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Dissertations / Theses on the topic 'Higher degree by research'
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McGregor, Rowena. "Education higher degree research students writing for publication." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63275/1/Rowena_McGregor_Thesis.pdf.
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Higher Degree Research (HDR) student publications are increasingly valued by students, by professional communities and by research institutions. Peer-reviewed publications form the HDR student writer's publication track record and increase competitiveness in employment and research funding opportunities. These publications also make the results of HDR student research available to the community in accessible formats. HDR student publications are also valued by universities because they provide evidence of institutional research activity within a field and attract a return on research performance. However, although publications are important to multiple stakeholders, many Education HDR students do not publish the results of their research. Hence, an investigation of Education HDR graduates who submitted work for publication during their candidacy was undertaken.
This multiple, explanatory case study investigated six recent Education HDR graduates who had submitted work to peer-reviewed outlets during their candidacy. The conceptual framework supported an analysis of the development of Education HDR student writing using Alexander's (2003, 2004) Model of Domain Learning which focuses on expertise, and Lave and Wenger's (1991) situated learning within a community of practice. Within this framework, the study investigated how these graduates were able to submit or publish their research despite their relative lack of writing expertise.
Case data were gathered through interviews and from graduate publication records. Contextual data were collected through graduate interviews, from Faculty and university documents, and through interviews with two Education HDR supervisors. Directed content analysis was applied to all data to ascertain the support available in the research training environment. Thematic analysis of graduate and supervisor interviews was then undertaken to reveal further information on training opportunities accessed by the HDR graduates. Pattern matching of all interview transcripts provided information on how the HDR graduates developed writing expertise. Finally, explanation building was used to determine causal links between the training accessed by the graduates and their writing expertise.
The results demonstrated that Education HDR graduates developed publications and some level of expertise simultaneously within communities of practice. Students were largely supported by supervisors who played a critical role. They facilitated communities of practice and largely mediated HDR engagement in other training opportunities. However, supervisor support alone did not ensure that the HDR graduates developed writing expertise. Graduates who appeared to develop the most expertise, and produce a number of publications reported experiencing both a sustained period of engagement within one community of practice, and participation in multiple communities of practice.
The implications for the MDL theory, as applied to academic writing, suggests that communities of practice can assist learners to progress from initial contact with a new domain of interest through to competence. The implications for research training include the suggestion that supervisors as potentially crucial supporters of HDR student writing for publication should themselves be active publishers. Also, Faculty or university sponsorship of communities of practice focussed on HDR student writing for publication could provide effective support for the development of HDR student writing expertise and potentially increase the number of their peer-reviewed publications.
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Marsden, Brian S. "Higher degree research as professional learning for teachers: A cohort perspective." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108055/2/Brian_Marsden_Thesis.pdf.
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This thesis explored how a cohort of six full-time teachers negotiated and explained their teaching practice as a result of their higher degree learning in a Master of Education. Reflections across multiple time phases of a research degree were analysed to understand how teachers negotiated the interdependent connections of knowledge production and reconstruction that occurred across their various ecologies of practices. The teachers reported an increasing confidence in critically evaluating and reflecting on their teaching practice, although the collisions between the circular time patterns of research learning and linear patterns of teaching practice were experienced as significant challenges.
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Murphy, Noela Winifred, and n/a. "Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning." Griffith University. Griffith Institute of Higher Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.172036.
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This thesis aims to contribute to the understanding of research higher degree supervision and thereby its enhancement. My study departs from the current emphasis on issues of practice to offer a set of scholarly understandings embedded in the beliefs that supervisors and candidates hold about supervision and closely related academic mailers. It is aligned with the movement over the past two decades towards concentrating on understanding why teachers and students behave in particular ways, rather than describing what they do and how they do it. I draw on the literature of research higher degree (RI-ID) supervision, the conceptual framework of beliefs research and Gadamer's concept of the hermeneutic circle to argue that supervision is best understood as a plexus of closely related educational beliefs about research, teaching, learning and supervision. Research from this perspective acknowledges supervisions plural, multifunctional character and its holistic nature. The beliefs construct recognises the powerful effect that individualsibeliefs and attitudes have on the way they define educational tasks, make related decisions and prefer to act. Thirty-four participants from one engineering faculty were interviewed about their beliefs about the four components of the supervision plexus. Entire transcripts were coded, using a three-phase, inductive method of analysis incorporating constant-comparative techniques and conceptual field principles, to reveal individuals integrated thinking about the whole process of supervision. This method ensures that the findings remain embedded in the data and retain the richness of individual experience. I identified four different core tendencies to the plexus, based on two bipolar frames - controlling/guiding and task-focussed/person-focussed kinds of beliefs. The result is four global orientations to supervision: controlling/task-focussed, controlling/person-focussed, guiding/task-focussed and guiding/person-focussed. Subcategories accommodate individuals whose beliefs differ in specific aspects but whose focal beliefs fit the global group. Each orientation is elaborated by an orientation belief profile - an integrated system of beliefs about the aspects of the plexus that are common to the individuals in that category iso the profiles describe the orientations as much as they describe the individuals in each category. The beliefs in each profile are organised into six belief clusters and different dimensions of the beliefs describe each orientation. To show the location, density and type of inter-linkages among beliefs and belief clusters orientation webs were drawn. The four webs exhibit a high degree of interconnectedness among beliefs, confirming my contention of a supervision plexus of co-dependent and logically interrelated components. Research findings indicate that practitioners beliefs about teaching are central and powerful in determining their supervisory goals and their predisposition towards particular pedagogical approaches to achieving them. With this advanced understanding of the pedagogy of supervision, a case is built for viewing research higher degree supervision as a teaching activity within the university, and positing its management as a 'joint portfolio' between the teaching and learning centre and the research centre of the university. Other findings are that controlling/task-focussed beliefs are generally favoured by RI-ID candidates and that guiding/person-focussed beliefs more commonly describe the way supervisors think about supervision. Although their strategic enactment may differ according to circumstance, beliefs were found to be consistent across contexts. The supervisors role in shaping candidates' beliefs is seen to be diminished by the influence of candidates' preexisting beliefs about teaching. The study establishes a variety of understandings about supervision within this one engineering faculty, suggesting that pedagogical understandings may be more powerful than disciplinary expectations and attitudes as determinants of supervisory behaviour. The view of RI-ID supervision discussed in this thesis builds on the earlier research in meaningful ways that enhance our understanding of the process as a whole. The thesis provides possibilities for linking that research with more fruitful and rewarding doctoral experiences for supervisors and candidates.
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McGhie-Anderson, Rose. "Advanced nursing education| Critical factors that influence diploma and associate degree nurses to advance." Thesis, Barry University School of Nursing, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10115703.
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<p> <b>Background:</b> Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts. </p><p> <b>Purpose:</b> This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education. </p><p> <b>Philosophical Underpinnings:</b> A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study. </p><p> <b>Method:</b> Data were collected from two groups of participants using a face-to-face semistructured interview. The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level. </p><p> <b>Results:</b> Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically. </p><p> <b>Conclusions:</b> The study concluded by elucidating that professional advancement was the social process that grounds. Hence, the emergent theory was; <i>The Theory of Professional Advancement.</i></p>
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Hill, Geof. "Promoting congruence between the inquiry paradigm and the associated practices of higher degree research." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36661/1/36661_Digitised%20Thesis.pdf.
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In this study I examine a number of educational practices in higher education from the insider perspective of a research student. By using my own stories of undertaking two research higher degrees, both with post-positivist research paradigms, I analyse the interrelationships between a student and their supervisors and examiners, and explore ways in which those relationships can be influenced by the student's nominated research paradigm.
The research paradigm underpins the way in which a student undertakes their research and documents that research. Literature suggests that the research paradigm has potential to influence the supervision and examination of that research. In this study I have explored that potential with a particular focus on a research paradigm consisting of a constructivist ontology and a practice epistemology.
While the use of my own story is not presented as being generalisable, the analysis generates a number of issues related to my own student practices and my expectations about supervision and examination of a higher degree. I believe these issues are relevant to other higher degree students and their supervisors and examiners.
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Cooper, ShaRonda M. "From There to Here: The Experiences of Historically Black College and University Graduates in Pursuit of an Advanced Degree from a Predominately White Research University." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490632000441306.
