesis (MPhil)--Stellenbosch University, 2004ENGLISH ABSTRACT: There are indications that the emergence of global trends in the production and dissemination of knowledge is influencing science policies worldwide, and compelling universities and technikons in South Africa to become more market oriented, competitive and entrepreneurial. Some of these trends include new modes of knowledge production, increased financial and academic accountability and distance education. The changing higher education landscape worldwide has implications for South African tertiary institutions. In addition, one of the objectives of the democratic government that took power in 1994 was to transform higher education. The publication of the White Paper on Education in 1997, the establishment of the Council on Higher Education (CHE) and the Higher Education Quality Committee (HEQC), and the National Plan for Higher Education in 2001 heralded the beginning of change. Consequently, it became necessary for higher education institutions to deliberate on the future course of their undergraduate and postgraduate teaching and training programmes. In this context, it is important for universities and technikons to understand the needs of their postgraduate students. The overall aim of this study was to identify the perceptions of ex-Technikon Natal (now the Durban Institute of Technology) postgraduate students on their research experiences with regard to supervision, communication, the Technikon generally, availability of resources, finance, time, departments, faculties, research, research methodology, statistics, library and expertise. The particular focus was on postgraduate students registered at the Technikon Natal in 2001, whether or not they had submitted their research proposals. A postal survey was carried out to determine the students' perceptions of their research postgraduate experiences at the then Technikon Natal. The results of the survey indicate that the majority of postgraduate students have a negative perception of the Technikon. Students feel that there are insufficient experienced supervisors available for consultation, leading to unacceptable delays. With regard to communication, students feel that the Technikon does not disseminate enough information on processes and procedures about postgraduate issues. Overall, students in the Health Sciences are more dissatisfied than students in the other faculties. In fact, the postal survey reveals that students in these other faculties are more positive than negative about their postgraduate experiences. However, it is worth pointing out that a large proportion of Science and Engineering students (38%) are undecided on this matter. It is interesting to note that the open-ended comments section at the end of the questionnaire reveals far more negative perceptions than the closed questions. Students are dissatisfied about the lack of modern computer facilities and available funds. They also feel strongly that it takes too long to get a research proposal approved. The majority feels that a postgraduate information kit would assist greatly. Comments about Research Methodology as a subject are particularly negative with regard to statistics, and the course, which they feel is too general. Students do not seem to have any major difficulties with the library services. The Technikon has to put structures in place to improve these negative perceptions and manage the students' needs. Combined with the impact of the merger of the former Technikon Natal and M.L. Sultan Technikon, the effects of which are not yet fully understood, the new Durban Institute of Technology should give serious consideration to the needs of its postgraduate population, especially in the Faculty of Health.
AFRIKAANSE OPSOMMING: Globale tendense in die produksie en disseminasie van kennis blyk wereldwyd 'n invloed op wetenskapsbeleid te he en noodsaak universiteite (en ook technikons in Suid-Afrika) om 'n groter markgerigtheid, mededingendheid en ondernemingsgees te openbaar. Hierdie globale tendense behels, onder andere, 'n verskuiwing na nuwe modi van kennisproduksie, sowel as 'n toename in finansiele en akademiese verantwoordbaarheid, en afstandsonderrig. Suid-Afrikaanse tersiere instellings kan hierdie wereldwye veranderinge in die landskap van hoar onderwys moeilik ontsnap. Daarbenewens het die demokratiese regering, wat in 1994 aan bewind gekom het, dit ten doel gestel om hoar onderwys in die land te transformeer. In 1997 het die eerste veranderinge ingetree met die publikasie van die Witskrif op Onderwys, en dit is in 2001 opgevolg met die totstandkoming van die Raad op Hoar Onderwys (CHE), die Hoar Onderwyskwaliteitskomitee (HEQC), en die Nasionale Plan vir Hoar Onderwys. Gevolglik het dit nodig geword dat hoar onderwysinstellings oorleg pleeg rakende die toekomstige verloop van voorgraadse en nagraadse onderrig- en opleidingsprogramme. Binne hierdie konteks is dit nodig vir universiteite en technikons om begrip te he vir die behoeftes van hul nagraadse studente. Die oorhoofse doel van hierdie studie was om die persepsies te identifiseer van nagraadse studente aan die eertydse Technikon Natal (nou deel van die Durban Instituut vir Tegnologie). Die fokus was op studente se navorsingservarings met betrekking tot supervisie, kommunikasie, die technikon in die algemeen, die beskikbaarheid van hulpbronne, finansies, tyd, departemente, fakulteite, navorsingsmetodologie, statistiek, biblioteekfasiliteite en kundigheid. Studente wat in 2001 aan die Technikon Natal geregistreer was, is by die ondersoek betrek, ongeag of die student 'n navorsingsvoorstel ingedien het of nie. 'n Posvraelys-opname is gebruik. Die resultate van die opname toon die meerderheid nagraadse studente het 'n negatiewe persepsie van die Technikon. Die studente voel daar is nie genoeg ervare studieleiers om te raadpleeg nie, en dit lei tot onnodige vertragings. Wat kommunikasie betref, voel die studente dat die Technikon nie genoeg inligting omtrent nagraadse prosesse en prosedures versprei nie. In geheel gesien, het studente in die Gesondheidswetenskappe 'n veel groter ontevredenheid uitgespreek as studente in ander fakulteite. In die ander fakulteite was 'n geringe persentasie studente meer positief as negatief omtrent hul nagraadse ervaring. 'n Redelike persentasie studente in die Natuur- en Ingenieurswetenskappe (38%) was egter besluiteloos in hul opinie. Verder het die oop vrae aan die einde van die vraelys, wat kommentaar versoek, veel meer negatiewe as positiewe persepsies ontlok. Die studente is ontevrede met die gebrek aan moderne rekenaarfasiliteite en beskikbare fondse. Hul voel dat dit te lank neem om 'n navorsingsvoorstel goedgekeur te kry. Die meerderheid is van mening dat 'n nagraadse informasiepakket van groot waarde sou wees. Die kommentaar omtrent Navorsingsmetodologie as 'n vak is besonder negatief, veral wat statistiek bet ref, en hulle voel die kursus is te algemeen. Die studente blyk nie ernstige probleme met biblioteekdienste te he nie. Die technikon moet derhalwe strukture in plek stel ten einde die negatiewe persepsies van die studente aan te spreek en hul behoeftes doeltreffend te bestuur. Tesame met die impak van die samesmelting (waarvan die effek nog nie ten volle begryp word nie), moet die instelling ook ernstige oorweging skenk aan die behoeftes van die nagraadse populasie, veral in die Fakulteit van Gesondheid.
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Jhan, Yi-hsing, and 詹以行. "Graduate Recital Research." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/17013610296631393500.
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碩士東海大學
音樂系
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This graduate recital research is about six works of trumpet, including Tartini's Concerto in D for Trumpet and Orchestra, Haydn's Concerto in Eb for Trumpet and Orchestra, Bellstedt's Napoli, Turrin's 3 Episodes and Ewazen's Ballade for a Ceremony. Each one has three parts about biographies, music analyses and interpretations.