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Morgan, Verity. "Policy enactment and complexity: A case study of a master of philosophy." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214320/1/Verity_Morgan_Thesis.pdf.
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This study contributes to understanding the master by research as a policy object, and provides insight into how policy work is done at universities. It utilises Stephen Ball’s theorisation of policy enactment with theories of complexity to explore the tensions that frame aspirations for a new master by research at a large modern university. Findings identified that experiences in, and of, the MPhil are complex and, at times, contradictory and point to a need to better understand policy intentions, decisions, and experiences when creating courses and educational experiences in the future.
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Charity, Ian. "PhD and professional doctorate : higher degrees of separation?" Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/837/.
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This thesis presents an exploration of the "purpose and process" of doctoral education and has twin, equally valuable, purposes: to make an original theoretical contribution and to improve professional practice in this area. This work addresses the lack of pedagogical research into doctoral education at a time when changing perspectives are reshaping the doctoral education landscape. A number of alternatives to the traditional research PhD now exist and this has generated debate as to the specific differences between the various programmes. This research explores the purpose and process of doctoral education from the perspective of the traditional PhD and the professional doctorate and uses Northumbria University as the case study institution. This research is timely since at Northumbria new doctoral programmes are being established and existing professional doctorate programmes are undergoing significant revisions to try and provide distinctive alternatives to the PhD. The current debates regarding the strengths and weaknesses of the PhD and professional doctorates are presented and three key processes of doctoral study are critically reviewed; knowledge generation, supervision and assessment. A distinguishing feature of this research is my own position within the research setting: I am both a DBA student and a member of staff involved with the delivery of doctoral programmes. Furthermore, the product of the research itself is enmeshed with the research topic and I introduce the concept of "compounded insiderness" to describe this situation. Methodologically, this has lead to the adoption of a constructivist ontological stance coupled with an interpretivist theoretical perspective for analysis. The subjectivity of this research and my influence on the research process has been acknowledged as a central feature, demonstrated through reflexive behaviour. The research strategy is inductive in nature with data generated through twenty-two ethically conducted interviews with purposively selected participants in the doctoral research community at Northumbria University. Software has been used to store, organise and manipulate the data that were then analysed using a combination of concept driven and data driven coding structured using Nigel King's template analysis method. Student perceptions were analysed separately within PhD and professional doctorate subgroups and then compared across the two programmes whereas the staff interview data were analysed as a whole. I argue that this research is highly transparent and has the potential to be transferable to other higher education intuitions. This research makes an original theoretical contribution by concluding that, at a broad level of comparison, the taught stage of the professional doctorate separates the routes initially but once the research phase is underway, the PhD and professional doctorate at Northumbria University overlap considerably. Where differences exist, these are subtle and more likely to be related to the purpose of the programmes rather than any tangible differences that would be experienced by students in terms of process. Staff may see the programmes as "notionally different", but the interpretation of the purpose of a professional doctorate is subject to debate, particularly with regard to "making an original contribution to knowledge" and the role of theory. As a consequence, this raises serious questions regarding assessment. Professional doctorates are caught in a difficult position, since they desire to be different to a PhD and to attract different candidates, but must maintain a level of academic parity in order to be attractive. This research aims to improve professional practice at Northumbria University by raising awareness of similarities and differences between the programmes and it has already made an impact in this respect.
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Johnston, Rita Audy. "Experiential Journey of Females Who Enter or Re-enter College Later in Life to Degree Completion." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587.
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Stevenson, Kylie J. "Creative River Journeys: Using reflective practice to investigate creative practice-led research." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2025.
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This ‘Creative River Journey’ doctoral study explored the processes of art practice and knowledge-making by six artist–researchers engaged in creative higher degrees by research (HDR) at Edith Cowan University (ECU) in three arts disciplines—performing arts, visual arts, and creative writing. The study applied the Creative River Journey (CRJ) reflective practice strategy, originally applied as the River Journey tool in music education (Burnard, 2000; Kerchner, 2006), but further developed by the researcher into a three-phase reflective practice strategy for its application in complex practice-led research projects over the extended period of the participants’ HDR studies. Six rich cases studies of HDR artist– researchers, and their reflective practice and practice-led research, resulted. The researcher took an a/r/tographical approach (Irwin & de Cossen, 2004) and specifically focused on inquiring into the intersection between arts practice, practice-led research, and HDR creative arts training and pedagogy. The study addresses three questions in relation to these three concepts about what the application of the CRJ strategy to the creative process elucidated for, and about, the HDR artist–researcher. A fourth question addresses the experiences and evaluations by participants of the CRJ strategy.
The ‘Creative River Journey’ study aimed to examine the way that reflective practice and the CRJ reflective strategy might add to emerging practice-led research methodologies for individual artist–researchers and the field of practice-led in general. In the past decade, there has been a significant continued discussion about the nature of research in the creative arts (for example, Nelson, 2013; Barrett & Bolt, 2007; Smith and Dean, 2009). This study adds the perspective of the HDR artist–researcher engaged in a creative arts doctorate to this discussion. The study’s HDR perspective joins existing Australian contextual reviews of practice-led research, for example, effective supervision of creative practice higher degrees (Hamilton & Carson, 2013a), and examining doctorates in the creative arts (Webb, Brien & Burr, 2012). This study advances this discussion by providing rich case studies of HDR practice-led research from the outsider perspective of the researcher whilst, at the same time, providing a unique insider perspective as the researcher acts as a co-constructor of the participants’ reflective practice, and as the participants independently document their creative practice and reflective practice strategies.
This thesis will demonstrate that the CRJ reflective strategy is an innovative way of exploring the relationship between the creative and critical components in creative arts higher education degrees. The strategy generated knowledge about how each artist–researcher engaged in a meld of practice and research in the art-making process within practice-led research, and brought to light key critical moments in the practice-research nexus. Of consequence to the knowledge outcomes for the HDR artist–researchers in the study is how these captured the phenomena of their praxis, and thus was a useful documentation approach to their practice-led research. This thesis will make evident the ‘Creative River Journey’ study’s contribution to the rich established field of practice-led research in general, made possible through the deliberate pedagogical interventions of the CRJ reflective strategy.
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German, Millberg Lena. "Akademisering av specialistsjuksköterskans utbildning i Sverige : Spänningsförhållanden med anledning av utbildningsreform i enlighet med Bologna." Licentiate thesis, Karlstads universitet, Avdelningen för omvårdnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15627.
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Licentiatavhandlingens övergripande syfte var att studera konsekvenser av ökad akademisering och akademiskt lärande inom Svensk specialist-sjuksköterskeutbildning efter genomförande av ny utbildningsreform enligt Bologna. Bakgrund: Specialistsjuksköterskor förväntas i dagens hälso– och sjukvård att kunna bedriva en patientsäker och evidensbaserad vård, vilket kräver akademisk kompetens. Utbildningen till specialistsjuksköterska fördes i och med Bolognaprocessens införande i Sverige 2007 till avancerad utbildningsnivå. Både yrkesexamen och akademisk examen (magisterexamen) skulle inkluderas och integreras i samma utbildning. Detta medförde en förändring från en ämnesinriktad (samlingskodsinriktad) läroplan till en läroplan som syftar till att integrera ämnen (integrationskodsinriktad). Förutom ämnesintegrering skulle yrkesspecifika mål integreras med akademiska mål. Metod: Artikel I genomfördes i form av ett didaktiskt aktionsforskningsprojekt som pågick under 2½ år. En projektledningsgrupp (n=15-18) från fem lärosäten bildades. Denna grupp har aktivt deltagit i hela aktionsforskningsprocessen och vid projektmöten. Vid varje lärosäte utsågs en projektansvarig som ansvarade för den lokala aktionsforskningsprocessen. Dessa personer samlande in data i form av kursplaner, utbildningsplaner, studiehandledningar, minnesanteckningar från lärarmöten och möten med vårdverksamheter samt minnesanteckningar från forskargruppensmöten. Analys har gjorts med hjälp av konstant komparativ analysmetod. I artikel II användes konstruktivistisk Grounded Theory för att samla in och analysera data. Datainsamlingen påbörjades utifrån specialistsjuksköterskestudenters svar på en enkäts öppna fråga (n=120) i samband med utbildningens avslutning 2009 och 2010. Enkätsvaren reste frågor om specialistsjuksköterskans akademiska lärande. För att inhämta en djupare förståelse genomfördes intervjuer med specialistsjuksköterskor (n=12) som yrkesarbetat mellan 5 och 12 månader efter sin examen. Intervjuerna genomfördes från juni till oktober 2011. Avslutningsvis jämfördes svaren på den öppna enkätfrågan med analysen av intervjuerna. Resultat: Vid utbildningsreformens införande fanns pedagogiska motsättningar och didaktiska svårigheter som gav upphov till spänningsförhållanden mellan vårdutveckling, forskning, yrkesspecifika mål och akademiska mål. Spänningsförhållanden framkom också när specialistsjuksköterskorna inte erfor att deras akademiska kompetens tillvaratogs och värderades i vårdverksamheten. När stöd inte fanns för akademiskt lärande uppkom villrådighet och specialistsjuksköterskorna blev ambivalenta över om akademiskt lärande var meningsfullt. För att främja meningsfullt akademiskt lärande framhåller deltagarna betydelsen av samverkan och gemensamma arenor mellan lärosäten och vårdverksamhet där nyttoaspekten med akademiskt lärande tydliggörs. De spänningsförhållanden som framkommer var av både positiv och negativ karaktär.
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Corley, Alton L. "The predictive influence of variables in three different academic learning environments on the intentions of music education majors to leave the degree program." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4228/.
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Attrition rates among students in music teacher training programs have contributed to a shortage of qualified music teachers for the nation's schools. The purpose of this study was to investigate the predictive relationship of academic variables in three different learning environments and the intent of a select population of music education majors to leave the degree program. The study drew upon the work of Tinto, Bean and Astin to form a theoretical foundation for examining variables unique to student withdrawal from the music education degree plan. Variables were examined within the context of three different learning environments: (1) applied lessons, (2) ensembles and (3) non-performance courses. Participants were 95 freshmen and sophomore music education majors at a public university who were enrolled in the music education degree program during the spring semester, 2002. Data included participant responses on the Music Student Inventory (MSI), a questionnaire developed specifically for the study, and grade data from university records. Independent variables in the study included participants' perceptions of (1) Ensemble experiences, (2) Applied lesson experiences, (3) Non-performance music course experiences, (3) Course requirements, and (4) Performance growth. Additional variables included: (1) Ensemble placement, (2) Course grades for music theory, applied lessons and aural skills, and (3) cumulative grade point averages. Gender interactions were also examined. The dependent variable in the study was intent to withdraw from the music education program. Data were analyzed using a binary logistic regression procedure. Results of the analysis indicated that none of the variables tested were statistically significant predictors of subjects' intentions to withdraw from the music education degree program. Gender interactions were not evident among the variables. Although statistically insignificant, the strongest predictor of the variables represented by questionnaire responses was lesson experiences. The ana ysis of course grades for music theory, applied lessons and aural skills failed to produce a statistically significant main effect, but applied lesson grades produced the strongest effect in the model. Results of the study suggest that students' intentions to withdraw from the music education program are related to variables other than those representing the academic component of the music education program.
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Page, Christopher. "INFLUENCES ON DOCTOR OF EDUCATION STUDENTS WHO HAVE COMPLETED ALL PROGRAM REQUIREMENTS BUT DISSERTATION." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3712.
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This study explored the influences on Doctor of Education (Ed.D.) students who have completed all required coursework for their degree, but have not finished their dissertation, in an effort to identify factors influencing degree completion. Past research documents an increased time-to-degree (TTD) for Ed.D. students, which has a negative impact on K-12 and higher education, as well as on business, government, and society. This study examined Ed.D. students enrolled at a private teaching college in northern California by use of a survey built upon the framework of Bean’s nine themes of college student retention. It analyzed demographic indicators as well as the professional and personal priorities and how these characteristics interface with the demands of completing a doctoral dissertation. The results highlight key differences between Ed.D. students and other graduate and undergraduate students to understand the reasons behind their increased TTD.
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Henderson, Nicholas Paul. "Towards an understanding of lay ecclesiology in the Anglican Communion : statistically based research conducted in five provinces of the Anglican Communion for submitting a thesis to be examined for a higher degree." Thesis, University of Wales Trinity Saint David, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683233.
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Rice, Tamara Jean. "Riding Out the Waves: Community College Transfers Graduating with Bachelor's Degrees." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206385493.
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Clovis, Meghan A. "An Investigation of the Effects of Taking Remedial Math in College on Degree Attainment and College GPA Using Multiple Imputation and Propensity Score Matching." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3573.
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Enrollment in degree-granting postsecondary institutions in the U.S. is increasing, as are the numbers of students entering academically underprepared. Students in remedial mathematics represent the largest percentage of total enrollment in remedial courses, and national statistics indicate that less than half of these students pass all of the remedial math courses in which they enroll. In response to the low pass rates, numerous studies have been conducted into the use of alternative modes of instruction to increase passing rates. Despite myriad studies into course redesign, passing rates have seen no large-scale improvement. Lacking is a thorough investigation into preexisting differences between students who do and do not take remedial math.
My study examined the effect of taking remedial math courses in college on degree attainment and college GPA using a subsample of the Educational Longitudinal Study of 2002. This nonexperimental study examined preexisting differences between students who did and did not take remedial math. The study incorporated propensity score matching, a statistical analysis not commonly used in educational research, to create comparison groups of matched students using multiple covariate measures. Missing value analyses and multiple imputation procedures were also incorporated as methods for identifying and handling missing data.
Analyses were conducted on both matched and unmatched groups, as well as on 12 multiply imputed data sets. Binary logistic regression analyses showed that preexisting differences between students on academic, nonacademic, and non-cognitive measures significantly predicted remedial math-taking in college. Binary logistic regression analyses also indicated that students who did not take remedial math courses in college were 1.5 times more likely to earn a degree than students who took remedial math. Linear regression analyses showed that taking remedial math had a significant negative effect on mean college GPA. Students who did not take remedial math had a higher mean GPA than students who did take remedial math. These results were consistent across unmatched groups, matched groups, and all 12 multiply imputed data sets.
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Powae, Wayne Ishmael. "Fair trade coffee supply chains in the highlands of Papua New Guinea : do they give higher returns to smallholders? : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Applied Science at Lincoln University /." Diss., Lincoln University, 2009. http://hdl.handle.net/10182/1413.
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This research focussed on Fair Trade (FT) coffee supply chains in Papua New Guinea. Three research questions were asked. First, do small holders in the FT chains receive higher returns than the smallholders in the conventional chains? Secondly, if smallholders in the FT coffee chains receive higher returns from their coffee than the smallholders in the conventional chains, what are the sources of these higher returns? Finally, if smallholders in the FT chains don't receive higher returns than in the conventional chains, what are the constraints to smallholders receiving higher returns from the FT coffee chains than the conventional chains? A conceptual framework for agribusiness supply chain was developed that was used to guide the field work. A comparative case study methodology was selcted as an appropriate method for eliciting the required information. Four case study chains were selected. A paired FT and conventional coffee chains from Okapa and another paired FT and conventional chains from Kainantu districts, Eastern Highlands Province were selected for the study. The research found that smallholders in the FT chains and vonventional chains receive very similar prices for their coffee (parchment price equivalent). Hence, there was no evidence that smallholders in the FT chains received higher prices or returns from their coffee production than smallholders in conventional chains. This study also found that there was no evidence of FLO certification improving returns to smallholders in the FT chains over those returns received in the conventional chains, but the community that the FT smallholder producers come from did benefit. The sources of these community benefits lies in the shorter FT chains and the distributions of the margin that would have been otherwise made by processors to producers, exporters and the community. In addition, this study found that constraints associated with value creation are similar in all the four chains studies. However, there are some added hurdles for the FT chains in adhering to FT and organic coffee standards. Moreover, FT co-oeratives lacked capacity to trade and their only functions were to help with FLO certification and distribute the FT premium to the community. The findings of this research support some aspects of the literature, but not others. The research contribution is the finding that in this period of high conventional coffee prices, returns to smallholders from FT chains were no bettter than the returns gained in conventional chains, which leads to oppotunism and lack of loyalty by smallholders in the FT chains. The other contribution of this research is in identifying a particular type of free rider who is not a member of the FT co-operative but has right to the community benefits generated by the FT chain.
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Fallshaw, Eveline Mcintyre. "Quality : reality, rhetoric and the locus of control in taught masters degrees in Hong Kong /." Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18598602.
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Lermanda, Manuel O'Ryan. "Trace forms of higher degree /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055157698.
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Pao, Tammy Crews. "Nontraditional Student Risk Factors and Gender as Predictors for Enrollment in College Distance Education." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/4.
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The purpose of this dissertation was to examine whether nontraditional student age, female gender, and the possession of nontraditional student risk factors predict enrollment in distance education college courses. This dissertation used data from the most recent National Postsecondary Student Aid Study (NPSAS:12), which consisted of approximately 95,000 undergraduate students who were enrolled in higher education in 2011-2012. The results of a logistic regression analysis indicated that both nontraditional student age and female gender were strong predictors of enrollment in distance education, whereas the number of nontraditional student risk indicators was a partial predictor. As leaders in higher education are tasked with decreasing time to degree completion, it is hoped that the findings of this research will support distance education as one solution to this problem. Further exploration through the deconstruction of the nontraditional student risk index as defined by the National Center of Educational Statistics as well as examination of other factors such as ethnicity and GPA are needed to provide a more complete analysis of predictors of distance education enrollment as well as better data collection for distance education retention and success.
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Rupprecht, Christopher. "Cohomological invariants for higher degree forms." [S.l. : s.n.], 2003. http://deposit.ddb.de/cgi-bin/dokserv?idn=968328172.
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Benschop, Jacqueline. "Epidemiological investigations of surveillance strategies of zoonotic Salmonella : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University." Massey University, 2009. http://hdl.handle.net/10179/1025.
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This thesis is concerned with the application of recently developed epidemiological and statistical tools to inform the optimisation of a national surveillance strategy of considerable importance to human health. The results of a series of epidemiological investigations of surveillance strategies for zoonotic Salmonella are presented. Salmonella are one of the most common and serious zoonotic foodborne pathogenic bacteria globally. These studies were motivated by the increasing focus on the cost-effectiveness of surveillance while maintaining consumer confidence in food supply. Although data from the Danish Salmonella surveillance and control programme has been used in these investigations, the techniques may be readily applied to other surveillance data of similar quality. The first study describes the spatial epidemiological features of Danish Salmonella surveillance and control programme data from 1995 to 2004, using a novel method of spatially adaptive smoothing. The conditional probability of a farm being a case was consistently high in the the south-west of Sonderjylland on the Jutland peninsula, identifying this area for further investigation and targeted surveillance. The identification of clustering of case farms led into the next study, which closely examines one year of data, 2003, for patterns of spatial dependency. K-function analyses provided evidence for aggregation of Salmonella case farms over that of all farms at distances of up to six kilometres. Visual semivariogram analyses of random farm-level effects from a Bayesian logistic regression model (adjusted for herd size) of Salmonella seropositivity, revealed spatial dependency between pairs of farms up to a distance of four kilometres apart. The strength of the spatial dependency was positively associated with slaughter pig farm density. We describe how this might inform the surveillance programme by potentially targeting herds within a four kilometre radius of those with high levels of Salmonella infection. In the third study, farm location details, routinely recorded surveillance information, and industry survey data from 1995 were combined to build a logistic seroprevalence model. This identified wet-feeding and specific pathogen free herd health status as protective factors for Salmonella seropositivity, while purchasing feed was a risk factor. Once adjusting for these covariates, we identified pockets of unexplained risk for Salmonella seropositivity and found spatial dependency at distances of up to six km (95% CI: 2–35 km) between farms. A generalised linear spatial model was fitted to the Jutland data allowing formal estimation of the range of spatial correlation and a measure of the uncertainty about it. There was a large within-farm component to the variance, suggesting that gathering more farm level information would be advantageous if this approach was to be used to target surveillance strategy. The fourth study again considers data from the whole study period, 1995 to 2004. A detailed temporal analysis of the data revealed there was no consistent seasonal pattern and correspondingly no benefit in targeting sampling to particular times of the year. Spatiotemporal analyses suggested a local epidemic of increased seroprevalence occured in west Jutland in late 2000. Lorelogram analyses showed a defined period of statistically significant temporal dependency, suggesting that there is little value in sampling more frequently than every 10 weeks on the average farm. The final study uses findings from the preceding chapters to develop a zero-inflated binomial model which predicts which farms are most at risk of Salmonella, and then preferentially samples these high-risk farms. This type of modelling allows assessment of similarities and differences between factors that affect herd infection status (introduction) and those that affect the seroprevalence in infected herds (persistence and spread). The model suggested that many of the herds where Salmonella was not detected were infected but at a low prevalence. Using cost and sensitivity, we compared the results with those under the standard sampling scheme based on herd size, and the recently introduced risk-based approach. Model based results were less sensitive, but showed significant cost savings. Further model refinements, sampling schemes, and the methods to evaluate their performance are important areas for future work, and should continue to occur in direct consultation with Danish authorities.
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Omar, Mohammed Rafiq. "Aspects of higher degree forms with symmetries." Doctoral thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/16109.
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Bibliography: pages 113-119.<br>In Chapter One we develop a basis for studying higher degree alternating forms. The concepts and results we present are mostly obvious analogues of Harrison's treatment of higher degree symmetric forms. We explain antisymmetrization; discuss the derivative of an alternating form and its corresponding anticommutative polynomial; define alternating spaces and their direct sum; establish decomposition and cancellation results for alternating spaces; and construct a Witt-Grothendieck group of alternating spaces. In Chapter Two we discuss hyperbolic alternating space. We compute the centre, algebraic isometry group and its corresponding Lie algebra, and prove a descent result. There are important parallels with Keet's results for hyperbolic symmetric spaces, as well as significant differences, especially in the methods we employ. In Chapter Three we develop a framework for the study of two aspects of forms of general Young symmetry type: their hyperbolics, and a generalization of the Weil-Siegel duality between symmetric and alternating bilinear forms. We introduce notions like nondegeneracy, derivative of a form, and derivative and integral symmetry types, and are then able to construct a hyperbolic space which is cofinal for spaces equipped with a form of the same symmetry type, and show that symmetry types are Siegel duals in our generalized sense if they have the same derivative symmetry type. In Chapter Four we present a few results and observations concerning nondegeneracytype conditions on symmetric forms. These include: an extension of Harrison's proof that nonsingularity implies nonzero Hessian to forms of arbitrary degree; a discussion of s-nondegeneracy and s-regularity; and a relation between a strong nondegeneracy condition on forms of even degree and the catalecticant, a classical invariant.
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Ralph, Kirsten. "Understanding the experience of high workplace engagement in a team environment: workplace contributors and influences : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University." Massey University, 2009. http://hdl.handle.net/10179/1134.
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This research endeavors to understand people's experience of working in a highly engaged team, and specifically to understand the aspects of the work environment that contribute to their engagement. As participants' own perspectives and views are central to gaining a rich insight, a qualitative approach is taken. Twenty-five participants from a large government agency who had worked in highly engaged teams took part in five focus group discussions. The discussions were analysed following thematic analysis techniques, and a thematic network of three interrelated layers was developed to explain the findings. This thematic network focuses more on people's experiences of working in an engaging environment and the feelings associated with these experiences, whereas the literature focuses more on describing engagement and the aspects of the environment which contributes to engagement. At the base of the engagement model, developed from this research, are the seven aspects of the workplace that contribute to people's engagement: leadership; challenging and or varied work; access to knowledge; latitude and responsibility; social atmosphere; safety, trust and support; and respect. Above this are the feelings people connect with working in this environment: feeling at ease and relaxed, having a sense of achievement and satisfaction, and being valued or validated. The top layer of the model is the overall sense of what working in an engaging environment is about: feeling good in one's self. Three further observations are made. Firstly, the team is an important aspect in people's engagement, and a duality exists where the person and the team simultaneously influence each other. Secondly, engagement is an active process; it changes over time, has a lifecycle over people's careers, actively transfers between people and exists within a reinforcing loop. Lastly, engagement within this organisation, refers to a connection to the work or workplace: people were interested, participated, enjoyed and were connected to their work, but maintained a separation. There was no sense of merging one's identity with the work as noted within some of the literature on engagement.
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Inou, Hiroyuki. "Renormalization and rigidity of polynomials of higher degree." 京都大学 (Kyoto University), 2001. http://hdl.handle.net/2433/150398.
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Aparicio, Elyzza M. "Examining Latina/o STEM degree aspirations." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591621.
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<p> This quantitative study examined the STEM degree aspirations of Latina/o students. Harper's (2010) Anti-Deficit Achievement framework on students of color in STEM was utilized to frame this study. Secondary data from the Cooperative Institutional Research Program's (CIRP), Freshman and Your First Year in College surveys were used to complete T-tests, correlations, and hierarchical regression analyses to explore gender differences in STEM degree aspirants and habits of mind among Latinas/os. Findings include probable major in STEM, faculty interaction, highest degree planned, academic self-concept and the habits of the mind CIRP construct were significant predictors of degree aspirations. Habits of the mind at the end of the first year in college were predicted by academic disengagement, positive cross-racial interactions, academic self-concept, and college involvement. Implications for STEM policy, student affairs practice and future research are discussed.</p>
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Bishell, Aaron. "Designing application-specific processors for image processing : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science, Massey University, Palmerston North, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1024.
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Implementing a real-time image-processing algorithm on a serial processor is difficult to achieve because such a processor cannot cope with the volume of data in the low-level operations. However, a parallel implementation, required to meet timing constraints for the low-level operations, results in low resource utilisation when implementing the high-level operations. These factors suggested a combination of parallel hardware, for the low-level operations, and a serial processor, for the high-level operations, for implementing a high-level image-processing algorithm. Several types of serial processors were available. A general-purpose processor requires an extensive instruction set to be able to execute any arbitrary algorithm resulting in a relatively complex instruction decoder and possibly extra FUs. An application-specific processor, which was considered in this research, implements enough FUs to execute a given algorithm and implements a simpler, and more efficient, instruction decoder. In addition, an algorithms behaviour on a processor could be represented in either hardware (i.e. hardwired logic), which limits the ability to modify the algorithm behaviour of a processor, or “software” (i.e. programmable logic), which enables external sources to specify the algorithm behaviour. This research investigated hardware- and software- controlled application-specific serial processors for the implementation of high-level image-processing algorithms and compared these against parallel hardware and general-purpose serial processors. It was found that application-specific processors are easily able to meet the timing constraints imposed by real-time high-level image processing. In addition, the software-controlled processors had additional flexibility, a performance penalty of 9.9% and 36.9% and inconclusive footprint savings (and costs) when compared to hardwarecontrolled processors.
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Tarvainen, Josefine. "Improved failure detection with higher degree of statistical confidence." Thesis, KTH, Maskinkonstruktion (Inst.), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-183518.
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This master thesis has been performed by a request from Scania CV AB in Södertälje. Scania CV AB is a global company manufacturing heavy vehicles, such as busses and trucks. When developing a gearbox, an endurance test is made that shows failures, such as damaged gears or bearings. STP and delta-ANALYSER are used to discover this kind of failure. STP is developed by Scania CV AB, and it measures the vibration, oil pressure, temperature, etc. delta-ANALYSER is developed by Reilhofer. It is a measuring system that detects failures in the gearbox by comparing the vibrations with a reference. The main issue is that these tests are time consuming. The goal is to cut time and still be able to follow the results more accurately and in an early stage receive failure reports from bearings and gears. Accelerate the tests is not possible, because the test-rig is already heavily accelerated. The purpose of the thesis is to investigate existing methods for a more precise detection of a damage that has reached a certain size, also be able to isolate the source of a defect to a specific gear. In this thesis project different methods for detection of damages has been identified: vibration, thermography, acoustic emission, ultrasonic, oil analysis, etc. After an internal discussion, a combination of two methods: oil analysis and vibration, were chosen. Companies demonstrated their oil analysis systems. Advantages and disadvantages were discussed and it was decided to continue with an oil particle sensor, OPCom FerroS, from ARGO HYTOS, that detect the oil particles with a magnet in the flow of oil. The final system for detection of damages is a combination of OPCom FerroS and Scania’s current system: delta-ANALYSER and STP. The developed detection system was evaluated by the set system requirements, showing that the system meet 22 of the 33 tested requirements. All requirements could not be verified and needs more investigation and tests.<br>Detta examensarbete har utförts på uppdrag av Scania CV AB i Södertälje. Scania CV AB är ett globalt företag som tillverkar tunga fordon, såsom lastbilar och bussar. Vid utveckling av en växellåda, är ett livslängdsprov genomfört för att upptäcka typiska fel, t.ex. skadade kugghjul eller lager. Idag används två system, STP och delta-ANALYSER, för att upptäcka fel. STP har utvecklats av Scania CV AB, och det används för att mäta vibration, oljetryck, temperatur, etc. Delta-ANALYSER är framtaget av Reilhofer. Det är ett mätsystem som detekterar fel i växellådan genom att jämföra vibrationer med en referens. Det största problemet är att dessa system är tidskrävande. Målet är att förkorta provtiden men fortfarande erhålla tydliga resultat och i ett tidigt stadium erhålla en rapportering av skador på lager och kugghjul. Det är inte möjligt att accelerera proven eftersom provriggarna redan är kraftigt accelererad. Målet med examensarbetet är att göra en undersökning av befintliga system som kan tänkas vara användbara för tidig detektering av utfall kopplat till en viss storlek och kunna isolera felkällan till en viss del av växellådan. I detta examensarbete har flera tekniker för detektering av skador identifierats: vibration, termografi, akustisk emission, ultraljud, oljeanalys, etc. Efter en intern diskussion så valdes det att kombinera två olika tekniker, oljeanalys och vibration. Flera olika företag som jobbar med oljeanalys demonstrerade sina system. Fördelar och nackdelar diskuterades och det valdes att gå vidare med en oljepartikelsensor, OPCom FerroS, från ARGO HYTOS, som med hjälp av en magnet i oljeflödet kan detekterar oljepartiklar. Det slutgiltiga systemet för detektering av skador blev en kombination av OPCom FerroS och Scanias nuvarande system: delta-ANALYSER och STP. Det utvecklade detekteringssystemet utvärderades med de ställda kraven och det påvisade att systemet uppfyller 22 av de 33 testade kraven. Alla krav kunde inte verifieras och kräver vidare undersökningar och tester.
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Keet, Arnold Peter. "Topics in the algebraic theory of higher degree forms." Doctoral thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17338.
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Bibliography: pages 112-114.<br>Let d≥2 be an integer and let F be a field. A form of degree d over F is a polynomial of homogeneous degree d with coefficients in F. In degree d=2 there is an extensive theory of quadratic forms. We consider forms of degree d>2. The following are among the new results we have proved: 1. A nonsingular form over a field of characteristic zero has nonzero Hessian. This was proved by Harrison in degree d=3. We use some basic algebraic geometry and rational differential forms to give a proof valid in all degrees d≥2. 2. The formal differences of split forms constitute an ideal in the Grothendieck ring of higher degree forms. This generalises a well-known result for quadratic forms to higher degree. 3. In the monoid of equivalence classes of nondegenerate forms of degree d≥3, with the tensor product operation, the submonoid generated by the equivalence classes of the hyperbolic forms is free. This is a small step towards answering a question posed by Harrison. 4. Let the base field have characteristic zero. In every odd degree d≥3 there are no nontrivial families of additive invariants of the forms of degree d. In every even degree d there is a nontrivial family of additive invariants of the forms of degree d. The most familiar example is the family of discriminants of quadratic forms. Our proof involves the symbolic method for representing invariants of the forms of degree d. 5. We give a new proof, in characteristic zero, that a nonsingular form of degree d≥3 has a zero Lie algebra. Our proof involves a certain Schur functor and invokes the basis theorem of Akin, Buchsbaum and Weyman. 6. Let F be a field of characteristic zero and let K:F be a field extension. Let f be a form of degree d≥3 in more than three indeterminates with coefficients in F. Then if f is equivalent over K to a hyperbolic form, f must already be equivalent to a hyperbolic form over F. Compare this with the degree 2 case where, for example, the forms Σ(xk²+yk²) are hyperbolic over C but not over R.
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Kim, Myung-Hwan. "Higher degree theta-series and representations of quadratic forms /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919112114.
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Simpson, Wayne Roydon. "A high frequency change, which is both inducible and reversible, results in altered colony morphology of a fungal symbiont (Neotyphodium lolii) and dwarfing of its grass host (Lolium perenne) : this thesis is presented in partial fulfilment of the requirements for the degree of Master of Science (MSc) in Microbiology at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1139.
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Fungal endophytes of the genus Neotyphodium form stable symbiotic associations, with grasses, that are symptomless and generally considered to be mutualistic. The benefits that these fungi confer to their grass hosts are exploited in pastoral agriculture systems. The production of a range of secondary metabolites, specifically alkaloids including peramine and ergovaline can give their host plants an ecological advantage in certain environments. Neotyphodium endophytes are asexual and have lost the ability to transfer horizontally between hosts making seed transmission a vital feature of the association. This thesis reports the occurrence of phenotypically different perennial ryegrass plants (Lolium perenne) in a population infected with Neotyphodium lolii. Here we show that the change in the plants is directly attributable to a variant endophyte that they host. Isolation of the variant endophyte reveals a change in colony growth compared to the wild-type resident endophyte in the population, which has a white and cottony phenotype. Colonies of the variant endophyte are smaller than wild-type colonies and mucoid, with hyphal filaments forming aggregates. Evidence shows that the switch between colony morphologies occurs at a very high frequency, is reversible, and appears to be environmentally induced. This suggests that the switching phenomenon involves gene regulation rather than mutation. When endophyte-free plants are infected, with either white and cottony (wild-type) or mucoid (variant) fungal colonies, they assume a morphology consistent with the state of the fungus at the time of inoculation, that is normal or dwarfed, respectively. In addition, re-isolation of endophyte from either normal or dwarfed plants always yields white and cottony or mucoid colonies, respectively, suggesting that the host environment stabilizes the state of the fungus. Proteomic profiling revealed differences in protein expression between plants infected with either the wild-type or mucoid fungus. Furthermore, host plants containing the mucoid fungus have never flowered or produced seed. Thus, if this change in the fungal symbiont occurs in a competitive natural environment the mucoid fungus and its host plant may not persist beyond the first generation. This thesis provides insights into the plastic nature of fungal endophyte/grass symbiota and discusses possible mechanisms for the observed morphological switching in culture and host dwarfing.
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Waterman, Stephanie J. Tinto Vincent. "The Haudenosaunee college experience a complex path to degree completion /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
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Borden, Jonathan P. "Predicting baccalaureate degree attainment| A university admissions model that includes transfer students." Thesis, Spalding University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642715.
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<p> The purpose of this study was to report a more inclusive postsecondary graduation rate figure, improve the ability of postsecondary institutions to predict the likelihood that a student will graduate, and to help address challenges presented by the United States President and by the Kentucky General Assembly. The more inclusive graduation rate calculation is in contrast to the prevailing National Center for Education Statistics' (NCES) Graduation Rate Survey (GRS) calculation. The calculations used in this study incorporated data from the National Student Clearinghouse's (NSC) StudentTracker systems. The research population used in this study consisted of students who initially enrolled at the University of Louisville (UofL) in academic years 2000-01, 2001-02, or 2002-03. Using a more inclusive graduation rate calculation that counted a student as having graduated from any postsecondary institution, not just the institution where they initially enrolled yielded a graduation rate that was 10 percent higher for the research population than was reported under the prevailing methodology. The study created a Graduation Likelihood Model (GLM) to predict the likelihood that a first-time, full-time bachelor-degree-seeking student will graduate within six academic years. Eight independent variables were examined through chi-square and logistic regression (logit). The eight variables examined were gender, race/ethnicity, ACT, High School Grade Point Average (HSGPA), public high school (HS) vs. private HS, HS distance from campus, state/federal-grant/scholarship financial aid, and federal loan financial aid. In addition to running chi-square and logit on each variable, the procedures were run on the variables after they were included in four distinct categories: demographic, academic, pre-postsecondary academic and financial aid. The chi-square results showed that with the exception of HSGPA there was an association, albeit small, between the variables and successful graduation. All variables including HSGPA are to be used in the GLM, which can be used by postsecondary institutions to predict, at the time a student applies to the institutions, the likelihood that a student will graduate within six academic years. The GLM and the new calculation of graduation rates relate to initiatives set out by both the state of Kentucky and current US President Barack Obama. The new calculation provides a better way of assessing student achievement. At the time of initial enrollment, the GLM can be used to identify students, who may need additional assistance to obtain their degrees. .</p>
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Poulter, Grace D. "The learner identities of older adults engaged in higher degree programmes." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8847/.
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Doctoral students are often popularly portrayed as early career researchers and/or academics, engaged single mindedly in esoteric research projects; in other words, they are perceived as boffins. However much this may have been true (or not) in the past, this is certainly not the case in the 21st century. New routes to doctoral qualification have proliferated in recent years and with this growth and diversification the learner identities of the participants engaged in doctoral programmes has also broadened and diversified. Adopting a case study approach, based upon the narratives of 15 professional doctorate students who entered the programme over the age of 40, this study aimed to critically explore the reality of learner identities of these older adults engaged in higher degree study. This qualitative study has explored in depth and detail, the motivational factors driving this student group to embark upon a professional doctorate in mid- to later-life. The identities of these candidates have also been explored through the rich, qualitative data collected in the one-to-one semi-structured interviews that formed the basis of the project. Five significant findings resulted from the analysis and discussion of the qualitative data. The first was that a strength of the particular doctoral programme examined in the case study was that it offered people in mid- to later-life educational opportunities that may have been denied to the, for various reasons, at an earlier stage in the life-cycle. A second finding was that the professional doctorate was attractive to professional people because it provided a staged entry into academia and allowed the professional experience and competences of the candidates to become an integral part of the admissions procedures. The third finding related to the diverse learner identities of the participants. The fourth finding suggests that postgraduate study in general, and doctoral study in particular, can be life enhancing and provide measures of inclusion and social justice that may have been denied to people in earlier life. The study concluded on the fifth finding, that the professional doctorate would be improved by being embedded more firmly in a work-based or workplace learning approach which would further support the strong professional identities of the project participants.
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Ben, Romdhane Mohamed. "Higher-Degree Immersed Finite Elements for Second-Order Elliptic Interface Problems." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/39258.
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A wide range of applications involve interface problems. In most of the cases, mathematical modeling of these interface problems leads to partial differential equations with non-smooth or discontinuous inputs and solutions, especially across material interfaces. Different numerical methods have been developed to solve these kinds of problems and handle the non-smooth behavior of the input data and/or the solution across the interface. The main focus of our work is the immersed finite element method to obtain optimal numerical solutions for interface problems.
In this thesis, we present piecewise quadratic immersed finite element (IFE) spaces that are used with an immersed finite element (IFE) method with interior penalty (IP) for solving two-dimensional second-order elliptic interface problems without requiring the mesh to be aligned with the material interfaces. An analysis of the constructed IFE spaces and their dimensions is presented. Shape functions of Lagrange and hierarchical types are constructed for these spaces, and a proof for the existence is established. The interpolation errors in the proposed piecewise quadratic spaces yield optimal <i>O</i>(h³) and <i>O</i>(h²) convergence rates, respectively, in the L² and broken H¹ norms under mesh refinement. Furthermore, numerical results are presented to validate our theory and show the optimality of our quadratic IFE method.
Our approach in this thesis is, first, to establish a theory for the simplified case of a linear interface. After that, we extend the framework to quadratic interfaces. We, then, describe a general procedure for handling arbitrary interfaces occurring in real physical practical applications and present computational examples showing the optimality of the proposed method. Furthermore, we investigate a general procedure for extending our quadratic IFE spaces to <i>p</i>-th degree and construct hierarchical shape functions for <i>p</i>=3.<br>Ph. D.
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Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions.
This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.<br>https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Lahn, Alexsis. "Experiencing 360 feedback within higher education." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007lahna.pdf.
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Dickenson, Sheree Owens. "The impact of guided reflection on clinical judgment of associate degree nursing students." Thesis, The University of Alabama, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10006889.
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<p> The health care environment continues to be fraught with errors and poor patient outcomes. Nurses, having the most constant time with patients, are in a position to make a difference in those outcomes. Due to many technological, social, and health care changes and advancements, nurses have responsibilities requiring high levels of clinical judgment. Nursing education must respond to the changes and expanded roles of nurses by changing how students are taught, specifically in the clinical setting. Pedagogical tools and methods are needed to assist the student with making integrations between classroom theory and clinical practice. The purpose of this study was to explore the use of a guided reflection tool based on a model developed from the practice of novice and experienced registered nurses on clinical judgment development as measured by a rubric based on the same model, of associate degree nursing students, in an acute care setting. A mixed methods approach was used. Clinical judgment scores of a comparison group (n = 9) were compared with an intervention group (n = 9) and each groups’ scores were examined for progression of clinical judgment abilities using a quasi-experimental time series design for the quantitative portion of the study. Using RM-ANOVA, findings indicated there was no statistical significance between the two groups or within the time intervals for either of the groups. A focus group interview was also held to identify perceptions of each group concerning reflective journaling and development of clinical judgment. Both groups felt reflective journaling enhanced development of clinical judgment; however, the intervention group articulated situational learning to a greater degree than the comparison group.</p>
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Williams, Aysel Renay. "Military Students' Persistence in Earning an Online College Degree." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3076.
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The purpose of this basic qualitative study was to gain insight into the factors that military students perceive to have an impact on their persistence. The conceptual framework for this study was Knowles' principles of andragogy. The research questions were designed to explore military students' persistence, measures of engagement in academic activities, decisionmaking to assure success, and the strategies considered important to earn a degree at an online college. Demographic surveys, status reports and degree plans, and semistructured telephone interviews were collected from 13 military students. Interview data were transcribed and all data were open coded and thematically analyzed. Military students experienced longer than desirable time to degree while they managed institutional factors (policies and procedures), situational factors (school, work, and family obligations), and dispositional factors (age and past experiences). Specifically, military students indicated that the following factors contributed to their academic success: (a) military-friendly policies and procedures; (b) balance between school, work, and family; (c) and maturity gained from real-world experiences. They purposefully planned to persist, successfully addressed complex situations, and looked to experts in academia to ensure that those who could impact their progress were keenly aware of military students' diverse needs. Findings were incorporated into a white paper to inform academic leaders on how best to assist military students in completing their online degree programs. Implications for social change are that military students will be better prepared for more career opportunities and help mitigate the financial difficulties and high unemployment rates that disproportionately impact veterans.
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Noble, Keith Allan. "An international prognostic study, based on an acquisition model, of the degree Philosophiae Doctor (Ph.D.)." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7585.
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This thesis documents an exploratory study of the degree Philosophiae Doctor (Ph.D.). It was prompted by the international existence of several contentious aspects of the degree (appropriateness, attrition, discrimination, employment, program emphasis, research competency evaluation, time to complete, unconventional programs). Because of the absence of any relevant theory, a model (Ph.D. acquisition model) was utilized as the conceptual framework for the investigation. This model incorporates the three fundamental components of the degree (lengthy study, original research, thesis preparation), which were determined from the historical and regulatory literature. The research question was, " (w) hat effect, either positive or negative, do experts think altering the fundamental components of the degree Philosophiae Doctor, will most likely have on the resultant degree?" Data to answer this question was derived using the prognostic Delphi technique involving a panel of 67 (15 females, 52 males) English-speaking individuals. These professionals have extensive experience with the Ph.D. degree and they come from Australia, Canada, Great Britain, and the United States. In the Round 1 questionnaire the panelists identified Ph.D. degree related problems that were validated against the prescriptive literature (1960-1988). Round 2 generated predictive responses about the outcome of 18 hypothetical actions which address the most frequently raised problems in Round 1. A reiterative Round 3 resulted in acceptably stable prognoses for the majority of the responses. The implications of these prognoses, as they relate to the traditional and four non-traditional Ph.D. degrees and to university administrators are discussed.
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Bittinger, Sara-Beth. "Perceptions of Bachelor-Degree Graduates Regarding General Education Program Quality." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603311.
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<p> This study was directed by a modified Delphi-methodology design to gain perspective of the perceptions of alumni regarding the value and applicability of the general education program. The expert-panel participants were 14 alumni of Frostburg State University from various majors, representative of all three colleges, who graduated between 2006 and 2011. This study sought to identify alumni perceptions of general education programming through three rounds of a survey administration and to use alumni responses to review the future development of the general education program. Overall, respondents agreed that their experiences at Frostburg moderately prepared them for real-world demands. Specifically, the average importance rankings of the various attributes related to their bachelor’s degrees identified by the panel were as follows: overall life preparation, preparation to be well-rounded and educated, career and professional preparation, preparation for the major, and aided in skill development. </p><p> Alumni ranked the importance of skills/attributes that prepared them for their profession as follows: communication, internship, leadership, relating to others, understanding different perspectives, legal and ethical skills, becoming well-rounded, and open-mindedness. Attributes identified as important to alumni when explaining their general education course selections were perceived usefulness of the course in the future, the subject of the course, the convenience of when the course was offered (time and day), satisfying the General Education Program requirement, advisor guidance, the professor teaching the course, and course rigor. </p><p> English composition and social and behavioral sciences ranked highest in importance, followed by mathematics, in all three rounds of the survey. Arts, humanities, and biological and physical sciences exhibited lower importance, measured by the mean rank. Regarding course subjects, English had the highest ranking followed by psychology, sociology, probability, and statistics.</p><p>
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Fregoso, Julio. "Through the pipeline| Degree aspirations of African American and Latino males enrolled in California community colleges." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590911.
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<p> This quantitative study examined the transfer and degree aspirations of African-American and Latino males enrolled in California community colleges. Carter's (2002) theoretical and conceptual framework on the degree aspirations of African-American and Latino students was utilized to frame this study. Using secondary data from CCSSE, t-tests, factor analyses and logistic regression analyses were completed to compare the experiences of African American and Latino males and predict their transfer and degree aspirations. Findings include that self-reported data on GPA, obtaining or updating job skills, changing careers, and institutional size were predictors of associate degree aspirations. For the outcome transfer aspirations, predictors were race, sources used to pay for their tuition, and experiences that contributed to their academic, cognitive, and technical skills at the community college. Implications for future research and practice are discussed.</p>
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McGovern, James Joseph. "Flight operations for higher harmonic control research." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28223.
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Conn, Ian Brian Edward. "Governing higher education : research pooling in Scotland." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/24477.
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Research pooling refers to a new form of collaboration between higher education (HE) institutions in Scotland under the auspices of the Scottish Funding Council (SFC) in which research resources in specific areas are shared, or pooled, across Scotland with the aim of enhancing research competitiveness. This thesis is a study of research pooling as a policy initiative. It suggests that the policy initiative warrants examination because it is a highly innovative policy that introduced new structures, relationships and practices in HE in Scotland. Moreover it did so through a collaborative policy process that appears at odds with the recent highly competitive and selective framing of policy in Europe and the UK. The thesis contrasts research pooling with policy solutions pursued in England and argues that it offers a distinctive approach to developing and sustaining world-class research in the global knowledge society, and (post-RAE 2008) has the characteristics of a successful policy development that attracted widespread support. This prompts a number of questions addressed in the thesis about the development of the policy in Scotland, including the importance of the specific policy context, the significance of the timing of the policy development; and questions about why it developed so quickly. In more general terms, the thesis also considers the significance of the development of research pooling policy for our understanding of the steering of research and higher education in globalising contexts. Thus the thesis is informed by literature on globalisation, particularly that which is attentive to the interaction between the global and local. It also engages with the policy imperatives of building global knowledge societies and economies, and the 'travelling' policies they engender. It considers the significance of embedded factors in the 'local' Scottish context; and how these play out in academic culture and in tension with managerialism. Finally the thesis connects to the theme of governance of research and higher education through consideration of aspects of the operation of policy networks and policy communities. The methodology of the thesis is interpretive and works with the idea of a policy 'narrative' that allows the actors to 'speak' for themselves, constructing a narrative of the process of policy formation as they wish to present it. The methodology assumes that each of the actors represented in the data is mobilising particular resources in order to promote and maintain their individual and collective interests. Thus, the analysis interprets these narratives with attention to the work they do in protecting and maintaining power. Semi-structured interviews with sixteen actors from Scottish Government, SFC, universities and other HE bodies generated data that were then analysed as 'interpretations of interpretations'. The approach illuminates the 'assumptive worlds' of policy-makers, and their emergent networks in the context of post-devolution policy for HE in Scotland. The analysis of the data suggests that research pooling, as a policy initiative, contrasts with much recent policy in HE in the UK, as it works with the grain of academic culture and appeals to ideas of self-determination, autonomy and sovereignty within the academic community. 'Hard' forms of managerialism and governance were rejected in favour of 'soft' governance, drawing people into the policy process, and the policy network was characterised by trust relationships and high levels of personal commitment. This may be seen as a highly developed form of network governance. It also highlights the significance of cultural and political context in the translation of global imperatives into local contexts.
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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.
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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.
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Adams, Karen. "Reconciling image with innovative need: how employers determine the ’fit’ of engineering higher degree by research graduates for industry." Thesis, 2011. http://hdl.handle.net/2440/70822.
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A substantial proportion of engineering higher degree by research (HDR) graduates indicate an interest in a career in business and industry. However, little of substance is known about the ways these graduates and the engineering work they perform are perceived and valued by their industry employers. The purpose of this study was to research the beliefs and perceptions of employers of engineering HDR graduates, in order to gain a more complete understanding of how they perceive the abilities developed through higher degree by research study to contribute to the Australian industrial workplace. Constructionist grounded theory methodology was used to explore the perceptions of 22 employers of research masters and PhD engineers in the fields of mechanical and chemical engineering in two major urban settings, both strong manufacturing and science and technology centres in Australia. The participants were located in a range of workplace contexts: consulting engineering firms, manufacturing firms, public utilities and government funded research organisations. The study revealed that the employers viewed their engineering HDR employees with positive regard, but maintained a number of ‘theoretical’ concerns about engineering HDR graduates in general. Their concerns mainly emanated from (a) beliefs about the nature of engineering problem solving and how it contributes to the innovative needs of their workplaces, and (b) beliefs about, or the image of, personal characteristics of engineering HDR graduates. With respect to these latter beliefs, it is argued in this thesis that the employers maintained idiosyncratic, implicit personal theories of engineering HDR graduates. When considering accommodating engineering HDR graduates in the workplace, the employers resolved their concerns by engaging in a process of reconciliation between these two sets of beliefs. The reconciliation process occurred in three stages: establishing innovative context, invoking personal theories and determining workplace fit. The employers were found to accommodate engineering HDR graduates to different extents, depending on the following factors: the value the employers placed on creativity to achieve workplace outcomes; the employers’ tolerance of the perceived personal attributes they associated with engineering HDR graduates; and the perceived costs they perceived to the workplace of engineering HDR graduates who display personal creativity attributes. A decision pathway, or algorithm, is hypothesised in this thesis that illustrates the way these factors are taken into account by the employers. In keeping with grounded theory research practice, each of the stages detailed in the thesis is then shown to elaborate, extend or challenge notions found in extant literature on creative achievement, implicit theories of creative people, and recruitment biases. The findings are also argued to contribute to the literature on HDR graduates’ employability and, in particular, to what is already known from
studies of industry collaborative PhD programs.<br>Thesis (Ph.D.) -- University of Adelaide, School of Mechanical Engineering, 2011
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Knight, Elizabeth. "The Impact of Massification of the Higher Education Sector on the Idea of a Degree in the UK." Thesis, 2018. https://vuir.vu.edu.au/41703/.
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This study investigates whether the messages sent by academic institutions of different status in their prospectuses about the idea of a degree have changed over the period of massification in the UK 1976-2013. The study concludes that there are differing identifiable discourse topics, and these have changed over the period, especially away from a traditional liberal higher education to a focus on graduate employment. The major change found over the period is an increase in the homogenisation of marketing materials, which enhanced the coding of institutional status, and as a result now requires increased support for prospective students.
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Clark, Laurel. "Motivating factors for the professional development of a cohort of professional doctorate students in education." Thesis, 2007. https://vuir.vu.edu.au/1449/.
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The changing environment in higher education has lead to a choice of doctoral programs for lifelong learners. From the data derived from interviews with a cohort of students in a professional Doctorate in Education at a Victorian university, the current study identified the students’ perceptions of their own professional development. It found that the extrinsic and intrinsic factors which motivated these students were numerous and often complex, and were as much for personal development such as cognitive interest, enjoyment and love of learning, social stimulation at a professional level, and because of academic pathways as they were for professional development whether for gaining qualifications, skills, credibility benefitting the profession or because of the developments within information and communication technologies. It also found that the students were non-traditional, being close to the middle or end-phase of their careers. The study developed a profile of a typical student from the many similarities exhibited by them. The implications of these findings for the nature of the Doctorate in Education at this university and for the delivery to future groups of students undertaking post-graduate degree are discussed.
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I, CHENG SONG, and 鄭松益. "Research the Relationship between Coach’s Leadership Behavior and Player’s Satisfaction Degree in Taiwan Senior High School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/47578775999312801763.
Full textAbstract:
碩士<br>臺北市立師範學院<br>國民教育研究所<br>89<br>Research the Relationship between Coach’s Leadership Behavior and Player’s Satisfaction Degree in Taiwan Senior High School.
SUMMARY
The purpose of this report is to research the relationship between coach’s leadership behavior and player’s satisfaction degree. The researcher used measurement form surveyed the 436 high school students. Then, by means of description statistic, independence specimen T- test, ANOVA,Scheffe’ method and Chi-square test, and stepwise regression etc ways to statistic and analyze.
This research reveal as below:
1.According to the perception degree of high school students to coach’s leadership during training period are: Training and Guidance, Care behavior, Democracy behavior, Award behavior, Tyranny behavior.Student has higher satisfaction to coach’s leadership than score.
2.Male player and elder player perception higher tyranny behavior to coach’s behavior.Male player and the player who play volleyball longer perception higher award behavior to coach’s behavior. Player who have high achievement, player who play volleyball longer, player who stay longer in one group, and the player who study the last year in high school perception higher care behavior to coach’s behavior. Player who
have high achievement, elder player and player who stay longer in one group perception higher training and guidance behavior to coach’s behavior. Player who stay longer in one group and player who study the last year in high school perception higher democracy behavior to coach’s behavior.
3.National class player, player who play volleyball longer and player who stay in one group longer perception higher satisfaction to coach’s leadership behavior, Male player, player who stay longer in one group and player who study second year in high school perception higher satisfaction to score.
4.Coach’s care behavior, award behavior, tyranny behavior can be effectively predict student’s satisfaction degree to coach. While tyranny behavior show negative value. Yet, training and guidance behavior as well as tyranny behavior can beeffectively predict player’s satisfaction degree to the score.
Key words: Volleyball, Coach’s Leadership Behavior,
Player’s Satisfaction Degree.
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Chou, Chih-Chun, and 周志群. "Research Study on the Relation between junior high school students’ level of distraction and degree of depression." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/53038374689511407912.
Full textAbstract:
碩士<br>國立臺灣科技大學<br>管理研究所<br>93<br>The research study is set to achieve two goals. The first goal is to understand the relation between Taipei County junior high school students’ level of distraction and degree of depression. The second goal is to discuss the individual differences in their level of distraction and degree of depression in terms of variables in their background.
Survey research method is adapted in the research study. All of 184 junior high school students in Taipei County are chosen as research participants through purpose sampling. The research data is collected from the participants’ responses in distraction inventory and depression inventory. In order to provide comprehensive findings, the data analysis consists of descriptive statistics, Pearson’s correlation, t-test, single-variable analysis, and multiple regression analysis. The findings are briefly summarized as follows:
1. There is no significant difference in the junior high school students’ level of distraction in terms of their inhabitant areas, gender, relationship with opposite sex, media stimulation from television, and family background.
2. Among categories of distraction, the junior high school students tend to have a hard time giving in to unfamiliar ideas that contradict with theirs.
3. There is no significant difference in the junior high school students’ degree of depression in terms of their inhabitant areas, gender, media stimulation from television, and family background, while significant difference emerges from the comparison between “often-change-boy/girlfriend” group and “no-boy/girlfriend” group. That is, significant difference can be found in the junior high school students’ relationship with opposite sex.
4. The positive correlation can be found between the junior high school students’ level of distraction and degree of depression.
5. Depression among the junior high school students can be anticipated based on their level of distraction and their relationship with opposite sex.
6. The junior high school students’ level of distraction is the most salient variable of all to their degree of depression.
On the basis of the above findings, practical suggestions are brought forward for future references to related practice and further research studies.